Flipped Learning
Based on a workshop with Aaron Sams, co-author of Flip Your Classroom.

I recently attended a flipped classroom workshop held at Seisen International School in May 2014, conducted by Aaron Sams, co-author of Flip Your Classroom. Though we may think we know a lot about an area of education, I always pick up a few new practical ideas when I attend professional development workshops. 

With a lot of the buzz around flipped learning in the last 5+ years, I’m surprised nobody wrote a book on the concept earlier. As much hype as flipped learning has, I think teachers have been doing it for decades. Though not as deliberate, nor with the same breadth as today, I do recall those nights where we had to go home and watch something on television, or do something with the purpose of discussion in class where the teacher facilitates collaboration and cooperative activities: lecture and homework are reversed; learning is active, not passive. This is flipped learning. 

Of course, with digital technology, YouTube, and a plethora of apps, you could argue it’s a more accessible model today. Something I appreciated about Mr. Sams’ workshop was that he acknowledged that a flipped classroom isn’t simply viewing a video at home, but rather doing the “easy stuff” at home, while classroom time is for facilitating learning by clarifying the “difficult stuff”. The flipped model, however, does tend to be regarded as viewing a video or listening to a podcast at home, preparing for class discussion or project work. Ultimately, it’s about getting away from the “teacher presentation station”. “The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities.” -source

Sams suggested teachers create and curate. (create and host on YouTube, for example) Students tend to be more engaged with teacher-made material, being more personal. Aside from videos and podcasts, online quizzes and activities can also be developed for homework, helping students to identify what they don’t understand, again allowing for the teacher to act as an advisor or facilitator. (in class, students would work in groups to work through the difficult material) Class time is devoted more to understanding concepts than listening to a lecture. 

A flipped model, or even simply producing some flipped lessons, takes time. Videos, podcasts, or activities for home take time to prepare. Preparation also requires a careful consideration of how it will tie into the classroom activities. 

How am I employing the flipped model?
I am developing flipped lessons. Going back into the History classroom this year, my intention is to start with using the textbook and some general research skills. These are things that can be done on a video, so class time will be devoted to practicing. I’ll move forward with this to more content-based video lectures and podcasts. I'm going to have students create their own videos, as well. They’ll be basic, concentrating on the student proving they understand the content, but with little “production”. (I find students tend to get bogged down on the production side of slide presentations and videos, and spend less time on research, analysis and synthesis) The flipped version of my class will aim to have student-led collaboration. 

Purchase 'Flip Your Classroom' from ASCD

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Things you should know about flipped classrooms.

A take on flipped learning from the University of Queensland. 

Cycles of Learning

educreations (app)