What is Flipped Learning?
Flipped Learning is how we should all teach, all of the time. This is a bold claim, but I mean it sincerely. Not because I know it all (I really don’t!) and not because other methods don’t work (they do!). The simple aim of Flipped Learning is to ‘flip’ delivery of content, creating more independent students. Less challenging tasks are completed outside of the classroom, where there is less support available from the teacher. More challenging tasks are completed within the classroom, where there is more support available from the teacher. Independent learning becomes more embedded, student engagement increases and progress over time speeds up. Oh, and the best part is that it reduces teacher workload.
Flipped Learning has been around for a long time, but many of us haven’t thought to utilise it properly. Instead, we focus on a more traditional method of teaching. Teachers often deliver basic-level content then set a more complex task for homework that builds upon the activity from that lesson. The homework task is often difficult, pushing the students to their limits. After all, we do want our students to be challenged! However, little Jimmy returns the next day and says he hasn’t completed his homework as it was too hard. Weeks go on and the gap widens between those who are more-able and those who are less-able.
So, back to little Jimmy…
Solution 1: Provide little Jimmy with a more detailed set of instructions for each homework task?
Solution 2: Provide little Jimmy with a different task to the rest of the class?
Solution 3: Assume little Jimmy was lazy, tell him off and don’t change your homework policy?
Question: Which of the above solutions is the right one here?
Answer: ALL of them.
However, we’ve tried all of these and had mixed results. Not only that, but you might even be tempted to dismiss the third solution, viewing it as too hard to implement, or even a ‘waste of time’ if it doesn’t work. Either that or you are afraid of making changes that you and your colleagues view as adding further unmanageable workload. But I can tell you from experience that there is a way to implement a Flipped Classroom approach without increasing workload. In fact, when used properly, you actually reduce your workload over time, something we should all aspire towards. You can read this post for more tips on reducing workload.
Encouraging and guiding independent learning is the key to success
Mastering independent learning is what will ultimately make you students more resilient and less likely to give excuses for missing deadlines and failing to complete work. Furthermore, it will enable the students to go beyond what you as the teacher are able to achieve, in the limited number of hours that you see them in the classroom.
In reality, the Flipped Learning method of delivery, when approached sensibly, reduces the incidence of missed deadlines, challenges students further within a sequence of lessons and REDUCES WORKLOAD! That’s right – it’s that magic wand we’ve been searching for. You can click here to read my Seven Ways To Reduce Teaching Workload.
Why is Flipped Learning important?
In order for students to make outstanding progress, they must be able to move through Bloom’s Taxonomy of Learning, from the basics of remembering information, to being able to deploy that information is a meaningful and complex way. To achieve such a feat in lesson-time alone is almost impossible today. However, the Flipped Learning approach leverages time outside of the lesson, in order to move through the stages at a quicker pace whilst supporting students during the most complex parts. All you are doing is re-ordering activities, so that students are supported when they need it.
How can I use Flipped Learning in my lessons?
Lesson 1: Introduce students to the course you are teaching – give out information on the basic outline and discuss future issues to be studied further. This allows students to read ahead if they wish. Your more engaged students will do this if you open the door for them.
Homework task 1: Students research information from a book/watch a YouTube tutorial/listen to a podcast/etc, then answer a set of questions based on comprehension or evaluation of the material.
Lesson 2: Spend a little time on checking comprehension is completed to the standard required, then focus the rest of the lesson on applying that research to a problem-solving activity, an evaluative task, a scientific experiment, creating a product, or demonstrating a skill within a sport. Higher-order thinking skills are best studied and practised with you in the room to support the students. Many of them may not have this support at home.
Homework task 2: By this point, your students have established a basic understanding of the topic, have practised skills of analysis and evaluation and have seen model answers in class. The timing should now be perfect for students to tackle much more challenging tasks which synthesise their knowledge and understanding of the basics, with more complex material. The complex material that you add here should form a bridge from the topic which has just been taught, to the topic that you will cover in the next lesson.
Repeat this sequence until you have completed the course.
Examples of Flipped Learning resources to get you started
- Podcasts – I often direct my students to iTunes as there is pretty much a podcast for anything you can imagine. Also, Audiopi has developed an extensive range of podcasts, created with GCSE and A Level students in mind. Read my post on Why Podcasts Improve Learning.
- Video clips – As with podcasts, there are videos on everything. Youtube and Vimeo have an excellent range.
- Books – Good old-fashioned words on pages. You can find books everywhere.
- Market research – send students out to gather research on a topic from people they know. A simple Google Form can be created in minutes and emailed to anyone.
- Blogs – You can find blogs on most topics, but make sure you thoroughly vet them first before directing students to them!
Nowhere in the Flipped Learning model has the teacher delivered basic-level content
Students can gather this information on their own. Obviously, don’t hand a ten-year-old an undergraduate textbook, or use a grainy video with a monotonous voice-over. The material must not only be accessible, it must also be engaging. Otherwise, students will ‘switch off’ and claim they couldn’t complete the task when in fact they just didn’t want to attempt it.
There are times where you, the teacher, as a subject-expert, needs to act “the sage on the stage”, but just not as often as previously thought. You can let go of the reins a little! Independent learning conducted frequently by the students relieves a lot of the pressure on you to deliver a high volume of content. The students are fully able to complete lower-intensity research tasks in their own time, freeing up lesson time for you to develop more advanced skills of analysis and evaluation and to deepen their understanding of key issues.
You have saved time on delivering content, students have managed to do this for themselves! You have spent a higher proportion of classroom time on higher-order learning activities (see Bloom’s Taxonomy for details), challenging students to use information in a range of practical ways. Less time and energy has been spent chasing students for missed homework deadlines, as students now find homework tasks easier to do – they have fewer excuses!
But more importantly, your (previously sceptical) colleagues now want to know your secret to having more free time, happier students and higher exam results. You don’t have to “sell” Flipped Learning to them anymore!
My challenge to you
Dive in. Have a go. Try it. PLEASE! (You can thank me later!) And then use those extra hours you’ve freed up each week to have a rest.
And don’t forget to click on the share buttons below!