Planning for flipped classrooms is a little bit different from planning for traditional classrooms.

You must understand the key structures/concepts of a flipped classroom.

What is a flipped classroom? First, let’s look at a definition of Flipped Learning.

Jon Bergmann believes that the most useful and enlightening definition of Flipped Learning is as follows: “Flipped Learning is a pedagogical approach in which direct instruction moves from the group space to the individual space and the resulting group space is transformed into a dynamic interactive learning environment where the educator guides students as they apply concepts and creatively engage in the subject matter.”

So for Bergmann, a flipped classroom has at its core the concept of:

• Group space
• Individual space.

Both are crucial to running a sound flipped classroom.

The group space for a student is typically the classroom working with other students and the teacher. The individual space is the student working by themselves typically, but not always, at home. Be clear, the individual space can be in a variety of locations, but it is characterised by the student working alone.

Traditional Classroom

In the group space of a traditional classroom, direct instruction (a lecture to the whole group) is followed by a few activities to cement learning. In the individual space of a traditional classroom, homework is set which usually involves more complex activities involving application, analysis, evaluation and creativity. Students complete this homework alone at home without the help of a teacher, but because of the often complex nature of the homework, they may need assistance. Where is the teacher when they are truly needed?

Note that in a traditional classroom the group space happens first where new content is introduced usually via the lecture and the individual space happens second.

Flipped Classroom

In a flipped classroom it is the other way round. The individual space comes first and the group space second. In the individual space, the student is introduced to new content which usually takes the form of a micro video. They are doing this by themselves with some sort of device without much need of any help. When they come to class, that is when they meet in the group space the next day, they get to ask their questions, apply, analyse, evaluate and create and be generally involved in a whole lot of active learning, with the teacher available to guide them – as it should be!

Where do you sit in relation to classroom style? More traditional or more flipped?

To find out more about Flipped Learning and its possibilities meet Jon Bergmann, in person @ FlipCon Australia at the Inaburra School in Sydney on Friday 20 and Saturday 21 October 2017.

Here is a snapshot of sessions in the pedagogy and best practices track:

For more information about FlipCon Australia and to register, see the FlipCon Australia page.

You may also be interested in a certification program that Jon Bergmann is running. Find out more and preview some free training samples @ http://flglobal.org/certificationiwbnet/ – The cost of this course is US $70.00.

Yes it is!

Do you set homework for your primary students?

Does the homework get done? (It would be fairly typical for most to get it done and some not).

Who does the homework? The student? The student and the parents? The parents?

Does the homework call for higher order thinking and learning skills that students could struggle with, forcing them to rely on significant input from parents to get the work completed and turned in?

Arguably all of the above questions are “real” questions for primary school teachers and primary school students. They also resonate with very frustrated parents of primary school students.

We know that parents of primary school students often do the homework or a significant part of it.

What if you could turn this situation right around?

What if you could flip it?

Flipping the homework looks like this.

Homework is made easier.

Homework takes less time.

Homework is where a student engages with the content that a teacher would have delivered to the whole class during precious class time. (In flipped learning homework, this content is typically provided on a video for the student to watch and interact with at home in preparation for the next day’s class). That’s all – much easier than those complex homework problems that Mum and Dad often do. And yes you will need to learn how to make videos!

In the next day’s classroom, the teacher no longer gives the “lesson/lecture” to the whole class. The student attended to that by watching the video for homework the night before.

The teacher has freed up time to work with students one on one, assisting all students to apply, analyse, evaluate and create – using all the professional teaching skills that they trained for.

Flipped learning is ideal for primary students, so why not give it a go?

Of course, there is a lot more to it. However, delving deeper into flipped learning is worthwhile, satisfying and very smart professional learning.

To find out more about Flipped Learning and its possibilities for primary school students, meet Jon Bergmann one of the pioneers of flipped learning in person @ FlipCon Australia at the Inaburra School in Sydney on Friday 20 and Saturday 21 October 2017.

Here is a snapshot of a few of the exciting sessions, ideal for primary school teachers:

For more information about FlipCon Australia, to see many more sessions and to register go to the FlipCon Australia page.

One of the biggest criticisms of digital technology is that it greatly increases the amount of time students sit in front of a screen (screen time) whether it be a computer, phone, other mobile device or game console.

Appreciating that Flipped Learning does rely on digital technology for its complete success, Jon Bergmann (one of the pioneers of Flipped Learning) decided to canvas students to understand what they thought about screen time by asking the question: How does Flipped Video affect your total amount of screen time?

Eighty – five percent of students surveyed, claimed that Flipped Videos added little or no time to their screen time. Of the 85%, 30% of students reported that Flipped Video screen time replaces other screen time, not adds to it. In short, Flipped Videos add quality educational content to a student’s screen time. That is huge!

Another exciting finding came as a result of asking students the question: How do Flipped Videos help you understand the class content? 

• 68% said easier to much easier
• 23% said about the same
• 9% said harder to much harder.

The 9% of students claiming “harder to much harder” cannot be ignored. However, the 68% of students claiming it made it “easier to much easier” for them is a truly amazing result according to Bergmann.

When it comes to time spent in the Flipped Learning model students reported two very significant things:

• Flipped Videos are typically short, much shorter than the “lectures” they replace
• Flipped Homework takes less time than traditional homework.

These findings about “time”, coupled with the finding that most students feel they learn better in a Flipped Classroom, is exactly the kind of thing we want to see in education according to Bergmann – less time, better outcomes.

For further information about what students think about Flipped Learning, we recommend Jon Bergmann’s book: Solving the Homework Problem by Flipping the Learning (2017).

To find out more about Flipped Learning and its possibilities meet Jon Bergmann, in person @ FlipCon Australia at the Inaburra School in Sydney on Friday 20 and Saturday 21 October 2017.

For more information about FlipCon Australia and to register go to the FlipCon Australia page.

In Part 1 of this series, 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.

To find out more about Flipped Learning and its possibilities meet Jon Bergmann, one of the pioneers of Flipped Learning, in person @ FlipCon Australia at the Inaburra School in Sydney on Friday 20 and Saturday 21 October 2017.

If you are interested in delving into the pedagogy and best practices of Flipped Learning here is a snapshot of just a few of the sessions on offer:

For more information and to register go to the FlipCon Australia page.