What is flipped learning...
Salman Khan, creator of Khan Academy, further illustrates how the role of the teacher is transformed by the flipped learning model in his Ted Talk entitled Let’s Use Video to Reinvent Education 2011.
With flipped learning, the teacher no longer uses classroom time to lecture. Alternatively, the teacher can use majority of their time supporting students who are having difficulty with conceptual understanding. If teachers are being effective Professional Educators (as per the F.L.I.P. model) by providing feedback, observing, and assessing their students, they are better able to support their students, whether directly, or through peer-instruction. (Flipped Learning Network, 2014, Khan 2011). Katherine Fulton corroborates the experiences and research of Khan in 10 Reasons to Flip. Like Khan, Fulton acknowledges that students are able to work at their own pace, stopping, pausing, or re-watching assigned ‘knowledge’ content (Fulton, 2012). In addition, when students are doing traditional homework in class, teachers are better able to observe and support them (Fulton, 2012). Fulton and Khan both conclude that students ‘like’ flipped learning resulting in more engagement and motivation. |
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Stop and Consider the Following
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Flipping is not students watching a video at home and then doing their homework in class (Flipped Learning Network, 2014). Nor does flipping itself address our students' preconceptions. John D. Bransford, Ann L. Brown, & Rodney R. Cocking's How People Learn highlights the importance of 'learning with understanding' (p. 8). Before educators are able to help learners build on their existing knowledge, it is crucial for educators to understand that learners have pre-existing knowledge that could potentially consist of false beliefs (p. 10).
Consider the video to the left by Derek Muller entitled Khan Academy and the Effectiveness of Science Videos. In this video, Muller, although a fan of Khan Academy, reminds us of the importance of dealing with students' preconceptions and giving thought to the design of our lessons before assigning Science and Math videos to our students. |
The Connection Between Flipped Learning and Technology
Without technology, the flipped learning model strongly resembles Eric Mazur’s practice of peer-instruction as described in his lecture Confessions of a Converted Lecturer. In this model, students are required to read the textbook or course notes prior to class, do some practice questions, and then come to class prepared to participate by engaging with their peers and questions of application. (Mazur, 2009).
Technology expands the horizons of flipped learning. Not only does it allow students to engage in pre-activities at the own pace and in their own time (Khan, 2009), it also allows teachers the opportunity to create customized knowledge-based content for their students. (Fulton, 2011). This ability to customize is particularly helpful for teachers who are teaching in an additional language, teaching combined classes, working with students with learning challenges, or simply differentiating for diverse learners in their classrooms. There are many online resources available for use in a flipped learning environment as well as technologies that allow for creation of such media for students. Citations can be found on the References page. |
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