Notes: Practitioners in Action Videos

 Katie Gimbar’s maths teachers view:

https://youtu.be/cyDpsJ5nS74 accessed 02.06.2025

Why flip the classroom?

-previously teaching a small percentage of students – the mid range.

-Higher level students board

-Lower level students didn’t understand and couldn’t have the support from the teacher that was needed

-teachers felt overwhelmed with them not being effective

Flipping Process:

Content:

-students preload the content – self paced, pause, rewind, re-watch.

-post questions, work ahead/ remediation

Application:

- now back in the classroom, the teacher is at the centre of the class, supporting application, moving at their own pace. In class students are applying information pre learnt and understood.

Results:

-All students are now engaged

-Teacher has time to spend with each group.

-Effective differentiation.

What if students don’t pre watch?

-          You require something of the students, you can get them to take notes.

-          Get them to write down definitions, or explanations as a requirement.

-          It is soon obvious to see who doesn’t. Easily identified.

-          Students can watch back in class if needed.

-          If they don’t fully engage with the pre information you can ask students to work in groups to learn from each other. Peer or social learning. Gaps in learning can be re-watched to fill in gaps.

-          Because the lesson is collaborative and social it is more likely that students will want to prepare so they don’t feel left out. Seeing more value in being part of the lesson.

How does this work for all learners?

-          Students interact with information differently. So to rewatch information supports students who learn differently or need further guidance.

-          The flipped classroom is very inclusive – high level learners can race through information and apply it. Low level learners can learn at their own pace, pause, rewatch and reflect. Mid range learners can practice breaking down information and learn the skills they need and excel.

Aaron Sams, Flipped Classroom: The Next Step

https://youtu.be/RSKjMsgXc_Q

pitsburg, accessed 02/06/2025

First step: lectures and worksheets sent home to pre-watch, in class is more active, social and supported

Second step to a successful flipped classroom: Students must demonstrate understanding before they move to the next topic. Students can move through the material at their own pace. Control is with the students, allowing them to take more ownership. Inquiry is important, get the students to ask questions before teacher intervenes. This can be seen in our PGCHE course in which we as students take part in the forum, and at the end of the week Bianca or Dario feeds back and concludes our learning.

Videos can become optional learning tools, with students taking preference to read textbooks/ listen to podcasts etc. Universal design for learning. This can come into assessment. Project driven learning.

Andy Peisley, 10 top tips for an effective Flipped Classroom. 03.02.2023. https://learn.falmouth.ac.uk/courses/1334/pages/week-2-videos-practitioners-in-action?module_item_id=85508 Accessed 02.06.2025

1.       Integrate everything together! What the students pre-read and engage with online informs what they do in the classroom. How will you do this? If they do not feel that they must do it, why will they? How will this flipped classroom relate to the assessment work?

2.       Do not get hung up on the quality of the resource. Think about the content and the integration.

3.       Use good design principles. Beginning middle and end with good structure. Audio is clear. How does it relate to LO’s? Both online and in person work and all together.

4.       Consider stakeholder’s needs and preferences – anticipate and address resistance. Ensure it is not undermined.

5.       Examine your own assumptions and preferences. Why do I think it is important and interesting?.. But do the students think it is important? Show clearly why it is important for them to engage with it, eg, how it will relate to their learning, coursework or assessment, or life after university.

6.       Involve other staff in the process. Who could be involved to help you? Take your idea out of isolation. How can they support you? If it happens more, students will see the benefit.

7.       Consider timing of the activity and effort. Where will you do the flipped classroom? If not linked to the assessment, but it is near to an assessment, they are unlikely to prioritise your flipped activity.

8.       Persistently communicate and promote. Tell everyone what is happening and why it is good for them.

9.       Make use of available support, e.g in your place of work.

10.   Gather feedback from the learners, reflect and evaluate. What worked, what did not, why?