The nature of Flipped Learning is such that all of its principles and practices are equally applicable to primary, secondary and tertiary sectors.
For the primary sector the benefit of Flipped Learning is that the student-centred approach it brings, shifts the focus from the teacher's needs to the student's, capturing the attention of, and engaging many more students in their learning.
When secondary students come prepared to a flipped classroom, there's little to no need for teachers to address content related questions, this is generally left for “homework”. Instead, in the time that is freed up from “teaching the content”, teachers can support students in better understanding the concepts through practical application and one to one interventions.
There is something for the tertiary sector too. Active learning is central to the flipped classroom and is supported by research that indicates students can experience significant learning gains when compared to the passive lecture format. The lecture still plays a critical role, however the emphasis in Flipped Learning is on providing opportunities for students to explore applications and content that challenges their higher order thinking.
Flipped Learning evolves into Flipped Learning 3.0
Advancing digital technologies are challenging the traditional didactic teaching seen for decades and at the same time offering dynamic and innovative opportunities for student learning.
Don’t be caught out! Flipped Learning has fundamentally changed.
The static view of Flipped Learning (record lectures on video so students can watch them outside of the classroom), has given way to Flipped Learning 3.0 a dynamic movement that is rapidly changing. Three big factors - research, classroom innovation and advances in technology are driving the change.
Classroom innovation is bringing some of the most exciting changes to Flipped Learning. These include:
• Expanding the group space – the walls of the classroom are nearly down
• Innovating with student created flipped videos
• Innovating the teacher - student relationship – more time to create
• Redesigning the group space for Flipped Learning
• Gamification of the individual space
• Peer to peer instruction in the group space
• Evolving ways to use the group space.
Perhaps the most exciting recent discovery about Flipped Learning is:
Let’s take this finding very seriously for it offers the answer to many critical issues in education today and has the potential of consolidating all good teaching practices.
To find out more about this exciting new phase in Flipped Learning feel free to connect with Jon Bergmann, one of the pioneers of Flipped Learning, on Twitter @jonbergmann or email jon@flglobal.org
You can also meet Jon in person @ FlipCon Australia at the Inaburra School in Sydney on Friday 20 and Saturday 21 October 2017.
For more information and to register for FlipCon Australia go to www.ereg.me/ehome/index.php?eventid=207135&
For the primary sector the benefit of Flipped Learning is that the student-centred approach it brings, shifts the focus from the teacher's needs to the student's, capturing the attention of, and engaging many more students in their learning.
When secondary students come prepared to a flipped classroom, there's little to no need for teachers to address content related questions, this is generally left for “homework”. Instead, in the time that is freed up from “teaching the content”, teachers can support students in better understanding the concepts through practical application and one to one interventions.
There is something for the tertiary sector too. Active learning is central to the flipped classroom and is supported by research that indicates students can experience significant learning gains when compared to the passive lecture format. The lecture still plays a critical role, however the emphasis in Flipped Learning is on providing opportunities for students to explore applications and content that challenges their higher order thinking.
Flipped Learning evolves into Flipped Learning 3.0
Advancing digital technologies are challenging the traditional didactic teaching seen for decades and at the same time offering dynamic and innovative opportunities for student learning.
Don’t be caught out! Flipped Learning has fundamentally changed.
The static view of Flipped Learning (record lectures on video so students can watch them outside of the classroom), has given way to Flipped Learning 3.0 a dynamic movement that is rapidly changing. Three big factors - research, classroom innovation and advances in technology are driving the change.
Classroom innovation is bringing some of the most exciting changes to Flipped Learning. These include:
• Expanding the group space – the walls of the classroom are nearly down
• Innovating with student created flipped videos
• Innovating the teacher - student relationship – more time to create
• Redesigning the group space for Flipped Learning
• Gamification of the individual space
• Peer to peer instruction in the group space
• Evolving ways to use the group space.
Perhaps the most exciting recent discovery about Flipped Learning is:
Flipped Learning is not just another teaching tactic, but a meta-teaching strategy that supports all others
FLGI Webinar Series
Flipped Learning 3.0
Let’s take this finding very seriously for it offers the answer to many critical issues in education today and has the potential of consolidating all good teaching practices.
To find out more about this exciting new phase in Flipped Learning feel free to connect with Jon Bergmann, one of the pioneers of Flipped Learning, on Twitter @jonbergmann or email jon@flglobal.org
You can also meet Jon in person @ FlipCon Australia at the Inaburra School in Sydney on Friday 20 and Saturday 21 October 2017.
For more information and to register for FlipCon Australia go to www.ereg.me/ehome/index.php?eventid=207135&
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