Flipped learning: a model approach

By Ian Curtis (pictured,) Head of Western Europe, Africa & ANZ at Promethean

When delivered using a structured approach, flipped learning provides students with a strong skillset standing them in good stead for the future. Similar to collaborative learning, flipped learning teaches students the art of working together to achieve a common goal while developing skills that are relevant both socially and in the workplace.

The success of a flipped learning strategy rides on implementing a realistic and achievable strategy, using the most suitable model for your school. Elizabeth Murphy’s model, ‘recognising collaboration in an online asynchronous environment’, although attributed to collaboration, is also applicable to flipped learning. It focuses on a three-stage approach for students, teaching staff and the task set.

‘Similar to collaborative learning, flipped learning teaches students the art of working together to achieve a common goal while developing skills that are relevant both socially and in the workplace’

Stage one – ‘experiencing’ – applies to students understanding the importance of respect and trust. For teachers it refers to the act of creating teams and choosing discussion topics. The task must therefore examine the ‘output focus’, denoting both group and individual accountability for the task set.

Stage two – ‘exploring’ – involves students developing negotiation skills and clarifying ideas within a group setting. For teachers, it applies to reflecting on feedback with students and for the task the emphasis is on ‘process focus’. The task should provide opportunities for students to develop key learning processes.

The final stage – ‘owning’ – meaning students can recognise their own strengths and weaknesses and can plan teamwork effectively. Teachers then allow students to take more control over their own learning, meaning students decide on their own tasks to best achieve their aims.

The success of flipped learning relies on using a practical approach allowing teachers and students to benefit from the experience. What better way of teaching students than providing them with skills that will serve them for life?

W: www.prometheanworld.com

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