Embedded Files
The Flipped Classroom model in Irish primary classrooms
The following PDST Good Practice videos highlight aspects that could be used to engage in a flipped classroom approach in a primary school setting.
Sample Lesson
This lesson was designed using the action research cycle to inform the lesson structure. Reflect, plan, act, observe and reflect. During the second reflection stage the teacher may decide to continue using the same teaching methodologies or try a new approach.
Reflect and Plan
A group of teachers worked collaboratively to prepare a number of lessons about volcanoes. They identified specific elements of the learning experience that would work best using the flipped classroom model, other elements that would work best using traditional methodologies and finally some elements that would work best using the station rotation model. It was agreed that the flipped classroom model would be an effective way to introduce all learners to the new content as they would have the opportunity to engage with the information using a range of text types in advance of the face to face session. During the face to face session all of the learners would engage in a number of active learning activities allowing the leaners to express their understanding and the teacher time to observe the learning.
Act and Observe
Introduction to the topic of Volcanoes
At home learners watched a teacher-created screencast modelling the thought process when identifying the most important information when researching a new topic. The teacher modelled how she collated and referenced the information.
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The teacher shared a choice board of text types with the learners to develop their knowledge of volcanoes. The learners completed a 3-2-1 activity to capture their learning.
Intro to Volcanoes Flipped Classroom (1).pdf
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In school, the learners engaged in a variety of active learning activities to share their learning with their peers and to deepen their understanding.
Based on the feedback from the 3-2-1 activity completed at home, the teacher decided to start with a Read and Explain Pairs activity to give all learners the opportunity to engage with the text again. This activity was followed by Think Pair Share Square, Diamond Ranking & Fish Bowl activity. The activities afforded all of the learners multiple opportunities to discuss their findings and to deepen their understanding. The teacher was free to facilitate conversations and observe the learning.
At home, the learners completed an online quiz which included a combination of closed and open-ended questions. This enabled the teacher to assess the learners' knowledge to date.
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Reflect
Upon reflection of the learners' conversations during the in class session and the results gathered from the online quiz, the teacher decided that she was happy with the majority of the learners' understanding of volcanoes and would be appropriate to move onto the report writing stage.
For the next stage of this learning experience the teachers decided to use a combination of flipped learning in the form of an instructional video to scaffold the report writing process and a station rotation model to further differentiate the writing workshops during the in school sessions. The teachers felt that this combination approach would work best to meet all of the needs of the learners for the next step of the learning experience.
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