Flipped Learning
Michaela Dodson
Published October 13, 2020
As you will remember, three years ago Jon Bergman spoke here at ACES about the benefits of using a Flipped Learning model. Often used interchangeably Flipped Classroom and Flipped Learning are similar, but they do not mean the same thing.
Flipped Classroom “Many teachers may already flip their classes by having students read text outside of class, watch supplemental videos, or solve additional problems – but that doesn’t necessarily lead to flipped learning.” (Flipped Learning Network)
Flipped Learning “is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides the students as they apply the concepts and engage creatively in the subject matter.” (Flipped Learning Network)
Flipped Learning
As you will remember, three years ago Jon Bergman spoke here at ACES about the benefits of using a Flipped Learning model. Often used interchangeably Flipped Classroom and Flipped Learning are similar, but they do not mean the same thing.
Flipped Classroom “Many teachers may already flip their classes by having students read text outside of class, watch supplemental videos, or solve additional problems – but that doesn’t necessarily lead to flipped learning.” (Flipped Learning Network)
Flipped Learning “is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides the students as they apply the concepts and engage creatively in the subject matter.” (Flipped Learning Network)
Flipped Learning: A Beginner’s Guide
We recommend using a Flipped Learning model of teaching for three reasons:
Students are more actively engaged in the classroom
Should the need arise, this pedagogy will ensure you will be able to quickly and efficiently pivot back to fully tech-supported learning.
Allows you to use the course content you are creating even when we are not in a global pandemic situation.
F- Flexible Environment - Flexible pacing, timelines, activities and space for student learning.
L - Learning Culture - Instruction shifts to a learner centered approach. Class time is dedicated to topics at greater depth and learning activities
I - Intentional Content - Content is relevant and objective focused. Maximizes classroom time for active learning.
P - Professional Educator - Instructor is available to all students, conducts formative assessment of learning, provides quick feedback and nurtures learning.
Here are some tips to getting started, some common hurdles and how to overcome them. Click here for different types of flipped learning and tools to build them.
Flipped Learning Model
Flipped Learning | Student Activities | Instructor Activities |
Before Class | Students are guided through new learning material that asks questions, provides immediate feedback, and collects questions in preparation for in-class activities. Students complete hyperdoc (handout) before class. | EXAMPLE – Instructor posts microlecture videos of important material along with follow along handout with reading passages, instructions, key concept questions, graphic organizers etc. Also see 10 Activities to Make Lectures Interactive Instructor reviews results of student work and prepared learning activities |
Start of Class | Students use their personally prepared questions to guide their own learning and take responsibility for it. (Muddy point questions) | Instructor uses students questions and feedback from the formative assessment (CATs, flipgrid, kahoot, google form, quizlet, etc.) to address student specific needs |
During Class | Students practice applying the skills expected of them to learn***** THINK CREATION, NOT CONSUMPTION of knowledge (Bloom’s quicksheet activity ideas) | Instructor guides the educational process with feedback and provides short activities or mini-lectures to clarify the material when required. |
After Class | Students continue applying the knowledge and skills to more complex tasks. Students work individually or in small groups to solve problems or collaborate on projects. ***** THINK CREATION, NOT CONSUMPTION of knowledge (Bloom’s quicksheet activity ideas) | Instructor posts any additional resources to help students |
Office Hours | Students have the information about their learning progress and know where to seek help based on their analytics | Instructor personalizes student learning by addressing a student’s gap |
Contact Us
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Phone: (806) 371-5429
Email: ctlstudenthelp@actx.edu