Added pressure = added flipped learning

I have been asked by colleagues and during INSET on flipped learning about the benefits of flipping your classroom.  I think there are many and most are geared towards the students and their learning experience.  Their ability to access material online, to study at their own pace and rewind the lesson.  This for me is a perfect example of child centred learning.  WHAT ABOUT US!  Yes I know, as teachers how can this help me.  I think again there are a few things.  Tucker in 2012 stated that, “the most meaningful learning is a flipped classroom occurs as a result of efficient use of extra class time.

Free time Now I’m not saying that you will be able to get the curriculum done by Jan and hot foot it off to South America for a quick break.  However, what I am suggesting is that by using flipped learning and more specifically, you can reduce the time you spend in class, teaching elements of the curriculum. I’m not suggesting that you ignore or skip elements of the PE curriculum, and move the expectation onto the students to do the work outside of class instead of teaching.  

The issue I had delivered my lessons as normal, starting at the beginning and working my way through the curriculum.  Because of the online flipped approach, I still follow the strands of the curriculum, however, my lesson start at a different place.  I usually start with assessment for learning.  I have set student homework to watch an online video from and in class I’ll ask to see their notes.  This is usually informal with them placing them on the desk face down.  I will then have some form of assessment set up, and again this can be informal or more formative in nature. I tend to use white boards in small groups around the class.  This encourages students to share their interpretation of the videos.  As Geoff Petty stated on his website,”active learning is about student’s making their own meaning”.   Progression By students checking their understanding of the online PE resource, they are reinforcing their own effort and learning, thus taking more control and ownership of the flipped lessons.  This allows me as a teacher to see what stage the students are at.  With some more checking using a variety of learning strategies, I usually discover that the basic elements of the topic, for example levers in sport are understood by most, in detail, and by all to some degree.  This gives me a more advanced starting point for my lesson.  I make no apology about the time I take over checking their level through formative and summative assessment.  I think it’s an essential stage for the learners but for me, it’s to see if we’re all on the same page.

Time In my classroom I am able to move through the hierarchy of bloom’s taxonomy quicker as the ‘remember, understand’ elements have been achieved outside the class for most, and in the first 15min for others. 

Next time In the next blog I will be reviewing strategies for those students who don’t complete the work, 

Student who don't flip their learning