top of page
Search

CRJ - Week 3

I started this week teaching a 1:1 online, synchronous Colouring Clays Course on Teams (09/06/2025). This course will be repeated at the end of the month and recorded to be put towards my assessment 3 for this Module.


Take away- giving an extra 30mins to this course ensured that I had more contingency time and more time to speak around the subjects. I found working with Teams a learning curve. I need to work out how to join my planned session. I need to recruit at least 2 students for my next lesson. I will add a flipped classroom element to this next lesson, with a flipped focus on the difference between stains and oxides, and a mini quiz asking them what they will use and the saturation point that the students will start with. This point will be discussed as a social shared section within my synchronous lesson, allowing students to learn from each other and save time by not having to explain the difference of materials.


Taking part in this weeks Forum bought us an interesting conversation with Clare. Particularly how she referenced Fry, H. et. al (2009), and highlighting how he stresses the importance of social interaction to aid in the learning process within the synchronous aspect of the flipped classroom. From her personal experience she finds that making sure the asynchronous activities are bite sized, simple and task focused can help to ensure students engage in pre-lesson activities. I resonate with this ensures it promotes clarity and continuity for our learners. I think of it as a beginning, middle and end, creating a narrative to our students learning. As Andy Peisley stated in his recording (EDU721 week 2), if the flipped classroom approach leads to an upcoming assessment, it could mean that learners will engage more readily.


After reading the assessment rubric, I need to make sure that I consider how I would adapt my online synchronous teaching element if I was to conduct it in person. I need to make sure that I highlight this point in my assessment. E.g. consider how might it work, how might the challenges change or stay the same, how would you deal with those, etc.


After reading Fedwa’s draft flipped classroom plan, I have decided to add a transcript element to the asynchronous pre-class activity to allow students to decide whether they read the instructions or watch the video.


Scholarship from Impala reminded me that asynchronous learning can involve interviews with practitioners and people from industry, giving representation from residents or businesses in our immediate surrounding to give the students context and real-world situations to listen to and apply to their practice. It makes me question if I can bring this into my flipped classroom?


Scholarship from Stein & Graham (2020) has given me an insight to the negative effects of a flipped classroom to consider, or should I say, the lack of information presentation in person. My giving information in person it can lead to positive integration between student and teacher. It can allow the teacher to adapt their learning in the moment, giving opportunity for detours into unintended intellect.


Having a conversation with my peer, Clare Gibson, in Week 3’s Forum: ‘Share your Flipped Session Plan’ it made my question my reasoning for choosing this class to flip and has allowed me to start thinking about the justification part of our assessment this term. My decision to rethink part of my existing course comes from wanting to add value to the students learning. I have felt for a while that although there has been good feedback from past students about the courses structure and content, I feel that it would be beneficial to relay the information to the students in a different way in order to be more inclusive to students with different learning abilities and also for the technical information to be taken in by students in which English is their second language. As an online course, I have a large percentage of my students from different cultures and languages. I feel that this then could be a better method for my students to achieve their learning outcomes (Stein & Graham, 2020).


Further justification for why I have flipped this class comes from Stein & Graham (2020) as they describe in more detail the possibility for flexibility, portability, flexibility and reusability.

Stein & Graham (2020) Chapter 7 has proven incredibly helpful in regards to thinking about pedagogical justification of why I am making decisions on my blended model. I will need to reread before this part of my assessment and re-look at my notes.


Set up on teams/zoom -press record. Bianca gave the tip to record our asynchronous part.


Feedback from Evengi against my Flipped Classroom draft has made me aware that I need to ensure that I am using pedagogy throughout. I need to think out this next week.


Now to work on the summary of learning for weeks 1-3.


 

 

References

Fox, B. (2025) Week 3. EDU721, Webinar. [Online] Available at: https://recordings.reu1.blindsidenetworks.com/falmouth-learn/077a3ebbc142c0fa3b8745ef84c29130d260e76d-1749727787062/capture/ (accessed 12.06.25)

Fry, H., Kitteridge, S. and Marshall, S. (2009) A Handbook for Teaching and Learning in Higher Education, Enhancing Academic Practice. Third. Abingdon, Oxon: Routledge

Gibson, C. (2025) Week 3. EDU721 Forum. Share your Flipped Session Plan [Online] Available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30029 (accessed 10. 06.25)

Harrak, F. (2025). Week 2. EDU721, Forum. Developing Flexible Learning Environments. [Online] Available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30032  (accessed 10.06.25)

Jared Stein, J., & Graham, C. (2020). 'Chapter 7: Blending learning activities online’ in Essentials for blended learning: a standards-based guide. New York; London: Routledge. Pp111 -137

Peisley Andy (2025) Week 2 EDU721 [Online] Available at:  https://learn.falmouth.ac.uk/courses/1334/pages/week-2-videos-practitioners-in-action?module_item_id=85508 (accessed 07.06.25)

Petkov, E. (2025). Week 3. EDU721, Forum. Share Your Flipped Classroom Session Plan. [Online] Available at: https://learn.falmouth.ac.uk/courses/1334/discussion_topics/30029?module_item_id=85518 (accessed 10.06.25)

Comments

bottom of page