After watching clips like this, our Creativity TLC started to really recognise how they could make ‘flipping’ work in their classrooms.
I have used the Flipped classroom technique in my year 10 class. I uploaded some YouTube clips about the context of 1930s America for the study for "Of Mice and Men.” When the next lesson took place, the whole class were engaged and by the middle of the lesson, I felt redundant in the class. The class were on task and taking charge of their own learning. By the end of the lesson, students had achieved the lesson objective as they had taken charge of their learning and finished the lesson more knowledgeable about the social, cultural and historical context of 1930s America.
- NAOMI VAN DER LITH
I have used flipped lessons by asking students to watch videos on different cooking skills or a demonstration of a dish being made at home. They then cooked the dish or used that skill in the next lesson. The video enables the students to watch the skills or demonstrations several times by the next lesson and therefore creates calmness and confidence during practical lessons. The boost in confidence will improve their grades/levels and makes me available to help the more needy students rather than answering the ‘what do I do next’ questions, as more capable students know that they are doing the right thing.
- LIEZEL HANSSON
My flipping adventure commenced before the TLCs started. I had had a few conversations about it with Jane and had been experimenting with it but the TLCs solidified my practice. Every one of my classes is now set up on Edmodo and I can post ‘lessons’ on there so the students have prior knowledge of what we will be doing in the lesson and can put in to practise the skills they have learned. Going forward I am writing an iTunes U course for next half term for one of my classes meaning I can ensure deep learning can happen in lessons.
- CHARLIE EVANS
The idea of flipping the classroom instantly appealed to me as a teacher of a practical subject. Too much time in lessons is taken up by the demonstration where students have to watch passively and then apply what they see and learn to create their own outcome. The trouble with a live demo is that they only take in a small percentage of what they watch and there is no pause or rewind button. The flipped classroom has allowed my students to watch the demonstrations at home and then recap in the lesson and apply what they learn. They no longer lose 10 minutes of practical learning time to watch a live demonstration. My next challenge is to use the flipped classroom to develop and differentiate the learning and the techniques that they are expected to master.
- AMANDA GOODYEAR
Students arrive to lesson with a clear understanding of the topic at hand and ready to apply
Students feel more able to explain things and think around the topic being flipped
Students tend to move on to higher level concepts and tasks more quickly
Students’ questions are more focussed
- IAN MCDOWELL
The flipped classroom has had an impact on my teaching as I am trying out different approaches in my classes. Implementing the flipped classroom techniques into my teaching allows for my students to become more independent thinkers and learners by responding to pieces of art and having the opportunity to take ownership in creating their own pieces of art.
- CLAIRE FRIEDNER
Once we had really started to build our confidence with flipping learning and recognising that the learners were keen to watch short videos to help with their learning, we then ventured onto the next stage – the ‘flipped-mastery classroom’.