What is Flipped Learning?

Flipped learning (also called the flipped classroom) is an approach to learning in which technology is used to reverse the traditional role of classroom time. In the past, classroom time was spent teaching to students, but now with a flipped model, this time is used to encourage individualised learning and provide one-on-one help to students. It also improves student-teacher interaction. While the instructional or teachable content is still available in class, this content is mainly designed in such a way to be accessed outside of class time which is a great way for struggling students to learn at their own pace and come into class with more focused questions as they have a better grasp on what they do/don’t know and need assistance with.

Flipped learning could – simplistically (but inaccurately) be called ‘classroom teaching at home’ but it is more than that!

The teaching element may geographically, happen outside of the classroom, but the class time is spent by the teacher showing the full application of the knowledge, or correcting error in learning.

It’s also important to distinguish between a Flipped Classroom and Flipped Learning. These terms are not interchangeable, so we need to be intentional about how we use them. Flipping a class can, but not necessarily, lead to Flipped Learning. Many teachers will already flip their classes by having students read curriculum material outside of class, watch related videos, or solve additional challenges, but to engage in Flipped Learning, teachers must implement the following four pillars of Flipped Learning into their practice.

Flipped Learning allows us to make use of a number of different learning strategies; in the classroom, teachers will often physically arrange their learning spaces to accommodate a particular lesson or unit, to support either group work or independent study, depending on the lesson aims. With a flexible enviornment, we can create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes will be more flexible in their expectations of student timelines for learning and in how they assess student learning.

In the traditional model of teacher-centred education, the teacher is the main source of information (‘sage on the stage’). But, in  contrast, the Flipped Learning model deliberately shifts instruction towards a learner-centred model, where class time is dedicated to exploring subject content in greater depth and creating richer learning opportunities. As a result of this movement, students are actively involved in the  knowledge construction process as they actively participate in and can evaluate their learning in a manner that is personally meaningful. The learning experience creates a deeper understanding, a greater level of mastery and a more adept understanding of the curriculum content, which should result in higher levels of achievement and course satisfaction from the student.

Teachers who use Flipped Learning will continually think about how they can use the model to help their students to develop greater conceptual understanding, as well as procedural fluency in their subject. These teachers will determine what needs to be taught and what materials the students should explore on their own. Teachers will use Intentional Content to maximise their classroom time in order to adopt methods of student-centered, active learning strategies, depending on the pupil academic level and subject matter.

The role of a teacher is becoming even more important, and certainly more demanding. During class time, the teacher will continually observe their students, providing them with relevant feedback in the moment, and assessing their work and showing how progress can be made. Teachers will  typically be reflective in their practice, connect with the other teachers in their department (and wider school) to plan how to improve their instruction, accept constructive criticism, and tolerate the level of controlled chaos in their classrooms. While teachers will take on a less visibly prominent role in a flipped classroom, they will still remain to be the essential component that enables Flipped Learning to take place.