Transcription created with Descript (2024).
Let's talk about flip learning. You know, my story with flip learning is interesting. For, for 19 years, I taught in the traditional way. I stood up and I yacked at my students. Yack, yack, yack, yack, yack, yack. Then I sent them home to do hard stuff and I was somewhat successful. I won some awards that way.
But if you think about it, You're probably all familiar with Bloom's Taxonomy, but on Bloom's Taxonomy, this is what I was doing. I was spending the vast bulk of my class time doing the lower levels of Bloom's Taxonomy when I was in class with my students, right? The remembering and understanding stuff, I was yakking at my students.
And then I sent them home to apply, analyse, evaluate, and create. Now, think about that for a moment. Does that make sense? This is the easy stuff, and this is the hard stuff. I do the easy stuff in class. I do the hard stuff at home, or my students do. So what if we flip Bloom's Taxonomy? What if instead, there was less class time devoted to the easy stuff, and the hard stuff is what we focused in on.
In fact, I think, honestly, the best picture of Bloom's Taxonomy is this picture, where it's the diamond. I think it's unrealistic to do the, the, uh, inverted pyramid. I think what you want to do is spend the bulk of your class time, usually in the middle of Bloom's Taxonomy. Now hear me carefully, I'm not saying that you don't do remembering and understanding activities, but you don't do them in class.
So some people said that flip learning is like anti lecture. Well, I'm lecturing to you right now. But I'm doing it through a video. And you can consume that ahead of time. In fact, interact. You use less class time. So you can use the bulk of your class time for this. Because it comes down to their, really, flip learning comes down to one simple question.
This.
What's the best use of your face to face class time? My guess, it's not you yakking at your students. It's something else. So it depends on what you teach. If you're a language teacher, maybe it's practicing speaking the language. With you present. Create a scenario where you can go to the dentist office, or you go to the mall and you're having an interaction, or whatever, and then use your, your pre learning, so the pre learning activities, the stuff at the lower levels of Bloom's Taxonomy, remember that again, that's the stuff that you want to do in the pre learning activity.
Pre learning, by the way, could either be a video or text, all right? In the flipped learning world, we talk about two different spaces. Now, hear me carefully. There is what we call the independent space and the group space. The independent space is where the students are going to work alone. And here, you want to do lower blooms. The group space is when you're face to face in your classroom. By the way, face to face could be face to face in a zoom room, right? If you're teaching in the pandemic or post pandemic or online or whatever it might be. And here you want to focus on higher blooms. It's a really simple idea guys.
Do the easy stuff alone through some kind of interactive online tool. Then, do the group space higher Bloom stuff. That could be a debate. A science teacher, that's an experiment. Um, a history teacher, it's, it's maybe a Socratic seminar. In a writing class, or a literature class, it might be an overall group discussion about the protagonist in the story. In a dance class, it's actually dancing. I think maybe they learn the moves, the dancing moves. Um, they watch that in the independent space, but they actually come and practice it in the group space. There's actually sports teams who've adopted flipped learning where independent space is like learning the plays in a, like an American football league or something like that, and then they spend the group space practicing doing those things.
It really comes down to this very simple question. What's the best use of your face to face class time? And I'm going to argue it's not you standing up and yacking at your students to the whole group. You know, for me, so I'm, I'm, I'm still a teacher. I teach full time. I'm a high school science teacher. And I haven't lectured since 2007 to the whole group. And I still lecture, like, like I'm doing right now, through these cheesy videos that you're watching. This is a short, brief introduction to flipped learning and how it works.
The 7C's Learning Design Framework comprises four main phases. Firstly, in the Vision phase, educators initiate the design process by conceptualising their instructional approach. Next, in the Activities phase, they create content, decide on communication methods, collaborate with others, and consider tools for reflection and assessment. Then, in the Synthesis phase, they combine and refine their ideas. Finally, in the Implementation phase, they consolidate plans and prepare for execution (Conole, 2015).
The origins of FL can be traced back to the late 1990s. Eric Mazur, a professor at Harvard University, introduced pre-class reading materials to students enrolled in undergraduate physics courses. These materials were then discussed in class amongst peers under the supervision of instructors, which he termed peer instruction (Mazur, 1997). Mazur found that this method of instruction nurtured a deeper comprehension of course content compared to traditional direct instruction methods. Following Mazur's work, Wesley Baker coined the term 'flipped class' when he uploaded lectures and facilitated forum discussions for his graphic design course, noting a pedagogical shift from the traditional 'sage on the stage' to a 'guide on the side' (Baker, 2000). Simultaneously, Lage et al. (2000) proposed the concept of the inverted classroom, which advocated for a more individualised approach to teaching. Despite these early developments, research on the effectiveness and implementation of flipped learning remained limited (Crouch & Mazur, 2001; Strayer, 2007).
A significant advancement in FL methodology occurred in 2007, led by high school chemistry educators John Bergmann and Aaron Sams. They began recording lectures for students who missed class and eventually assigned homework based on these recordings. They observed that this approach encouraged greater student engagement and problem-solving during class time, leading to the development of their FL model (Bergmann & Sams, 2012; 2014). Moreover, their efforts culminated in the establishment of the Flipped Learning Network in 2012, which aimed to provide educators with instructional strategies and resources (Flipped Learning Network, 2024). Since then, interest in FL has grown, with renowned institutions such as Harvard and Stanford spearheading the global FL movement and advocating for best practice standards worldwide (Flipped Learning 3.0 Global Standards Summit, 2018).
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References:
Voigt, P., & Bussche, A. V. (2017). The EU General Data Protection Regulation (GDPR). Springer International Publishing.
Carey, P. (2018). Data Protection: A Practical Guide to UK and EU Law. Oxford University Press.