Always looking for the next creative step to introduce to our classrooms, I discovered the concept of Blended Learning.
This seemed to be a way in which we could move onto the next stage from producing or finding short videos to support learning at home to enabling deeper learning within the classroom, to now being able to personalise learning for individual students.
The sheer number of resources available for both teacher and learner appears to be never ending – allowing teachers to consider their classes and how they could successfully introduce Blended Learning to their own learners.
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’.
The Learning Pyramid, may be 20 years old but it still demonstrates the 5 areas of learning that are needed in order for our young people to succeed.
Flipped Learning Pic
It’s clear that to become an ‘expert’ you need to do, rather than to watch or listen. Students need to become active rather than passive learners. Flipped learning enables this through flipping the traditional ‘Sage on a Stage’ classroom practitioner into preparing or finding short videos that can ‘lecture’ students at their own pace – where they can replay the clip in order to improve understanding. This then enables them to participate in the active aspect of learning enabling the active learning to take place.
Far too often we are allowing students to be ‘spoonfed’ providing them with the answer, starting their sentences, giving them heavy scaffolding. It is interesting to watch this video clip and see how a baby, ‘Taffy’, needs to solve problem, and uses independent thinking to solve the problem. Alone. Taffy could have just screamed for attention and help from an adult but instead is able to work it out and solve the problem. How can we continue to develop this virtual need for problem solving as a form of independent learning in our young people within our classrooms?