Gloucester flipped learning workshop slides

Why flip the classroom?(and how to make it work)

Helen Beetham @helenbeetham

What we will be doing

13:00 Flipping. Is it a thing? Is it a new thing?

13:25 Discussion at tables: Why flip the classroom? How are we doing it already?

13:45 Pairs/threes: Design activity using some principles of effective flipped classes

14:15 Feedback and reflection: What have we learned? What next?

14:30 Close

What is ‘flipped’ learning?

Whole-groupf2f teaching

Independentstudy tasks

apprehending application,understanding

What is ‘flipped’ learning?



accessing online videos/lectures

accessing tutorials, games and/or quizzes

doing, trying

reading/reviewing (with questions)

reflecting, planning reviewing, giving/getting feedback

teach to the challenge/interest/difficulty

(co) tutoring, mentoring, coaching

answering questions, solving problems

finding, collating, summarising participating, discussing, contributing

presenting, sharing

In practice...

independent whole group independent whole

group independent whole group

group project

Linking it together



recording learning and practice

curating, note-taking

reviewing, reflecting, planning(e.g. e-portfolio, digital storytelling)

quizzes/polls to assess learning needs

organising and re-organising

sharing in an online group/community

Technology is everywhere...

‘We are not rethinking some part or aspect of learning, we are rethinking all of learning in these new digital contexts’ (2007)

Technology is everywhere...

For a physical space of learning to exclude the virtual, digital devices would have to be banned, switched off or inoperable. Otherwise the assumption must be that learning in real space is penetrated with information and conversations from elsewhere, and that real world learning events can be captured and amplified into virtual spaces. (2014)

All settings are ‘blended’...

Settings are ‘porous’ or leakyBoundaries between personal/institutional are blurring

(time, space, technology, content/services, tasks)

‣ learners are continuously connected

‣ technologies are immersive and intimate

‣ continuous record -> ‘instant memorialising’

‣ real world events are constantly passing into/being enriched with data

What (else) is blurring/blending?

independent taught/guided personal institutional online face-to-face informal formal ...? ...?

What are the continuities with current learning/teaching practice?What are the potential disruptions?

Discussion at tables‣ Why ‘flip’ the classroom?

three advantages

‣ How are we already doing this?three ideas

‣ What are the challenges?three issues to address

share via this padletbit.ly/glosflip

Design activity

1. Allow students to make sense of the subject matter before the face-to-face session.

2. Assess students’ understanding at the start of the face-to-face session

3. Teach responsively

4. Make the pre-class work essential to in-class activities

5. Use the valuable time/space of the class to its best advantage

6. Build ongoing commitment through a community of learning

Design activity

In pairs/threes:

‣ Choose one design principle

‣ Read through the practical details

‣ Consider how you could meet this principle in practice

‣ Share as many ideas as you can come up with

‣ Record your ideas (I will write up and share after the event)

bit.ly/glosflip1 (hand-out)bit.ly/glosflip2 (googledoc for your own ideas)

Gloucester flipped learning workshop slides

Education

Transcript of Gloucester flipped learning workshop slides