Reaching More Learners Through a Flipped Learning

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Reaching More Learners Through a Flipped Learning. Dr. Michele Pinnock Sam Sharpe Teachers’ College, Vice Principal. Current Status. We face a challenge of teaching to the middle without challenging learners at either ends of the spectrum - PowerPoint PPT Presentation

Text of Reaching More Learners Through a Flipped Learning

  • Reaching More Learners Through a Flipped LearningDr. Michele PinnockSam Sharpe Teachers College, Vice Principal

  • Current StatusWe face a challenge of teaching to the middle without challenging learners at either ends of the spectrumGreat Diversity among Learners interest; cognitive abilities; preferences; developmental levels Large class sizeMany disengaged learners

  • Whats aFlipped Learning Experience?Learners are first exposed to new material / knowledge prior to class using videos of lectures, reading assignments on handouts for example. Valuable class time is then used to engage learners in assimilating the content being presented, perhaps through problem-solving, discussion, or debates.

  • Sample Videos of Flipped Classrooms

    Flipped Classroom

  • Teachers Perspective on Flipped Learning"[In the current model], one student goes home to educated parents who can help him with his homework, while another student goes home and gets no help, "In the flipped model, both of those kids come back to the classroom after receiving the content, and now all of the help with the homework is given by the expert in the field."

  • When using the flipped classroom, instructors allow students to investigate the concepts introduced during the video lecture in the way that makes them comfortable- for example group work or independent reading, while focusing on gaining content knowledge (Lage, Platt and Treglia, 2000).

  • Better Days Ahead for Homework

    Traditional ClassroomFlipped ClassroomStudent gets frustrated and gives upTeacher able to assist learners when they get stuckTeacher reviews homework in classStudents able to review their work in class with peers and teacherStruggling students afraid to ask for help often they dont complete assignmentTeacher able to identify students as they struggle with content and immediately provide feedback and helpStudents do not read the comments placed on graded assignmentsTeacher able to immediately provide feedback and help

  • History of Flipped ClassroomIn 2007 2 High School Chemistry teachers Jonathan Bergman and Aaron Sams.Posted lectures online

  • Theoretical FrameworkThe Science Of Learning, two of which help explain the success of the flipped classroom. Bransford and colleagues assert that To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application (p. 16).

  • Theoretical Framework

    By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding

    Although students thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.

  • Educational TechnologyCapture key content access their own content at their convenience LEARNER CONTROLAble to Pause/ rewind/ Replay Learner ControlPresent Learning materials in a variety of formatsMultisensory Excellent for Reviewing information at Assessment Time

  • Key Elements of the Flipped ClassroomProvide an opportunity for students to gain first exposure prior to class.Provide an incentive for students to prepare for class. Task associated with pointsProvide a mechanism to assess student understanding.Provide in-class activities that focus on higher level cognitive activities.

  • Four Pillars of F-L-I-P Bergman & SamsFlexible EnvironmentLearning CultureIntentional ContentProfessional Educator

  • Four Pillars of F-L-I-P Bergman & SamsFlexible EnvironmentEducators can create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning.

    Learning Culture The Flipped Learning model deliberately shifts instruction to a learner-centered approach where class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. Students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful.


  • Four Pillars of F-L-I-P Bergman & Sams

    Intentional Content Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding and procedural fluency. Educators use intentional content to maximize class time in order to adopt methods of student-centered, active learning strategies.

    Professional EducatorProfessional educators continually observe their students, providing them with feedback relevant in the moment and assessing their work. Professional educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism and tolerate controlled chaos in their classrooms. Read more at

  • Roles & Responsibilities of Students and TeachersTeacher and students engaged in concept exploration making meaning of contentStudents take responsibility for their own learning

  • Roles & Responsibilities of TeachersTeacher acts as Coach/ Mentor/ GuideTeacher helps students Access InformationProcess informationDevelop critical thinking skills needed to problem solveTeacher will help students to set and monitor goals Aids in the development of skills needed by the 21st century worker

  • Thinking in the Flipped ClassroomOutside of class students are engaged in lower levels of cognitive work (gaining knowledge and comprehension) Inside of the class they are focused on higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) as they are supported by their peers and teacher.

  • Flipped Learning ExperienceDownloaded from

  • Traditional Classroom vs Flipped ClassroomWhat's Different About the Flipped Class? We thank Dr. Sacha Kopp for his creative input on this table.Table downloaded from Dr. Sacha Kopp

    OLD (BEFORE THE FLIP)NEW (AFTER THE FLIP)Before ClassStudents assigned something to readStudents guided through learning module that asks and collects questions.Instructor prepares lecture.Instructor prepares learning opportunities.Beginning of ClassStudents have limited information about what to expect.Students have specific questions in mind to guide their learningInstructor makes general assumption about what is helpful.Instructor can anticipate where students need the most help.During ClassStudents try to follow along.Students practice performing the skills they are expected to learn.Instructor tries to get through all the material.Instructor guides the process with feedback and mini-lectures.

  • Traditional Classroom vs Flipped ClassroomWhat's Different About the Flipped Class? We thank Dr. Sacha Kopp for his creative input on this table.Table downloaded from Dr. Sacha Kopp

    OLD (BEFORE THE FLIP)NEW (AFTER THE FLIP)After ClassStudents attempt the homework, usually with delayed feedback.Students continue applying their knowledge skills after clarification and feedback.Instructor grades past work.Instructor posts any additional explanations and resources as necessary and grades higher quality work.Office HoursStudents want confirmation about what to study.Students are equipped to seek help where they know they need it.Instructor often repeats what was in lecture.Instructor continues guiding students toward deeper understanding.

  • Benefits of Flipping Your ClassroomProvides opportunity for differentiated learningStudents become independent learnersPromotes Active Learning- focused on developing higher order skillsPromotes peer interaction and collaborationIndividuals interact with content prior to class timeLearners get an opportunity for individualized attentionLearning becomes more prominent compared to teachingIncreased efficiency - maximizing class time

  • Time becomes available for students to collaborate with peers on projects, engage more deeply with content, practice skills, and receive feedback on their progress. Teachers can devote more time to coaching their students, helping them develop procedural fluency if needed, and inspiring and assisting them with challenging projects that give them greater control over their own learning.

  • Arguments Against FlippingToo much homework Lectures on video are monotonousNot all students have access to technology outside of schoolNot all students will complete their activity before class

  • Sample of flipped classroom