This week I want to share with you my top 10 education blogs. I read these when I want to be inspired, to deepen my understanding, or for a quick guide on how to do something. Education blogs are a fantastic way to develop your pedagogical knowledge, learn new ways to deliver lessons and to get your head around educational research and policy. Not only that but by commenting on the posts, you can join a community of teachers (including the author) who can debate, challenge and collaborate on the things that matter the most to you and your students.
These top 10 education blogs have been absolutely crucial to my professional development over the past few years and I wouldn’t be the teacher I am today without them. In particular, they’ve helped me cut down on unnecessary tasks, thus reducing my workload. Click here to read more on how to solve the teacher workload problem.
My top 10 education blog list (which is in no particular order) comprises some that you will probably have heard of and some less well-known ones too. Do what I’ve done and subscribe to them all, so that you never miss a post.
TOP TIP: Follow these bloggers on Twitter too. You’ll read a lot more than just what they put in their posts! You can follow me on Twitter @guruteaching.
Last time you were observed teaching a lesson, did your observer focus on ‘measuring progress’ in their feedback? What exactly did they mention? Did you believe them? Did you feel proud or ashamed of the feedback? Did either of you ‘grade’ the quality of the teaching or even the teacher? Was the amount or rate of learning measured? Was the observation a positive, or even a useful experience? Teachers across many schools have had experiences such as these. It is one of the factors contributing to a crisis in recruitment and retention of high-quality teachers across many countries. But it is a factor that can be eliminated very simply. Ban lesson observations from discussions on student progress. They simply do not work.
What does ‘progress’ even mean?
In this post, I hope to convince you that measuring progress in lesson observations is a waste of time. There, I said it. Do I have a chip on my shoulder? Yes. Why? Because students in every school are at risk of a second-rate education. This is due largely to teachers altering their lessons to ensure short-term success within a lesson, at the expense of better progress over the long-term.
There, I said it. Do I have a chip on my shoulder? Yes. Why? Because students in every school are at risk of a second-rate education. This is due largely to teachers altering their lessons to ensure short-term success within a lesson, at the expense of better progress over the long-term.
This problem is exacerbated even further during lesson observations. In many schools, the ‘rate’ or ‘amount’ of progress within the lesson is still being ‘measured’ by SLT and external inspectors alike. However, the problem with aiming for short-term success is that the long-term needs of the students are put aside. This is simply for the sake of teachers trying to demonstrate excellent progress in front of observers. After all, nobody wants to be judged as anything less than brilliant! Observations are a snapshot, a small-scale sample. They simply cannot be used as evidence of student progress.
Fortunately, many high-performing schools are taking on board ever-increasing levels of educational research, in order to raise the achievement of students. Organisations such as the Sutton Trust have researched what factors make the greatest difference to learning. Schools have developed Learning Improvement Plans in response to this research. Now it’s time for Senior Leadership Teams (SLT) to examine whether or not lesson observations are useful enough in improving student progress, to justify the problems they also generate.
So, what’s wrong with measuring progress?
To really understand this question, it’s important to go back to first principles and to ask these fundamental questions:
What is the purpose of education?
What role should teachers play in education?
What role should students play in their own education?
What else matters?
1. What is the purpose of education?
The ‘purpose’ of education, in my mind, comes down to one simple idea. Education should aim to provide a person with the knowledge and skills to ensure they are able to flourish and succeed once they have left education. In order to achieve this aim, educators should measure progress. But only when it helps education over the long-term. We should evidence the development of students’ knowledge, but there are far better methods than old-fashioned lesson observations. Monitoring student folders is far more accurate. It can’t be staged and it allows teachers to teach in their own way, using their own professional judgement to guide them.
Artificial situations have also been created by teachers, in order to ‘demonstrate’ their own teaching ‘skills’. But a teacher’s aim is to promote learning as their first priority! The cause of this mismatch in priorities is that in too many cases teachers feel they must ‘perform’ to the latest standards, or use the latest methods ‘preferred’ by external inspectors or SLT.
Finally, too many teachers provide students with everything they need in order to pass an exam. This can be useful, but only insofar as it equips the students with the skills they need after leaving school. However, students are often so spoon-fed that they don’t know how to learn or how to solve problems even though they managed to achieve good grades in their exams. A good education system should create resilient problem-solvers. A focus on measuring progress, however, makes teachers less likely to spend a long time on a challenging task. This is because the task may not provide positive ‘progress’ data in time for the termly data-window when assessment results are submitted. Instead, many teachers favour shorter and less rigorous tasks, where they can demonstrate repeated intervention, rather than allowing students to learn resilience.
2. What role should teachers play in education?
There is often a debate about whether the teacher should be the ‘sage on the stage’ or the ‘guide on the side’. I don’t think it matters, so long as you change it up now and again. Students need both direct instruction and the freedom to tackle things in their own way. That way, they benefit from having an expert in the room and from having the space to be creative in how they learn. A focus on measuring progress in a lesson can sometimes interfere with this process, creating unnecessary constraints on the structure of lessons.
Teachers should be able to teach in whatever way they like, so long as by the end of the course students are able to demonstrate that they can achieve well in the exam and go on to lead successful lives. After all, isn’t this what matters most to our students?
3. What role should students play in their own education?
Learning how to learn is arguably the most important skill a student can learn at school. It happens when we give students a variety of levels of challenge, over time, with varying levels of support. Independent learning is crucial, whether through homework or through students’ own wider reading around the subject. Students often overlook their own role in their own education. Therefore it is vital that we teach students explicitly about their own role in the learning process.
Unfortunately, though, students often overlook their own role in their education. Therefore it is vital that we teach them explicitly about this. I would even argue that it should be done before you begin teaching subject topics. That way, it won’t be viewed by the students as a simplistic reaction to a badly completed homework, or as a trendy add-on following a course we’ve been on.
One consequence of creating a culture of independent learning is that some students will do it extremely well. Sometimes my own students will turn up to a lesson, having taught themselves the topic at home.
4. What else matters?
Teachers are in education for the long haul. So are students. Observers should be too, but often they become distracted by short-term thinking, rather than planning for the future. The consequence is that lesson observations are added to the workload of teachers and SLT. However, a quick cost-benefit analysis shows that the number of hours put into lesson observation schedules does not make enough positive difference to long-term teaching, to justify the expense. Teachers are worn out. SLT are worn out. We can’t really use the ‘data’ gathered as it doesn’t really measure progress accurately. Our paperwork is then filed away for external inspection teams. This is so that SLT can at least be seen to have tried to monitor and make an impact upon student progress.
Meanwhile, lessons are taught with ‘education’ as a secondary priority.
But there is one last nail in the coffin of lesson observations: external inspectors now take less and less account of what they see in lesson observations when making judgements on progress. Sir Michael Wilshaw, an experienced headteacher and the head of Ofsted (at the time of writing), has frequently bemoaned the way that many teachers feel they ought to measure progress, often several times per lesson and especially during inspection visits. Bite-sized chunks of learning are used too often, at the expense of students taking their time on more challenging tasks. I mentioned this earlier, but you can read more about his experience in this Telegraph article.
In essence, Wilshaw views the process of measuring progress as a much more long term one. Progress ‘measurements’ should take into account long-term data trends and evidence of students making progress over time. The individual lesson observation plays such a superficial role in the measurement of progress, that we might as well abandon it altogether.
So there you have it. If you want to measure progress then leave lesson observations out of it. They are quite frankly, not fit for purpose.
I’d love to know your thoughts on this. Leave a reply below or send me a message @guruteaching on Twitter.
What would you do if you could reduce marking time?
I’ve spent far too much time marking work. So have you. All teachers should reduce marking time. Why? Because when we reduce marking time, we can spend more time doing other things that either make us better teachers or just better people in general. Students automatically benefit from either of those results, as they are then educated by someone who is less tired, more patient and has more life experiences to draw from in lessons, due to all the leisure time they have freed up. Sound good? Then read on…
Since I specialise in essay-based subjects, the marking of each piece is often extremely time-consuming and it can really drain my brain. There’s nothing more soul-destroying than finishing my day teaching, only to glance at my pile of marking and realise that I still have hours to go. This can’t continue. Heavy teacher workload is bad for morale and my marking has in the past been put off for just long enough that when students finally receive the feedback, the work has been forgotten.
Remember I mentioned about the importance of feedback being timely when I wrote about it a few weeks ago? If you missed it, then just click here.
So, after many months of trying out different ways to reduce my workload, without reducing the quality of my teaching, I’ve settled on a simple solution that works well for me but most importantly, my students.
I’ve managed to reduce marking time by several hours per week!
This post is a simple guide to marking. It won’t increase workload, is easy to implement and the students benefit from it more than so-called ‘traditional’ methods of marking. It can be used instead of comment-based marking, or as a complimentary method (which is how I use it).
I use this method as a complementary method to comment-based marking as there is still a place for that. However, students sometimes need very specific advice. When that is the case, this method may not always be the best fit. I’ll leave that to your professional judgement – you know your students best!
So, what is my magical method? Using a MARKING CODE to reduce marking time.
What is a marking code?
I often end up writing the same or very similar comments over and over again. By using a code to represent the most common comments, I’ve saved myself a lot of time. The codes that I use are pretty generic, but you can tailor them to specific marking criteria. Sometimes, this enables students to make more progress. Again, I’ll leave that up to you!
The marking code is simple. All you do is write an abbreviation of a comment instead of writing the whole comment each time. For example, instead of writing “evaluate the strengths of this argument” you could just write “ev st”. So long as the student understands what your abbreviation means, they will be able to act on it and improve their performance.
To help my students understand the codes I’ve written on their work, I have created a code sheet which they can stick into their books and folders, to refer to when responding to feedback. This sheet contains the most common codes I use. When I’ve used codes that aren’t on the sheet, as they are very specific to the task completed, I plan a “responding to feedback” activity in lesson time, where I explain the new codes and give students the opportunity to respond to the feedback there and then.
My marking code
My students have found my codes to be just as useful as having longer comments written down. However, in some cases, my codes have actually been better any comment I could have written. This is because my students are forced to think for themselves about what would improve their work, rather than having me literally spell it out for them. A further consequence of this is is that my students have also become far more independent and self-aware. In turn, this has led to them being able to produce much better quality work later in the course, as they are able to anticipate the codes that I might mark their work with. They have become better writers and are able to self-edit as they go along.
Codes I use to reduce marking time
Sp – Spelling error
Gr – Grammatical error
P – Create new paragraph
Exp – Explain this further
Eg – Add an example
Sch – Add a scholar’s view
Ev St – Evaluate the strengths of this argument
Ev W – Evaluate the weaknesses of this argument
Comp – Compare this with an alternative viewpoint
WR – Show evidence of wider reading
Con – Make connections with other elements of the course
Conc – Add a conclusion
How will this decrease my existing workload?
Use these codes to reduce marking time INSTEAD of writing comments or long-winded feedback paragraphs. That way, you will spend less time putting pen to paper. If you think that students might not fully understand your codes, then spend five minutes in a follow-up lesson to help them understand. That five minutes in a lesson is far shorter than the extra thirty minutes you might have spent, essentially writing the exact some things down in full sentences. Better still, each time you use the codes, students will become more and more familiar with them. Consequently, you will spend less and less time in lessons going through feedback.
Now over to you
I’ve already used the codes to reduce marking time and improve my workload. Will you do the same? Perhaps you have an even better system? Either way, I’d love to know your thoughts. As usual drop me a tweet or leave a comment!
I originally wrote this to my students, but on reflection, it works just as well for teachers, or anyone else with a heavy workload of any kind. This week I’ve written about the Pareto Principle. Pareto was an Italian economist who noticed that 20% of the population owned 80% of the land. He also noticed that 20% of his peapods were responsible for 80% of the peas grown in his garden. It’s a principle also observed in other fields too, such as in sport (20% of your training is responsible for 80% of your gains) and in business (80% of your revenue is generated by 20% of your customers, etc). I intend to apply the Pareto Principle to solve the problem of teacher workload.
The 80/20 split isn’t perfectly accurate. In fact, it’s often anecdotal, sometimes misunderstood and in many cases, it’s difficult to measure at all. But the accuracy of the 80/20 split isn’t important. What IS important is the recognition that some activities are more likely to boost your success than others. The crucial “20%” tasks should be prioritised over the less crucial “80%” ones.
My workload experience
Observation of my own workload over the past year shows that 80% of my success is down to 20% of my workload. This seems like an easy thing to say and a difficult thing to measure, but just take stock of some of the tasks that you and I, as teachers, have completed over the past year:
Organised and delivered extra-curricular activities
Made phone calls home or met with students’ parents
Filled in data tables
Attended Open Evenings
Compiled student reports
Helped draft university applications
Helped with students’ job applications
Attended professional development sessions
All of these activities are valuable. They all have a place. However, the Pareto Principle asks which of these activities contributed MOST to the academic success of students (our main goal). This activity is where we should focus most of our attention. This activity is priority number one. Our other activities can often wait, or could perhaps even be removed from the list, without a decline in results.
So, where is the 80/20 in teaching workload?
When I’ve looked at the outcomes for my students, essentially in exam scores, they perform better on questions where I’ve spent more time planning detailed lessons which not only explore the main topic areas but also discuss the subtle nuances surrounding them. When I’ve taken extra time to cater for the range of students in the class, I pre-emptively ask myself questions about why they might struggle on a given task. Once I’ve identified this challenge, I’m able to implement strategies to deal with it before the problem occurs in the lesson. By the end, all students are able to demonstrate exceptional progress, regardless of their various starting points and personal barriers to learning.
Second to planning is feedback (but not always written feedback). I’ve posted about this before, so click here to find out more. After that, the other activities I listed above play only a relatively small part in raising achievement. These are all Marginal Gains areas that I’ve mentioned in a previous post. They are the extra things that you can do that may not make much difference on their own, but collectively can change an entire grade. I love the Marginal Gains theory, but it must be in balance with Pareto’s 80/20 Principle, otherwise teacher workload becomes unbearable and unrealistic.
My reason for implementing Pareto’s teacher workload solution?
I want to apply the Pareto Principle to the workload experienced by teachers, because, let’s face it, we need help.
Recruitment and retention of teaching staff, both in the UK and in many other countries is at an all-time low. A major reason for this is that heavy workload dominates teachers’ lives, often impacting upon physical and mental wellbeing. This cannot go on, it’s morally indefensible, lacks long-term strategy (just watch the increasing drop-out rate for newly qualified teachers) and is a completely unrealistic ideology.
I know this is controversial, perhaps even political. But my aim here is simply to ask an important question. Teachers only have a finite amount of time to deliver an outstanding education. Teachers also have families and children of their own. They also have limited levels of physical and mental endurance.
We are already stretched to breaking point by our existing workload and more work is being added.
What activities should we remove from our workload list?
We want the best for students. We want our schools to be successful. We want to enjoy our own lives too (even if that seems unreasonable to some policy-makers). But above all, if teachers suffer, then the standard of education does too. If education suffers, then communities, businesses and individual people suffer.
So, what next?
I’ll be focusing more and more of my attention on planning extremely high-quality sequences of lessons. I’ll let you know how I get on!
I’d love to know your thoughts on this. Also, please SHARE this article with any teacher you know.
Teacher workload is the biggest issue affecting teacher wellbeing, as well as teacher recruitment and retention. Only together can we fix it!
It consumed every evening and at least one day of the weekend. The workload was unbearable. I had no life and the cycle repeated itself every week until the summer holidays. I hated marking.
Oh, and by the way, it made no difference!
I was ticking and flicking, leaving comments that were far too generic and the marking often went unnoticed or unacknowledged by the students. So, I’ve stopped. Or at least, I’ve stopped doing what I was doing. Now, my marking is less frequent but makes a much greater difference to the progress of my students.
I’ve trialled a few different methods of marking and feedback (they aren’t always the same thing!) to a wide range of classes from KS3 to KS5. I’ve settled, for now, on the one that appears to make the biggest difference, whilst taking the least amount of time to implement. My classes are making better progress and I have my life back!
How to mark and still have a life
Decide why you are marking in the first place
It isn’t agreed by all educators what the purpose of marking is. Some argue it is to point out where the student is going wrong and guiding them back to where they should be going. Some argue it is to build up a relationship between the teacher and the students so that the teacher can understand better how to support them in class. Others think that marking is a way of showing to parents and school inspectors that teachers are paying attention to the work produced by students. Recently, Ofsted has begun using evidence from marked books and folders as a better judgement of progress than lesson observations.
My view is that marking is one method we can use to cause an improvement in student performance. It isn’t the only method; forms of feedback other than traditional marking can be much more effective, e.g. immediate verbal feedback (one of the most significant drivers of improvement in my experience). It is the ‘causal’ relationship between the marking and the improvement which is the key point here.
If marking doesn’t ’cause’ improvement, then either change it or abandon it entirely.
As teachers, we are sometimes slow to abandon practices that don’t yield fruit immediately. We see value in playing the long game. However, we can also fall into the trap of mistaking the ‘long game’ for plain old-fashioned ‘laziness’.
Question: Are we really assessing our methods over time, or are we just unwilling to change our method and hoping that things will improve?
Only mark work that will significantly help your students achieve their goal
Some work should be marked and other work shouldn’t. We should get students to do both types of work, as they serve different purposes. However, we also need to distinguish between both types of work when planning our lessons. Otherwise, our lessons risk becoming too formulaic, may lack creativity and will fail to engage at least some of the students.
To decide which work to mark, ask this question: “What does the student need to be able to do by the end of the course?”
The work should (only?)* be marked if it shows:
the student adding to or improving a skill that they need to be able to master
the student’s understanding of a concept, story, method, etc that they need to be able to explain
the student’s detailed analysis, application or evaluation of a theory that they need to be able to argue
The work (perhaps?)* shouldn’t be marked if it shows:
Repetition of previously marked work (with nothing added or amended)
Basic consolidation of understanding and which may be below the student’s ‘true potential’ (I hate this phrase but we all use it)
skills, knowledge, etc that doesn’t help students in their pursuit of the goals of the course (why would you be doing these tasks anyway?)
*In teaching, nuance is everything – you know when an exception can be made here!
You must give feedback quickly
Students who receive marked work long after they handed it in are less likely to engage with the feedback comments. Make sure that you return their work in a timely manner, so that they can still remember the topic clearly. Immediate feedback has been shown to make the biggest difference to students. The longer you leave it, the less difference your marking will make.
Only make comments that will significantly help students achieve their goal
Generic comments like ‘great effort’ and ‘more detail needed’ are only useful up to a point. They tell the student in a vague way how you feel about their work. However, they do not give any specifics about what to do to rectify any mistakes or omissions. There are different schools of thought on this. We can either go the ‘spoon-feeding’ way and tell our students exactly what they should have done differently. This can include re-writing sentences or adding content that students failed to include, for example. However, this can be time-consuming. For an easier way, read this post on how to implement a marking code, to reduce marking time.
Alternatively, we can encourage more independence in our students by giving them some indication of what they should do, but without the specifics of how to do it or what it should look like. I use a mixture of both but tend towards the latter. Over the years, I’ve found with my classes that if they come to rely on specifics from me, then over time they lose the ability to solve problems for themselves further down the line.
Ensure that students respond to the marking
When students respond to marking it accelerates their progress. When students don’t respond to marking, their progress will be limited. Responding to feedback also leads to higher levels of confidence over time. But not only that, it helps you see more easily what a fantastic difference your interventions are making in their education. Since we are all here to make a difference, maybe this will be why you would move to the marking system I’ve adopted. Another benefit: you’ll have more time for a social life (remember that?). But that’s not all.
You may even learn to love marking. Really.
My personal marking policy may be controversial, it might already be in use by you and your team, or it may seem arbitrary and confusing. Either way, I always appreciate constructive feedback.
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.
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 the activities you would have completed, so that students are more supported when they need more support.
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.