reflection

What impact does Flipped Learning have on your classroom?

How can Flipped Learning empower you as a teacher?

Throughout this module my understanding of ‘Flipped Learning’ has found greater depth and can best described by the title of an article from Task 3.2 ‘We Didn’t Know What We Didn’t Know: Flipped Learning 3.0‘. Two weeks ago my understanding of flipped learning was simplistic and narrow and something I thought I wasn’t really doing. I have since discovered by being a PYP teacher many elements of flipped learning is what we do as a part of our inquiry teaching.

Identifying prior knowledge and provoking curiosity is inbuilt in a constructivist pedagogy, however just because we do this already doesn’t mean we always respond as well as we could or in a timely manner. It is easy to let time and assessment dictate choices rather than what must always be our priority, the needs of the learners.

I feel reinvigorated to take a closer and more critical view at my practice and the gaps that exist. I am reminded about the need for on-going reflection and assessment and to move even further away from summative tasks which provide too little useful feedback, too late, and take up a disproportionate amount of time and energy that could be better spent elsewhere.

I enjoyed the challenge of creating a video but now understand how insignificant this is in flipped or blended teaching. Side note: I don’t know that there is any way of making accounting spreadsheets interesting.

Knowledge is deceptive as it infrequently has only one definition or perspective and changes with every new experience. Too much comfort is a danger in anything, particularly in the pursuit of providing an engaging, empowering and energizing educational environment. As educators we all need to be in constant search to fill our information gap.