How can flipped learning help us with remote T and L?

The flipped classroom and how it can help with remote T and L

Flipped learning is a pedagogical approach in which the conventional notion of classroom-based learning is inverted, so that students are introduced to the learning material before class, with classroom time then being used to deepen understanding through discussion with peers and problem-solving activities facilitated.

A very simple 5 minute video explaining how Flipped Learning works:

Founder of and author of books on the subject Jon Bergmann explains it here in 5 minutes:

Key text:
Solving the homework problem by Flipping the Learning, Jonathan Bergmann, ASCD, 2017

The Four Pillars of F-L-I-P
Flexible Environment:
• Establish spaces and time frames that permit students to interact and reflect on their learning as needed.
• Continually observe and monitor students to make adjustments as appropriate.
• Provide students with different ways to learn content and demonstrate mastery.
Learning Culture:
• Give students opportunities to engage in meaningful activities without the teacher being central.
• Scaffold these activities and make them accessible to all students through differentiation and feedback.
Intentional Content:
• Prioritize concepts used in direct instruction for learners to access on their own.
• Create and/or curate relevant content (typically videos) for your students.
• Differentiate to make content accessible and relevant to all students.
Professional Educator:
• Make yourself available to all students for individual, small-group and class feedback, in real time, as needed.
• Conduct ongoing formative assessments during class time through observation and by recording data to inform future instruction.
• Collaborate and reflect with other educators and take responsibility for transforming your practice.

Advantages of flipped learning:
– The higher tiers of Bloom’s taxonomy take place in ‘class’ with teacher support and the lower tiers done at home. The more difficult cognitive tasks are tackled as a group with an expert (tasks requiring analysis, application and practice). The teacher can clear up misconceptions.
– It’s easier to differentiate (offer individualised support to those who actually need it) and pupils can learn at their own pace.
– Pupils are encouraged to be independent and to take ownership of their learning.
– You can include an element of choice which will engage some learners more: read the text book or watch the video, take notes or answer questions on a worksheet etc)

Ideas of activities to facilitate flipped learning:
– Make your own instructional videos explaining the key points. Pupils can review these at their own pace (research suggests the ideal video length is 5-8 minutes).
– Videos should be on ONE topic or concept at a time. A clear learning objective should be set.
– Videos should be interactive – pupils need to produce a record of what they have learned.
– Give pupils something easy (gap fill/Q and A/ Worksheet) to complete as they go along. This serves as a record that they have tried independently and allows them to arrive in a lesson with questions prepared.
– 3-2-1- strategy – pupils write down three things they have learned from the text/video, two questions about content and one other question/or one thing they think they could explain to someone else
– Give pupils short extracts to read and highlight
– Complete summary sheets
– Allocate a portion of a text for each pupil in the class to prepare before the lesson
– Give students a topic to brainstorm (CONNECT stage of FOSIL, what do they already know?)
– Pupils prepare a test for each other
– Read something and come back with the top 3-5 points in order of importance
– Think about types of formative assessment
– Give students scenarios to research
– Pupils have a list of vocabulary/terms to look up ahead of a lesson so it doesn’t have to be teacher–fed, but can be practised with the teacher instead.
– FOSIL projects – one or more parts of the cycle could be conducted by pupils independently with videos for support as and when they need them.
Bear in mind:
– Not all students may do the preparation work for the flipped lesson. Find ways of making them accountable.
– Don’t bail them out, but re-direct them to the resources.
– You will need to teach pupils HOW to engage with a flipped video resource e.g. pause to write, listen and process (see p. 75 Bergmann for suggestions)