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You’ve probably heard the buzz around Flipped Learning online or around your school.  If you are contemplating implementing this teaching approach, we would encourage you to carefully consider several areas addressed in this article.

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The Gist

When teachers flip their classrooms, they flip around their use of classroom time and homework time.  To sum it up quickly:

• Traditional class structure:  lessons during school → practice during homework.
• Flipped classroom structure: practice during school → lessons during homework.

Click for an Infographic that gives more details on certain aspects of a flipped classroom: Oer Research Hub Flipped Classroom Infographic

The Reasoning

• Efficiency and relationships: Proponents frequently submit these as two principal benefits of Flipped Learning. With the lectures transformed into much more efficient, shortened videos, teachers can dedicate class time for more personalized interaction with students.  This in turn can also better enable differentiated instruction (see youtube video below)

• Revolutionizing Homework Time: Homework critics have long asserted their view that student practice at home without any teacher guidance is an ineffective, frustrating use of students’ time.  Flipped Learning has the potential to address this frustration when that practice time is instead brought to the classroom (source)¹.
• Data Support:  Formal studies examining the effects of flipped learning have yet to come, but many positive experiences have been shared.  For instance, Clintondale High School reported that when their teachers used three 5-7 minute lessons per week to flip their classes, math and English failure rates dropped from 44% to 13%, and 50% to 19%, respectively.  They also had a sharp decrease in discipline cases. (source)².
• Actually a Time-Tested, Old Idea?  Others bring up the point that Flipped Learning is just a modern strategy to implement a proven, John Dewey-coined pedagogy: centering the learning more around the learner than the teacher (source)³.

Some (free!) Resources

Homework Side of the Flip:

Teacher-made resources

• Screenr:   Records a video of what you do on your computer screen (ie, a PowerPoint, Prezi, or Word Document), while simultaneously recording your voice as you explain the content.  Easy to share through Youtube or embedding.
• Educreations: Records your voice as you draw your lesson.  You can also prepare the slides before you start recording your voice to be more efficient through your lesson.
• Sophia: Allows you to bring in content such as PDF’s and Google Documents.  You can even attach quizzes to your lessons!
• Youtube: Great if you want a full-blown video with your face.  Make sure the lighting and sound are high quality, though!

Already-made resources: (for details on each of these, see our article on Common Core-aligned resources for teachers)

• Khan Academy
• Better Lesson
• LearnZillion

Classroom Side of the Flip

• ExitTicket.org: Particularly if you have a 1:1 mobile devices due to a BYOD or other program (see our post on tips for a BYOD Classroom), you can check for understanding at the beginning of each lesson before proceeding to better enable differentiation.  Click here for an article on how one educator uses this!
• Respond to questions inspired by homework lessons: Start the lesson with exploring student-raised questions that came up during the homework.  To allow you time to consider and prepare for those questions, you can even include in the homework assignment for students to email you at least one question.
• Require students to take notes: This approach would be especially appropriate for older grades.  Just make sure you model to them effective note-taking while watching a video (see article addressing this practice).

5 Ways to Encourage Student-Centered Learning in the Flip

1. Understand Flipped Learning’s Direct Instruction Design

The official FLN (Flipped Learning Network) definition of flipped learning says, “”Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space…” (source)⁴  In other words, flipped homework videos are intended almost exclusively for direct instruction use.

For this reason, we strongly encourage every educator to be extremely selective in when and how they choose to flip lessons.  If many of your class lessons are already inquiry-based, only use flipped learning on the occasion direct instruction is needed–or perhaps, even after your inquiry lesson to extend and reinforce the big ideas students discovered.  If most of your lessons are currently direct instruction, we feel that flipped learning is just one step in how you can approach your teaching in a way that reaches more learners, and on deeper levels. (see points #2 and 3).

We have seen articles mentioning that one benefit of flipped classrooms is that students who are absent won’t get behind (source)⁵.  However, this perspective suggests that students wouldn’t miss much if they had to skip the classroom inquiry time–that the teacher-centered, direct instructional videos would be sufficient.  However, we maintain that it is critical for teachers to possess the reverse perspective if they are to cultivate a student-centered focus.

2. Don’t Depend on Flipped Learning Alone to Inspire!

To illustrate this point, we would like to reference a few educators that have discussed the topic of Flipped Learning in the context of inquiry-based instruction:

• In his April 2013 Ted Talk, “3 Rules to Spark Learning,” educator Ramsey Musallam said the following:
  • “Questions and curiosity…are magnets that draw us towards our teachers, and they transcend all technology or buzzwords in education. But if we place these technologies before student inquiry, we can be robbing ourselves of our greatest tool as teachers: our students’ questions. For example, flipping a boring lecture from the classroom to the screen of a mobile device might save instructional time, but if it is the focus of our students’ experience, it’s the same dehumanizing chatter–just wrapped up in fancy clothing. But if instead we have the guts to confuse our students, perplex them, and evoke real questions, through those questions, we as teachers have information that we can use to tailor robust and informed methods of blended instruction.” (source)⁶
• Edna Sackson, author of blog WhatEdSaid, shared her perspective:
  • “It’s not so much about flipping as about rethinking altogether. [emphasis added]. Learning isn’t linear. It’s not a step by step, one size fits all process. It doesn’t go in a sequence from remembering to understanding to analysing… and finish with creating. And it doesn’t necessarily have to go in the reverse order either. It depends on the learner and on the situation.” (source)⁷
• Many individuals discussing flipped learning promote the idea of moving lower-level Bloom’s Taxonomy skills (remembering, understanding) to the homework lessons, and higher-level skills (creating, evaluating) to the classroom (source)⁸.  However, educator Shelley Wright suggests flipping Bloom’s Taxonomy as well!  She writes, “Here’s what I propose. In the 21st century, we flip Bloom’s taxonomy. Rather than starting with knowledge, we start with creating, and eventually discern the knowledge that we need from it.”  (source)⁹

3. Start With the Why

Author Simon Sinek gave a TED Talk a few years ago about what motivates people, stemming from his “Golden Circle” model.  He explains that what has always set apart innovative and inspiring leaders, such as the Wright Brothers, is that they they focused on their beliefs or their Why, rather than the How or What.

This concept absolutely applies to how we approach learning.  Think about your Why as a teacher:  is your end goal for students to just pass your class and move on in the system, memorizing your content just long enough to pass your tests?  Or do you hope for their sights to be raised in wonder and possibility, taking their learning further by building upon it throughout their lives?  If we focus only on results, then all of our most carefully-constructed worksheets, projects, and activities will stem from the How and What, and will likely lead to very little.  However, if we focus on the Why first, we will find increased levels of student ownership and engagement as they set their own visions higher.  (check out Edna Sackson’s post on Differentiating Learning for additional ideas for raising our own sights in this approach!)

4. Design Homework Videos to be Accessible & Useful to Students

Particularly in higher education levels, we have seen examples of teachers and professors approaching the homework side of the flip in ways that can be overburdensome and/or ineffective for students.  For example, creating videos that are especially lengthy may work in isolation for your class; however, if a student has multiple instructors who have flipped their classrooms, it may be prove overwhelming for students. Additionally, one benefit of flipped classrooms is students’ ability to pause, rewind, and replay the videos as needed to better absorb the information.  Therefore, if your 1-hour video is one among several assigned in an evening, students will be less likely to thoroughly engage, regardless of their age  Jonathan Bergmann, a pioneer in flipped learning, recommends no more than 1 ½ minutes per grade level (source)⁸.  On the other hand, instructors should also take care that the content of their video adequately covers the concepts to be practiced in class.  Finding the balance between these two ideas will come with trial and error, so be sure to seek student feedback as you do so!

As you consider how to make your videos as practical and engaging as possible, don’t forget about accessibility, either!  Many students prefer to access flipped homework videos via smartphones, so make sure the platform you’re using is available on both desktops and mobile devices!

5. Have a Realistic Troubleshooting Gameplan

• No internet, computers, or mobile devices at home?  This is becoming a less frequent problem all the time, but it still exists!  While we have come across several potential solutions to this problem, (including burning videos to DVD’s or flashdrives, using the public library, using the school computer lab after school, or watching with a friend or borrowed device), not every idea will be practical at your school.  To guide your search, seek your students’ input to find out not only what they would prefer, but for how many of them this is an issue.  Consider factors such as your own time constraints for burning DVD’s or how many computers are even available for students at your school.  You may need to take an alternative route altogether and watch the videos during class.  See the video below to see how this works:

• Some students don’t watch the homework videos?  Establish a formative assessment each day to check for understanding, whether it’s ExitTickets.org, emailed questions, or note-taking.  If you have computers in your classroom, you may decide that students who missed it can watch the video in class, but make sure you still have measures in place to encourage accountability (ie, the students would then have an extra assignment based on the practice they missed).

Photo Credit:

Dan Spencer (featured image)

AJ Cann

Gavin Llewellyn

 Sources:

1. Goodwin, Bryan & Miller, Kirsten. (March 2013). Evidence on Flipped Classrooms Is Still Coming In.

2. Knewton. Flipped Classroom Infographic.

3. Hertz, Mary Beth. (July 2012). The Flipped Classroom: Pro & Con.

4. Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™

5. Bergmann, J, Overmyer, J., & Willie, B. (2013). The Flipped Class: What it Is & What it Is Not.

6. Musallam, R. (2013). 3 Rules to Spark Learning.

7. Sackson, E. (2012). Learning Isn’t Linear.

8. Raths, D. (2013). 9 Video Tips for a Better Flipped Classroom.

9. Wright. S. (2012). Flipping Bloom’s Taxonomy.