Week 3 - Forum, My Response

Last week, you learned about the flipped classroom, and generated and reviewed ideas for how this approach could be applied in your own teaching contexts. From all your learning activities for last week, consider the following question:

• What, for you personally, stands out as the three key things most important to remember when designing a flipped classroom approach, and why are these important?

  
  

Provide a brief outline and explanation of your answers to the above question (150 words). Post this to the discussion forum.

A flipped classroom approach must consider how the pre-lesson asynchronous learning relates to the synchronous in person lesson and the post lesson activity. There must be a link throughout to enable the pre-lesson activity to holds value and supports the in-person teaching. By following this rule, it will encourage students to take part in all aspects of learning, with a scaffolded approach (Vygotsky, 1978) and deepen their learning (Lawrence, 2005) on the subject. For me, I am thinking about how I can provide pre-class learning to open more time for discussion around the subject, to relate to student’s personal projects.

The flipped classroom approach gives us as teachers an opportunity to be more inclusive. I plan to bring in further pre-class learning in the form of a video, enabling students to watch back to understand a complicated subject. As I experienced when watching Andy’s recorded video in week 2, I also want to introduce a video, rather than currently just supplying PDFs or Word Documents to read, to encourage students to take part in a part of the lesson that they may previously have found over whelming. In my subject discipline, I work with lots of students with dyslexia, so I hope that a video encourages more students to take part, understand, and be more prepared for the practical lesson (Moon, 2005).

Finally, the last key point that stands out from scholarship from Littlejohn & Pegler (2006), is that the flipped classroom gives the students the opportunity to not only learn about a subject, but enables them to receive a higher understanding of a subject By giving room for discussion in a synchronous workshop between peers or through support between teacher and student it allows for a more rounded knowledge to be found through social learning. The ‘L’ for ‘Learning Cultures’ within the ‘Four Pillars of F-L-I-P’ summarises this by stating that it shifts learning perceptions to become ‘learner centred’ making their experience more meaningful.

References:

Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™

Lawrence, J. (2005) Re-conceptualising attrition and retention: integrating theoretical, research and student perspectives, Studies in Learning, Evaluation, Innovation and Development.

Littlejohn, A., & Pegler, C. (2006). ‘Chapter 3: Devising blended e-learning activities’, in Preparing for Blended E-Learning: Understanding Blended and Online Learning. London: Routledge. Pp 49 - 69

Moon, Jennifer. 2005. Learning Through Reflection. York: HEA.

Peisley Andy (2025) Week 2 EDU721 https://learn.falmouth.ac.uk/courses/1334/pages/week-2-videos-practitioners-in-action?module_item_id=85508 (accessed 09.06.25)

Vygotsky, L (1978) Mind in Society: The Development of Higher Psychological Processes, Cambridge, MA: Harvard University Press.