I’ve been following with interest discussions around the concept of flipped learning. Flipped classrooms were named after a paper published in 2000 (so not entirely new) by Lage, Platt and Treglia where the authors sought to encourage students to learn by doing by giving them access to learning materials before they entered the classroom. This is a concept readily used by tertiary institutions although often I suspect it becomes a way of catching up on missed lectures rather than actively choosing to bring something to the learning table… .
Flipped classrooms freak me out. Not because I’m against the concept which clearly resonates with the NZC value of creating lifelong learners who are active seekers, users and creators of knowledge. Not only do they need to learn stuff with us, they need to learn how to learn. My anxiety stems from concerns around access to technology both outside and inside school for many (most?) of our state educated secondary students. In others words, love the theory, can’t get my head around the practice.
So it was with some delight I came across the related concept of tilted classrooms vie www.edudemic.com. The more I read, the more I saw opportunities for applying the concept as well as some aha moments where I recognised I have been tilting for several months! Edudemic sums up the difference between the two approaches as:
“…flipped learning is about transferring control to students to make them more involved and more responsible for their learning process, sideways learning is about making learning and study tools accessible to all students.”
Tilting a classroom still uses online resources but blends those with group work, classroom discussion and after school learning. So far so good. But what might it look like?
1. Proactive use of a LMS: We use ultranet as an LMS. Others schools use moodle and/or wiki. Rather than an online repository for word documents, I aim to include videos, podcasts, quizzes and links to online sites to both extend and support students’ learning. I’m not saying they are all regular users but by showing them the site often in class, there are at least some using this option.
2. Reusable videos: There are some great sites around covering ideas, concepts, texts and can be included in lessons. Kahn Academy, Teacher Tube, TED Talks, the Vlog brothers Crash Course clips and Upworthy are worth searching and bookmarking. Recently, I used clips off YouTube from a Sunday TV programme on boy racing as a starter for Year 10 formal writing. We also discussed the case of the 4 year-old boy who was killed by a boy racer in Christchurch. This generated a brainstorming session and then planning essays on A3 in groups. Their homework was to write an introduction independently.
3. Mini-lectures: I’ve become a fan of Showme this year. These presentations are easy to create and can be added to a LMS via a link so students (yes with computer access OR smart phones with data credit!) can review in their own time. The combination of visual and oral cues works well especially with lower literacy learners who definitely prefer this to note taking. Be warned – you’ll need your best radio voice!
4. Interactive online resources: Why recreate the wheel? These are also a great option for tilting learning. This week, I used readwritethink’s persuasion map and essay map with my Year 10 class. We were half way through a formal writing assessment when I judged they were all still struggling with the basics. So I abandoned mission, lucked it with a booking for laptops, got them to complete both planners using their assessment topic and print the results. They have been much more focussed since. We also used the BBC skillwise site as a starter going right back to sentence construction and punctuation by talking about the rules then playing games. I did them first and then challenged students to beat my time. (Yes some did!)
So even in a learning environment where access to technology is not a given, there are ways to at least tilt learning. As well as promoting deep level thinking (SOLO anyone?), encouraging self-management and inquiry based learning, there are other benefits to teachers. This approach enables us to spend more one on one time with students (and let’s face it, core subject classes are large in most state secondary schools), is a less exhausting way to teach and once you have created/bookmarked a few videos/sites, you can reuse them so is less stressful.
None of this is rocket science. In fact flipped learning is based on core pedagogical tennants of relevancy, differentiation and engagement. And whether you’re a cautious tilter or a committed flipper, developing new ways to enhance learning outcomes is at the very least pause for thought.