The flipped classroom model has been identified as a pedagogical pathway for teachers to follow to move toward more powerful learning and teaching strategies by leveraging the technology that is emerging to deliver lessons (Bergmann & Sams, 2014). The flipped classroom is an active, student-centred approach that was formed to increase the quality of face to face time spent in classrooms (Ozdamli & Asiksoy, 2016).
Flipped learning allows teachers to provide their students with the following:
- Flexible learning environments: where they are able to implement a variety of learning models, physically rearrange the learning space (as well as the digital learning space) and provide students with a choice of when and where they want to access the information needed.
- Learning culture shift: the culture in the classroom changes from a teacher-centred to a student-centred approach where the teacher goes from the ‘sage on the stage’ to the ‘guide on the side’
- Intentional content: the flipped classroom needs a teacher who is able to evaluate what content needs to be taught directly versus the content that can be explored outside the classroom. This will maximise classroom time to allow students to explore other learning strategies such as PBL and peer-instruction
- Professional educators: teachers need to be reflective and collaborative when implementing the flipped classroom model. The role of the teacher shifts from one of content delivery to one where they mentor the students
(Hamdan, McKnight, McKnight & Arfstrom, 2013)
The implementation of a flipped classroom model also allows educators to shift the lower end of Bloom’s taxonomy out of the classroom (Sams & Bergmann, 2013), allowing them to be present with their students while they are facing more difficult activities. By completing a range of easily achievable activities at home, students interact with the ‘remember and understand’ levels of Bloom’s outside the classroom without their teacher, reserving time spent in class for the higher order levels of thinking including creating, evaluating, analysing and applying (See & Conry, 2014). These activities usually take a longer period of time to complete and often require the support and input of the classroom teacher. The ‘traditional’ classroom model sees students often take notes from the board or read information before completing project tasks at home. Flipping this process allows for those higher order activities to be explored where students feel safe and supported. Subjects that consist of educational content that falls within these lower levels of Bloom’s taxonomy are those that may benefit the most from a shift towards the flipped classroom model of teaching (Sams & Bergmann, 2013).With the advances in technology occurring all the time, educators are in possession of a paradigm-shifting toolbox that will help them to change the shape of education and enhance the student learning experience (Albert & Beatty, 2014). The wide range of technology available to educators today enable them to provide students with access to more advanced content, the tools for constructing and sharing created products as well as opportunity to develop critical and creative thinking skills (Siegle, 2013).
For those who are looking to explore flipping their classroom, Education Perfect is one tool that provides teachers with an online learning and assessment platform for Languages, English, Maths, Science and Humanities. The platform includes content to suit the Australian Curriculum, as well as the state specific syllabus from NSW and Victoria.
Education Perfect has been designed to focus on mastery and customized learning. It supports learner-centered approaches where each student is able to work at his or her appropriate level and pace based on their actual existing skills and knowledge.
Education Perfect allows teachers to easily assign students work to complete before they arrive to class. This introduces concepts to the students outside of the classroom space, a concept that aligns with the flipped classroom model. The Smart Lessons produced by the Education Perfect Content Team introduce the concepts to students in a variety of ways, including simple text with keywords highlighted, short videos or a combination of both. After students have been introduced to the content, the platform assesses their understanding of this through a range of question types. A cycle of content learning and assessment continues until the lesson is finished, however, students are only able to move forward once they have mastered each section.
The mastery-approach to education has been linked to higher intrinsic motivation and enjoyment, positive affect, engagement, deep learning, and persistence in students (Simon, et. al., 2015).
It has been found that when students realise that it is the process that helps them to build their understanding and expertise in a particular field that they are studying, they are more willing to put the extra effort into their learning (Cushman, 2015). The Education Perfect platform helps to enhance this process by adding an element of gamification by awarding the students points for completing activities, which place them onto a school wide and global scoreboard. By introducing the idea of games and point scoring into these kinds of activities, students may be more willing to share their expertise as it is an area that they are passionate and motivated about. This is evident as when the students become passionate, they will be inspired to play and then go discuss, modify, research and explicate everything about the game that they are playing with others (Gee, 2012)
Before arriving to class, teachers are able to analyse the detailed data provided by the platform to understand how the students have interacted with this material. This will help to guide the teacher on how to start the lesson where the students will be further exploring this content. Through the mastery model, most students should have been able to develop a grasp of the content by completing the Smart Lesson and therefore the class should be able to participate in activities that allow much deeper understanding of the concepts being covered.
After introducing the flipped classroom model, class time is now able to involve more problem solving, creation and investigation – whether it be in practical work or research activities – with the students working with their teacher as a mentor rather than provider. Collaboration and group work become with norm with the whole class working together towards the common goal of improving the outcomes of all students in the class.
All teachers are able to sign up for a free teacher login by visiting www.educationperfect.com.
Albert, M., & Beatty, B. J. (2014). Flipping the Classroom Applications to Curriculum Redesign for an Introduction to Management Course: Impact on Grades. Journal Of Education for Business, 89(8), 419–424.
Bergmann, J., & Sams, A. (2014). Flipped learning: gateway to student engagement: there’s more to flipped learning than just asking students to watch videos at home and complete worksheets in class. Find out how to use the flipped model to take your teaching – and your students – to new places. Learning & Leading With Technology, 41(7), 18.
Cushman, K., & The, S. O. W. K. C. (2010). Fires in the mind : what kids can tell us about motivation and mastery.
Gee, J. P. (2005). Good video games and good learning. Phi Kappap Phi Forum, 85(2), 33-37.
Hadman, N., McKnight, P., McKnight, K., & Arfstrom, K. (2013). A white paper based on the literature review titled A Review of Flipped Learning. Washington D.C.: Flipped Learning Network.
Ozdamli, F., & Asiksoy, G. (2016). Flipped Classroom Approach. World Journal On Educational Technology, 8(2), 98.
Sams, A., & Bergmann, J. (2013). Flip Your Students’ Learning. Educational Leadership, 3, 16-20.
See, S., & Conry, J. M. (2014). Flip My Class! A faculty development demonstration of a flipped-classroom. Currents In Pharmacy Teaching and Learning, 6(4), 585–588.
Siegle, D. (2013). Technology: Differentiating Instruction by Flipping the Classroom. Gifted Child Today, 37(1), 51–55.
Simon, R., Aulls, M., Dedic, H., Hubbard, K. and Hall, N. (2015). Exploring Student Persistence in STEM Programs: A Motivational Model. Canadian Journal of Education, 38(1).
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