Flipped learning seems to be the buzz word in education right now. Everyone is talking about it. This was enough to grab my interest and give me the enthusiasm to try it out in my classroom.
Essentially, flipped learning is turning the traditional idea of teaching on it’s head. In this way, teachers spend their time not teaching, but facilitating application of the learning which has happened prior to the lesson. This can happen in many different ways, but the popular way is through online tutorials uploaded through YouTube or Vimeo. Students would watch these tutorials, learn at home and then bring that knowledge into the classroom so that the teacher can then set up tasks which allow students to demonstrate their knowledge.
In my experience, I have used EdPuzzle to send tutorials to students which they have needed to watch before the next lesson. Using this application, I added questions to the video which pause the video at certain points and ask for an input. This is a useful added extra to just sending a video to students and hoping they watch it. For a start, you can see which students have watched the video as well as what their answers were to the questions you set. EdPuzzle works best if your students have Google logins, although I did manage a way around this by asking parents to sign up (for free) to EdPuzzle.
The projects which students chose to complete in lessons to demonstrate their learning vast exceeded my expectations. And then I realised something. My expectations. I had already put students into boxes. The lower abilities, the middles, the more able, the gifted etc. That way of thinking needed to be thrown out of the window! Yes I need to plan for challenge and ensure that every student is pushed and challenged well, but I should throw out all my original expectations of what students could achieve in these lessons. It was one of my ‘low achievers’ who taught me this when she shared her x-ray machine which she had made to demonstrate the differences and similarities between animal and human teeth. I was astounded. Had I given her a worksheet to fill in, or another written activity, the outcome probably would’ve been a lot lower. Yet here, given the opportunity to demonstrate her learning in any way she desired, she blew my mind!
Moving around the classroom, freed up to discuss projects with the students in my class, I was able to really get a good understanding of what the students had understood by the tutorial I had set for them. I had the opportunity, and more importantly time, to spend with each student/group to challenge them with their thinking. It enabled me to extend those students who struggled with the creativity side by asking ‘What if…’ questions. What’s more, the students loved the lesson and learnt a lot!
Now, inevitably you will have the odd student who doesn’t watch the tutorial or try the task at home. In these cases, you will have to plan in for allowing them to access that digital material during the beginning of the class.
Since that first lesson, I have experimented with delivering the content at home through YouTube videos I have made myself in the classroom, EdPuzzle tutorials and websites linked up to a Google Form to complete afterwards. I have only just begun my ‘flipped classroom’ journey but I am loving the outcomes so far. Please tell me about your flipped learning journey below.