What is Flipped Learning?


Introduction

The really difficult part of teaching is not organizing and presenting the content, but rather doing something that inspires students to focus on that content to become engaged. --- Robert Leamson (2000) (Learning as Biological Brain Change)

Flipped Learning shifts the classroom from passive to active learning, focusing on higher order thinking skills such as evaluating, analysing, and creating to engage students in learning. The approach relies on understanding the difference between information and knowledge acquisition, providing students with active learning possibilities. Students are given opportunities to take greater responsibility for their own learning. Class time focuses more on exploration, finding meaning and application of knowledge. Teaching is focused more on providing significant learning opportunities, providing feedback through a variety of pedagogical strategies and ensuring understanding.The Flipped Learning: The Big Picture Infographic shows how schools engaging the Flipped Learning approach focus on the development of a flexible environment.

Flipped Learning Enables:

  • Student access to tools and technologies
  • Student engagement in rigorous content
  • Student immersion in diverse learning
  • Student collaboration with peers
  • Support for the learning process
  • Student access to immediate expert feedback

Flipped Learning in the Classroom:

  • Encourages student understanding
  • Enables differentiation
  • Ensures access to expert support
  • Enables student engagement
  • Creates a supportive learning environment
  • Provides opportunities for collaboration

Flipped Learning with Homework:

  • Encourages student accountability
  • Encourages purposeful homework
  • Provides a reason for learning content
  • Minimizes distractions
  • Engages and prepares students for learning (Source: eLearningInfographics)

Why should we Flip our Traditional learning environment?

When working toward changing a paradigm, especially one that may have worked well for us as students, it is important to consider the future — what will our students’ emerging careers be, what skills and knowledge are essential for them to be engaged in their professional worlds, and what paradigms might they face? Our teaching behaviors, our expectations we set for our students, and our students’ learning behaviors must evolve to fit our students’ futures. (Saulnier, 2008)

 

To change our paradigm from teaching to learning is to view education through a new lens – “seeing” our work in a different light and having diverse experiences as we and our students interact to learn. We will no longer be assuming the role of “Sage on the Stage,” where students merely watch and listen and are expected to absorb information like a sponge. We will become more of a “Guide on the Side,” a fellow learner with our students, modeling the process of uncovering new knowledge and constructing meaning through the deployment of active learning techniques. (Tagg, 2003)

Learning is not a spectator sport. Students do not learn much by just sitting in class listening to teachers, memorizing repackaged assignments, and spitting out answers. They must talk about what they are learning, write about it, relate it to past experiences, apply it to their daily lives. They must make what they learn part of themselves.(Chikering & Gamson, 1987)

What is Flipped Classroom?

Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom. It moves activities, including those that may have traditionally been considered homework, into the classroom. In a flipped classroom, students watch online lectures, collaborate in online discussions, or carry out research at home and engage in concepts in the classroom with the guidance of the instructor. (Abeysekera & Dawson, 2015).

What is Flipped Learning?

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 pace is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. (Flipped Learning Network (FLN))

What is Flipped Learning Network?

Our concept of FLN incorporates instructional strategies of Flipped Classroom as well as that of Flipped Learning Network. Let us make both the concepts clear before we think of integrating them with our traditional face to face classroom environment.

Four Pillars of FLN 
Four Pillars of FLIPped Learning

(Download PDF from here)

Seven Things about FL

Please download have a look at attached document prepared by Educause: 7 Things You Should Know about Flipped Classrooms. (Educause, 2012)

  1.  What is it?
  2. How does it work?
  3. Who’s doing it?
  4. Why is its significant?
  5. What are the downsides?
  6. Where is it going?
  7. What are the implications for teaching and learning?

 

How and where to create FLE?

Here are some examples. Let us view it online:

 

·         TED-ED Lessons

·         http://ed.ted.com/lessons/plato-s-allegory-of-the-cave-alex-gendler

·         NPTEL

·         http://nptel.ac.in

·         Coursera MOOC

·         https://class.coursera.org/mythology-002/lecture

·         Khan Academy

·         www,khanacademy.org

·         Platforms to create personalized FLNs

·         Google Sites for FLN

·         Blog for FLN (http://dilipbarad.blogspot.in/2014/12/t-s-eliot-tradition-and-individual.html)

Works Cited

Abeysekera, L., & Dawson, P. (2015). Motivation and cognitive load in the flipped classroom:definition, rationale and a call for research. Higher Education Research & Development, 1-14.

Chikering, A. W., & Gamson, Z. F. (1987). Seven Principles for Good Practice in Undergraduate Education. AAHE Bulletin, pp. 3-7.

Educause. (2012, Feb). 7 Things You Should Know About Flipped Classrooms. Retrieved Jan 23, 2016, from Educause.edu: https://net.educause.edu/ir/library/pdf/ELI7081.pdf

Flipped Learning Network (FLN). (n.d.). The Four Pillars of F-L-I-P™. Retrieved January 23, 2016, from Flipped Learning Network: www.flippedlearning.org/definition.

Leamson, R. (2000). Learning as Biological Brain Change. Change, 34-40.

Saulnier, B. (2008). From “Sage on the Stage” to “Guide on the Side” Revisited: (Un)Covering the Content in the Learner-Centered Information Systems Course. EDSIG Proc ISECON, 1-9.

Tagg, J. (2003). The Learning Paradigm College. Bolton: MA: Anker Publishing.

 

 

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