FLIPPED LEARNING

WHAT IS IT & WHY ARE WE DOING IT

#flipclass

HOW DOES IT WORK?

Traditional classroom

�Class work:

Teaching content Practical work

Discussions �

Homework: Analysis

Questions

Flipped classroom

�Homework:

Teaching content �

Class work: Practical work

Analysis Questions Discussions

HOW DO YOU TEACH CONTENT

FOR HOMEWORK?

WHAT MIGHT A LESSON LOOK LIKE?

STARTER ACTIVITY TO CAPTURE INTEREST OR FOCUS LEARNING �DISCUSSION LOOKING AT PROBLEMATIC AREAS SURROUNDING THE TOPIC OR TEACHING HIGHER LEVEL IDEAS AS A CLASS OR IN SMALL GROUPS �PRACTICAL INVESTIGATIVE WORK �PROBLEM SOLVING ACTIVITIES �FURTHER RESEARCH �ACTIVITIES TO DEVELOP SKILLS �DEBATES �PLENARY: TO CHECK PROGRESS �

WHY DID I START TO FLIP?

CLASS REQUIRED MORE DIFFERENTIATION IN TERMS OF LEARNING CONTENT �STUDENT FEEDBACK WAS VARIED SOME FELT THE LESSONS WERE TOO FAST PACED, SOME TOO SLOW �CLASS REALLY LACKED CONFIDENCE AND HAD NO INDEPENDENCE �LESSONS HAD LOST SPARK AND ENJOYMENT!!

WHAT HAVE I NOTICED?

GIRLS HAVE TAKEN MORE OWNERSHIP OVER THEIR LEARNING �IMPROVEMENT IN QUALITY OF WORK ACROSS ALL BANDS OF THE CLASS �TIME FOR ONE TO ONE DISCUSSIONS WITH EACH AND EVERY STUDENT �I CAN SLOW DOWN AND SPEED UP THE LESSON FOR INDIVIDUAL STUDENTS AND GROUPS AS NEEDED - DIFFERENTIATION AND APPROPRIATE INDIVIDUAL PUPIL PROGRESS �MORE VARIED AND INTERESTING TASKS IN LESSONS �THEY HAVE A BETTER UNDERSTANDING OF CONCEPTS (MASTERY IDEA)

Trialling Flipped Learning in Chemistry

Why?

Our schemes of work were fine

Students performed well

Students could catch up on missed work using the text book

and revision guide

Students could camissed work using t

and revision

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But could we improve?But could we im

Student engagement in lessons was sometimes a

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Practical tasks for some were just following a recipe

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Higher level scientific thinking and communication skills

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Action plan: 1. Discuss introduction of flip learning with department 2. Develop new scheme of work 3. Produce videos, digitise resources 4. Develop departmental Wordpress platform 5. Discover which apps would be most effective 6. Trouble shoot problems

The scheme of work showed lesson content and 'home study' for the rest of the term

wed lesson contrest of the term

The whole department is involved:

Consequences: • More engagement • More lesson time • Differentiation and individual learning • Harder problems done in class with support and

discussion • Students take responsibility • Lesson becomes a more dynamic environment • Students manage their own time

Students like it!

Flipping Physics!

Flipping Physics!

• Pupils access resources (files, worksheets) via GHS Spaces – password protected.

Flipping Physics!

�

• Demos and practical work are highlighted and ordered for certain dates.

• Pupils are given a Topic Guide which shows the timeline through the topic and highlights compulsory or suggested activities.

Flipping Physics!

• We made videos using Keynote and Explain Everything and uploaded them to YouTube* for the pupils to access as part of their flipped preparation.

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Flipping Physics!

�• Pupils do a ‘test’ in Edmodo which explores their

understanding of the video. We look at their responses before the lesson in order to inform our teaching.

• Pupils sign up to Edmodo �

• We felt that this was a better platform than Showbie.

Flipping Physics!

• Spend more time with each girl and with clusters of girls in lesson times.

• Pupils can access all of our worksheet resources (with answers and suggested further reading). This could be their notes.

• A skeleton frame of notes is offered for those who need support.

Flipping Physics!

• Each lesson is supported by relevant past paper questions (which are available to pupils but don’t have answers so that the class teacher can check with each pupil and monitor progress).

• A diagnostic (test) is done at the end of each topic - again, this is unseen and teacher assessed.

Flipping Physics!

• Pupils can monitor their progress using 'Confidence sheets'.

What we have learned in Physics• Y9 girls were very positive and liked the way that they could

work at their own pace. (One girl in my class was off school, ill, and signed into my course during my lesson and submitted work).

�• Y10 girls who weren’t involved in the flipping trial wanted the

links to the videos when revision for their exams.

�• Some girls need support because, while they may be very

clever, some have no confidence in how to learn. Some emphasis must be placed on this as a school as well as at a departmental level.

�• Teaching and learning don’t need to be uttered in the same

breath. It has been really refreshing and opened up many more pathways for discussion in lessons.

�• Videos must be short and snappy.

�• I sound like a Valley-boy when I’m recorded.

Issues

• We have spent hours pioneering this aspect functionality across the department so that there is a purpose and direction to the use of iPads. We think the main issues are:

�• More direction and forward planning is needed.

�• Do we need ‘How to’ guides for all of the main apps

that the school is planning on using to be given to all new staff (and current staff) – departments may need to amend these to suit their needs.

�• How will the girls hand work in??? Y7 & 8 - exercise

books, submitting electronically – nice idea, will it always work?