EDUC 2100: All About FLIP Learning

Hello! In this blog post, we will be discussing the concept of FLIP Learning. Before receiving this assignment for this course, I had never heard of FLIP Learning by name, however I actually do recall my Chemistry class utilizing this at one point in the semester!

First, what exactly is Flipped Learning? I found it best described with the following sentence: “Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (“Definition of Flipped Learning”, 2014). To state it more simply, it is basically schoolwork at home and homework at school.

Based on this definition, it’s obvious that this isn’t your typical traditional classroom. This concept differs from traditional instructional practices in multiple specific ways:

  1. The learning environment is extremely flexible.
    • Traditional classrooms have set places for all the students to learn in the same way. Further, they have defined expectations for the timelines and assessments that are the same for all students.
    • Differing from this, a flipped learning environment is very flexible in when and where students are able to learn, supporting both group work and individual studies. As well, educators are much more flexible in student timelines for learning and the assessment of students.
  2. The learning culture is much different.
    • Traditional classrooms place teachers as the primary source of information.
    • In a flipped learning model, this is deliberately shifted to learner-centered approach. That is, “in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities” (“Definition of Flipped Learning”, 2014).
  3. The role of the Professional Educator is much more important.
    • In a flipped classroom, as opposed to a traditional classroom, “the role of the Professional Educator is even more important and often more demanding” (“Definition of Flipped Learning”, 2014). That is, “during class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work” (“Definition of Flipped Learning”, 2014).

This sounds like a decent idea so far, however we come to some roadblocks. One of these is this: What if students can’t access the internet at home?

This sounds like this would completely ruin the concept of flipped learning, however there are actually some simple ways to overcome these obstacles.

  1. The educator can provide the students without access to the internet with flash drives or burned DVDs that contain the content the educator wanted them to view online (Bergmann, 2014).
  2. The educator could also purchase a small set of educational electronic devices (iPads, kindles, etc.) that the students could check out of the classroom to use while at home (Bergmann, 2014). Of course, this option wouldn’t be available for smaller schools on a much lower budget, however it is certainly an option for many schools. If this fails, the first option is quite cheap and should work anywhere!

For my licensure area specifically, there are actually already multiple tools available to use for flipped learning! For instance, one such tool is “Science Sauce Online” (“What is Science Sauce? Free Online Flipped Biology Lesson Plans!”, 2018). This is specifically for a high school biology class and provides “full flipped learning lesson plans, including video content, self-study question sheets, and full lesson plans” (“What is Science Sauce? Free Online Flipped Biology Lesson Plans!”, 2018). A second tool that could be used in my licensure area is Google Classroom. This fantastic tool is not only useful for just my licensure area, but rather it is quite useful for a multitude of licensure areas! It can be used to assign homework assignments, provide feedback to students, provide videos and other content, along with many other things that would otherwise be provided in the actual classroom. It is fantastic for expanding the boundaries of the classroom, especially when transitioning to a flipped learning style.

With that being said, after reading the different articles for this assignment, I think one big “take-away” that I have is the following: the role of the educator, especially in a flipped classroom, is extremely important and absolutely demanding. For some, this may sound daunting. For me, however, I consider what a fantastic opportunity that is to utilize the gifts and abilities God has given me and to pour into the lives of youth and young adults. I also consider the responsibility that goes along with that. As the educator, it is my responsibility to ensure that I am doing everything in my power to help my students succeed academically, emotionally, spiritually, etc. I desire to see all my students succeed in all areas of their lives. Every single action I take and word I speak influences their success. That is an amazing thought to me!

With that, I will end this blog post here. I hope you have learned a lot and enjoyed reading about the concept of flipped learning!

Because of God’s love, grace, and sovereignty,
Kris

 

References

Bergmann, J. (2014, November 4). Flipped-Learning Toolkit: Overcoming Common Hurdles. Retrieved April 20, 2018, from https://www.edutopia.org/video/flipped-learning-toolkit-overcoming-common-hurdles

Definition of Flipped Learning. (2014, March 12). Retrieved April 20, 2018, from http://flippedlearning.org/definition-of-flipped-learning/

What is Science Sauce? Free Online Flipped Biology Lesson Plans! (2018, April 05). Retrieved April 20, 2018, from https://flippedlearning.org/academic_subject/science/science-sauce-free-flipped-biology-lesson-plans/

 

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