H818 Conference 2015

Overcoming the Barriers to Implementation through Using Flipped

Learning Techniques in Teacher Development

H818 Conference 2015O A case study by Steve Castle

The BarriersO ResentmentO (Assumed) AversionO Lack of Faith

ResentmentO ‘Implementing a new policy or approach

does not automatically mean that teachers act in the same way as management intended’

Janssen et al (2013) after Fullan (2001) and Maurer (2002)

(Assumed) AversionO New procedures-more workO Opposite may be true

Lack of FaithO e.g. From previous experience

Overcoming the BarriersO Engage the end-usersO Ask for their support and adviceO Request rather than instruct

Overcoming the BarriersO Convince others (e.g. senior management)

to ‘let go of the reins’

Overcoming the BarriersO Climbing Round or Breaking Down?

Overcoming ResentmentO Don’t let it build in the first placeO Engage with staff/end-usersO A mutual action

Overcoming AversionO EngageO Discover/InvestigateO Remedy

Overcoming Lack of FaithO EngageO Prove/ConditionO Convert

Flipped LearningO ‘ A learning design that upends the typical

division of student work’

Baepler et al (2014)

Flipped Learning Case Study

O Eight teachers plus two administrative staff involved in project

Flipped Learning Case Study

O Observation of teachers who attended ‘physical’ teacher development (TD) sessions compared to teachers who used virtual (flipped learning) sessions.

Flipped Learning Case Study

O Observations and CommentsO Be wary of using small samples of data as a

generalisation to prove a case.

ReferencesO Baepler, P. Walker , J.D. and Driessen, M

(2014), It’s not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers and Education (78) 2014, pp 227-236

O Janssen, S., Kreijns. K., Bastiaens, T.J., Stijnen. S, and Vermulen, M. (2013), Teachers’ beliefs about using a professional development plan International Journal of Training and Development 17:4, pp 260-275