Flipped Learning

FLIPPED LEARNINGDr. John R. Jenkins

FLIPPED LEARNING Objectives

There are 6 main objectives for the seminary on Flipped Learning today.

1. We will briefly define Behaviorism and Constructivism in relationship as the background to Flipped Learning.

2. We will define Flipped Learning and outline the advantages of the Flipped Learning approach to teaching.


3. We will describe what we know about Flipped Learning.

4. We will also briefly outline a lesson plan for a Flipped Learning lesson.


5. Next, we will review the latest statistics related to the growth of Flipped Learning.

6. Finally, I will demonstrate how I use Flipped Learning in my classrooms via 1know.net.

The Background: Behaviorism

Behaviorism in education, often referred to as the Socratic

Approach, is the traditional, historical methodology of teaching employed worldwide.

Behaviorism has been especially emphasized since the beginning of the

Industrial Revolution .

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Industrialized Education

Ash (2012) even referred to the methodology employed during the era as an “Industrialized Education” because students were required to memorize facts…, and workers were required to develop a specific skill.

Bloom’s Taxonomy

Unfortunately, the educational sector adopted the Socratic approach for education through memorization and regurgitation of facts in testing.

This idea represents the lower levels of Bloom’s Taxonomy of remembering, understanding, and applying information.

Bloom’s Taxonomy

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Efficiency and Effectiveness

The Industrial Revolution also introduced a period of time where efficiency, effectiveness, and quality assurance were primary objectives in the manufacturing sector.

The result of such emphasis was a goal oriented philosophy for the training and evaluation of employees both in the American and Taiwanese educational systems.

Merit

This is not to say, however, that the

Socratic (lecture) methodology is without merit.

Content is important in the learning process, and the lecture is an efficient methodology employed to deliver content regardless of its effectiveness in doing so.

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Problem Questions

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However, one question to be asked is:

“How does an individual’s creativity and curiosity suffer because of the influence

of the Socratic philosophy” ?

Another question that educators must ask is:

“Does the Socratic method reflect the best use of face-to-face time between teachers and students” ?

Constructivism

These are questions that are directly posed by the Flipped Learning approaches to education which is based on the concept of Constructivism.

Constructivism was promoted, as you know, in the work of

Piaget and Vygotsky.

Constructivism

Constructivism in education has enjoyed a long history with an emphasis upon student involvement, self-directed learning, and problem-based learning.

Basically, the Constructivist ideology refers to engaging students in learning activities as opposed to teachers appearing as a “Sage on the Stage” of the classroom.

Constructivism

Known through such terms as the “inverted classroom, blended learning, discovery learning, problem-based learning, self-directed learning, and individualized instruction”, the concept of the students’ involvement in learning was the goal of Constructivism.

ACTIVE LEARNING

Constructivism is defined as a theory of knowledge based upon one’s experiences in life where learning is “doing”.

Constructivism previously took the form of active learning, cooperative learning, collaborative learning, peer tutoring, and peer assisted learning that involved the student actively in the learning process.

Bloom’s Taxonomy

The theory of Constructivism expresses the idea that no one can learn anything for someone else, but learning occurs when students are actively engaged in the process.

This represents the higher levels of Bloom’s Taxonomy including the ability to analyze, evaluate, and create.

Bloom’s Taxonomy

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MEANING OF CONSTRUCTIVISM

Essentially then, “Constructivism is basically a theory --based on observation and scientific study about how people learn.

People construct meaning, understanding, and knowledge of the world through experience and reflection.

MEANING OF CONSTRUCTIVISM

You cannot learn to swim unless you get into the water!!!

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FLIPPED LEARNING

The result of the introduction of Flipped Learning by Bergmann and Sams in 2007 has raised the question of the effects of Flipped Learning on student engagement and achievement.

The Definition of Flipped Learning

“Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (http://flippedlearning.org/domain/46).

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The Definition of Flipped Learning

Flipped Learning is not

“homework at school” and “school work at home” as

those opposed to Flipped Learning define the concept.

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Technology

What made Flipped Learning model possible was the development of technology.

Technology allows teachers and students to access the internet from virtually anywhere in the world.

Computers, IPads, the Smart Phone, and other such devices have put information at our fingertips.

Technology

Today, you can find any information you seek on the Internet using such search engines as Google Chrome or Bing.

But, Flipped Learning is not just E-Learning and the use of technology.

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FLIPPED LEARNING

Bergmann and Sams (2012) have even indicated that Flipped Learning has existed throughout history, or at the very least for the past 200 years.

They have even suggested that Flipped Learning is an extension of the Constructivist ideology of learning by doing.

The Flipped Learning Network provides the following definition of Flipped Learning at the FLN Website referred to as The Four Pillars.

The Four Pillars of F-L-I-P (FLN)

「F」→ FLEXIBLE ENVIRONMENT

1. Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson supporting group work or independent study.

The Four Pillars of F-L-I-P (FLN)

「F」→ FLEXIBLE ENVIRONMENT

2. They create flexible spaces in which students choose when and where they learn.

3. Furthermore, educators who flip classes have flexible expectations of student timelines for learning & in the assessments of student learning.

The Four Pillars of F-L-I-P

「L」→LEARNING CULTURE

1. In the traditional teacher-centered model, the teacher is the primary source of information.

2. Flipped Learning deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth.


「L」→LEARNING CULTURE

3. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner personally meaningful.


「I」→INTENTIONAL CONTENT

1. Flipped Learning Educators think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency.

2. They determine what they need to teach and what materials students should explore on their own.


「I」→INTENTIONAL CONTENT

3. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level & subject matter.


「P」→ PROFESSIONAL EDUCATOR

1. The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one.

2. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing student work.


「P」→ PROFESSIONAL EDUCATOR

3. Professional Educators are reflective in their practice, connect with each other to improve instruction, accept constructive criticism, & tolerate controlled chaos.

4. While Professional Educators take on less visibly prominent roles in a classroom, they remain essential to enabling Flipped Learning.

F-L-I-P

1. In a Flipped Learning environment, students view content through videos on the Internet prior to the exercises to reinforce the activities prepared by the teacher for in-class time..

2. In a Flipped Learning environment students can view a video as often as they need to do so in order to understand the content.

F-L-I-P

3. In a Flipped Learning environment other content oriented activities such as reading, research, and exercises can be assigned for out-of class time.

4. In a Flipped Learning environment using 1know, tests can even be constructed to review the work done out-of-class.

F-L-I-P

5. In a Flipped Learning environment it has been my experience that teacher-student relationships are improved.

6. In a Flipped Learning environment students can use out-of class time to review previously studied content. The work on the internet or in 1Know is always available to the student for review purposes.

FLIPPED LEARNING IS NOT A NEW CONCEPT!

However, Flipped Learning is a new design of many established teaching theories.

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Methodologies used in Flipped Learning

• Group Discussion is a simpler form of Flipped Learning. (Peer Assisted)

• Experimentation in science classes is a more complex form of Flipped Learning. (Problem Based Learning)

• Paired-Reading is another form of Flipped Learning. (Collaborative Learning)

Methodologies used in Flipped Learning

• Mathematics classes have employed the use of student tutoring other students in difficult mathematical concepts. (Peer Tutoring)

• Active learning is “any instruction method that engages students in the learning process.” (Cooperative Learning)

What Are the Advantages of Flipped Learning?

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Kathleen Fulton (2012) Suggests 13 Advantages from Case Studies

1. Students move at their own pace.

2. Activities in-class give the teacher better insight into

student difficulties.

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Kathleen Fulton (2012) Suggests 13 Advantages from Case Studies

3. Teachers can more easily update curriculum.

4. Classroom time is used more creatively.

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5. Increased levels of student

achievement, interest, and

engagement.

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6. Learning theories support flipped learning.

7. The use of technology is flexible and appropriate

for today’s students.

8. More time for authentic research with students.

9. Students get more time using scientific equipment.

10. Absent students can watch lectures at another time.

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11. Flipped Learning promotes thinking in and out of the classroom.

12. Students are more actively involved in the learning process.

13. Students enjoy the method.

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What We Know About Flipped Learning

If doing is the secret of learning – telling doesn’t work. well.


Feedback from students is more frequent, and research shows feedback has the strongest effect size of any instructional practice.

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Flipped Learning is about how to best use your in-class time with students.

If learning is what is important, students could be allowed to retake tests that they do poorly on to show learning has occurred.

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Flipped Learning IS NOT the same as the Flipped Classroom. For a classroom to be a Flipped Learning environment the Four Pillars of F-L-I-P must be employed.

Videos allow self-pacing, quizzes, or require students to come to class with questions.

Flipped Learning increases face to face time encouraging the classroom to become laboratories or studios while content is preserved.

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• Students have access to multiple teachers’ expertise.

• Classroom time is used more effectively and creatively.

• Teachers learn from one another and have more freedom.


• Parents have a window into the classroom.

• Learning theory supports the approach.

• Student achievement is increased.


• Strengthens team-based skills.

• Offers personalized student guidance.

• Flipped Learning is about how to best use your in-class

time with students.

A Sample Flipped Class Session Agenda

➛Quiz about on-line lecture or activities: 5 - 10 mins .

➛ Questions (in-class & online) answered: 10 mins .

➛ Break into groups for team-based “work”: 5 mins .

➛ Assign teams a task, such as determining the best model for a

marketing research study, and give several choices for

models: 5-10 mins .

A Sample Flipped Class Session Agenda

➛ Facilitate discussion among team members, then

ask for a team vote concerning benefit: 15 mins .

➛ Post the results on the classroom screen: 5 mins .

➛ Discuss results, award “prize” (if applicable) to

winning team: 5 mins .

➛ Assign reading/homework: 5 mins .

Flipped Classroom Statistics

• A recent study showed 96% of teachers recognizing the term “flipped learning,” an increase from 73% 2 years ago.

• The number of teachers who have flipped a lesson in their classroom increased from 48% in 2012 to 78% in 2014.

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• In the FLN survey from June 2012, 95% of respondents taught in middle or high schools; while in 2014, 80% taught in secondary schools, 27% of respondents were in higher education, with 15% in grades K-5.

• Almost 5% of teachers said they have flipped their special education classrooms.

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• While teachers indicated they continue to flip their science (38%), math (33%), English/language arts (23%) classes, we are seeing more teachers flip their social studies (18%), technology and computer sciences (17%) & world languages (7%) classes.

• But even art and music (5%) & physical education (2.5%) teachers are flipping their classes.

• And over 11% of teachers are receiving their professional development via flipped learning.

• Eight out of ten respondents have been flipping their classrooms for less than 2 years, with 18% practicing for more than 3 years.

• However, we see the most experienced educators adopting flipped learning with 87% having 6 or more years of teaching experience, virtually unchanged from 2 years ago.

• Almost half of this year’s respondents (42%) have been teaching

• for 16 or more years -- the myth about “older” teachers being out of the technology mainstream doesn’t hold up in a flipped classroom!

• Nine out of ten flipped teachers indicated that student engagement improved with Flipped Learning.

• In 2012, the FLN survey found an 80% increase in student engagement and the 2012 Sophia survey showed an 85% increase.

Question to Ask Before Flipping

• These modified question come from Cockrum (2014) who suggests asking them before flipping a classroom.

1. Why you are flipping?

2. What about flipping interests you?

Question to Ask Before Flipping

• 3. What roadblocks might you encounter?

• 4. Is the extra work worth the benefits?

• 5. How will technology improve the class?

• 6. Where will your inspiration come from?

Books in Print

The following 3 slides identify a few books on Flipped Learning available through the EsliteBookstores. Some are available in the Chinese Language.

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http://www.amazon.com/Flipping-English-Class-Reach-Learners/dp/0415733154

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Questions Before You Flip

• Troy Cockrum, in the book Flipping Your English Class suggests that teachers ask themselves the following six questions before flipping.

1. “Before you flip, it is imperative to analyze why you are flipping.”

2. “What about flipping is most interesting to you?

Questions Before You Flip

3. “Is the extra work worth the potential benefits to your class?”

4. “What roadblocks might you encounter in your journey to flip?”

5. “Where can you see the addition of technology

improving your classroom?

6. “Where can you find inspiration to take the next

step?”

Thank you for your Attention

• Now, I am going to take you to my Flipped Learning Courses found on 1know to demonstrate for you the out-of-class activities I employ in my classroom.

• Please note that I connect everyone of the activities you will observe on 1know with the textbooks I use in the classroom.


• I do present instructions, and some content, to students in the classroom, and my students work in groups, pairs, and sometime individually.

• I also assist students by circulating through the room to answer questions, resolve problems, or respond to the needs of the students.


• In this way, I have come to know my students more personally, and I have become more of a real person to my students.

• So, please let me explain how I use the out-of-class and in-class activities and content to improve learning which are different for each of the classes I teach.

Flipped Learning

Education

Transcript of Flipped Learning