In Part 1 of this series, about flipped learning, we talked about freeing up and changing the nature of class time by decreasing the amount of time spent on “lecturing to the whole class” and instead, increasing the hours working with students one on one, assisting them with higher order learning challenges and personalising their learning.
This is a critical part of the flipped classroom – freeing up a lot of time!
But what you do with that time is equally critical.
In a study of 2,000,000 classrooms in the USA, Dr Robert Marzano asked the key question: what instructional strategy is being used? His research results are outlined below:
In a flipped learning paradigm, with a lot of time freed up, we seek to change these percentages. We seek to decrease the emphasis on interacting with new content and practising and deepening new content, to significantly increase the amount of time spent on cognitively complex tasks involving generating and testing hypotheses. This is one of the hallmarks of a flipped classroom.
In a Flipped Learning model, interacting with new content, as important as it is, is not overdone in class time. New content is delivered to the students via some form of technology (often videos). Students study this content usually outside of class and return to the class the next day ready to work with the teacher to get stuck into deep understanding and complex tasks that depend on having interacted with it.