The Flipped Classroom
The Flipped Classroom
Site: Priestley Moodle Course: Professional Development Book: The Flipped Classroom Printed by: Wendy Winnard Date: Thursday, 27 June 2013, 12:12 PM
Table of contents 1 Learning Outside the Classroom:The Flipped Model 2 Is the wheel being reinvented? 3 What do Priestley students think about Flipped Learning? 3.1 Students think that the potential benefits for them are: 3.2 Students thoughts whether they would like to learn using the flipped model 3.3 the pitfalls 3.4 Students thoughts on the flipped classroom in their subjects 4 Do's and Don'ts 5 More about the findings and suggestions for further research 6 Your Feedback
1 Learning Outside the Classroom:The Flipped Model As part of my innovation project this year (2013), inspired by Mark Jenkins, I started to video some of the stuff I taught in chemistry and post it on Moodle. Mark asked me had I heard of the flipped classroom. Naturally I said yes (then went away and looked it up). All teachers at some point use the flipped model without knowing its new, hip title. One of the most useful definitions which describes the “flipped classroom” is a model in which the typical teacher orientated lesson and homework elements of a course are reversed. Short video bites are viewed by students at home before the lesson, while inclass time is devoted to developing study skills and higher order learning. The video is often paramount in the flipped approach however in the good old days we may have used text books and other antiquated paraphernalia to achieve the same aims. The video can either be created by the teacher and posted online or selected from an online repository . While a pre-recorded lecture could certainly be a podcast or other audio format, the ease with which the video can be accessed and viewed today has made it so ubiquitous that the flipped model has come to be identified with it. There are already many courses at Priestley who post video clips into their Moodle courses for example a departmental YouTube site (History) directly (Business) or via a PowerPoint loaded onto Moodle (Psychology). Forgive me if I haven't mentioned you all. This Moodle ebook gives a brief overview of some of my findings this year however as with any educational research there is no end to the cycle. If you have any uniquie ideas in which you have got the flipped approach to work then click this link to post. W.Winnard
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The Flipped Classroom
2 Is the wheel being reinvented?
As with all educational fads one could argue that it's been done ( a few times) and as an old cynic you could argue "done it, seen it been there". As a child of the 60's my formative education was driven by the concept of active learning. For those of you not so chronologically challenged individuals, take a look at where we have come from, From the humble slate to Skinner's teaching machine. (Watch from 15 minutes into the clip) http://www.bbc.co.uk/iplayer/episode/b0229pbj/Britain_on_Film_Series_2_Kids_Today/
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3 What do Priestley students think about Flipped Learning? What do Priestley students think about Flipped Learning? Many thanks to Chris Atherton, Nicola Kleiser, Shahida Khanam, Mark Salmon and Mark Jenkins for agreeing to run a focus group in their Tutorial Sessions. The questions that their classes focussed on followed the viewing of a short video clip which I had created using “Extranormal”. Students were shown the clip and then asked to discuss specific questions. The findings are documented on the next three pages.
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The Flipped Classroom
3.1 Students think that the potential benefits for them are: “Can learn wherever and whenever.” “ Being able to review, refresh and revise.” “ More time in lesson for advice and trouble shooting of key problems, “ “Opportunity to review frequently (rewind and work through again).” “Able to finish notes before teacher moves on if you write slowly.” “ More memorable, work at own pace.” “ Information sinks in better.” “ Have a different explanation from a different teach might make concept clearer” “Quicker easier to take in. “
3.2 Students thoughts whether they would like to learn using the flipped model “I’m a visual learner so yes.” “Would like alternative explanations (other than my teacher) on occasion.” “More interactive than a worksheet. For catch up would be good but too much would become boring.” “Never”. “I would rather make notes from a textbook as I work better that way...I prefer working from paper”. “I’d like to work like this near exam times as it frees up revision time.” “ Videos can break down topics into bite sizes.” “Sometimes so that harder things can be taught in lessons.” “Yes especially History.” “I don’t learn in this way so if I am in the class and don’t understand I can ask.”
3.3 the pitfalls “Cannot ask about alternative explanation as not as interactive as a real teacher. I might prefer to ask my teacher so they know if I am struggling, ” “Not enough time at home to watch too many videos.” “Could begin to become boring.” “Youtube blocked/ Moodle down, Not able to question the teacher further. “Could just skip to the end and not watch.”
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The Flipped Classroom
“Harder in written subjects? “ “Everything”, being taught differently than in the lesson.” “internet down or slow to load Youtube video ....frustrating. “ “Time consuming for the teacher. To develop videos” “ Faster to open a book.” “Not having internet connection at home.” “ Still not understanding and not having the confidence to ask the subject tutor for help. “ “Some people would not bother to watch the videos.” “Only watching the video and not doing any real work.” “ “Teachers seeing it as a novelty more than genuine help. More time would be spent in class trying to find out who had not watched the video.” “Students won’t do it as there is no one to motivate them.” “There is no effective way to teach everyone through a video, people learn in different ways and that’s why we need teachers.” “ Some topics would be hard to explain via a video.”
3.4 Students thoughts on the flipped classroom in their subjects “History, Sociology where there is lots of content and Biology where some of the concepts are difficult to grasp.” “Sciences, Maths, Business, Psychology, Accounts” “All my subjects”. “Not all for example English Language doesn’t have set formulae and are more based on skills interpretation” “In History I could make notes pause and rewind.” “ Some subjects better than others.” “Problem solving should be done in class however definition, equations and wrote learning could all be done through this method. “Art no. English yes e.g. some helped to explain a poem by Donne.” “It is a nice accessory but learning by taking notes in lectures is effective for me”. “Apart from Maths which is a constant workshop anyway”.
4 Do's and Don'ts Do take a look at this clip as the narrator gives some really good tips about implementing this model into your teaching.
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The Flipped Classroom
5 More about the findings and suggestions for further research Following up on subjects in which students said they were using videos outside of lessons it was found that teachers were using novel ways of assessing whether learning had taken place. For example in Psychology a teacher had told the students that there would be a Socrative quiz following the video. All students managed to view the video outside the class. Other suggestions have been getting students to design a quiz based on the video ( “Activating students as the owners of their own learning;” (Wiliam , D, 2008) . An interesting outcome was many student’s perceived role of their teacher as a font of all knowledge and at the front task master rather than a facilitator. There are still many questions being asked about the flipped classroom but many institutions using it effectively. The main hurdles for the teacher are: stimulating reluctant learners to take responsibility for their learning outside the classroom and for teachers to move out of their comfort zone, away from the “blackboard”. Suggestions for encouraging students to carry out preparation before a lesson Set Low Order Thinking Skills as outside tasks: 1. 2. 3. 4.
Taking notes from resource, coming to lesson witha question, list of new vocabulary, Get student to add it to Moodle glossary. Peer assess a partners work using Priestley Drive or a moodle Forum Make students authors of their own work. Get them to create an ebook. Students make quizlet flash cards
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What is her surname? Face to face activity must be well planned based on outside task set. Reluctant "participants" have to do LOT activity whilst the others engage socially in groups. See the wonderful Ricahrd Burn's Blog: Free technology for teachers for more ideas Chris Atherton has been running a Teaching and Learning innovation project into developing independent learning skills in the classroom and has produced some excellent ideas on Independent Learning Exercises you can deliver through Moodle. All of these ideas can be applied to the flipped classroom.
6 Your Feedback Your Feedback is vital for future developments of the flipped model-fad, fiction or for real please comment either on the forum by clicking this link http://moo.priestley.ac.uk/mod/forum/view.php?id=38221 or anonymously with survey monkey Click here to take survey
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