FLIP or Flop

What’s Different?

FLIP Learning is often described as “school work at home and home work at school,” (Flipped Learning Staff, 2014). FLIP Learning is different from traditional instructional practices, because it shifts the center of the classroom from the teacher to the student (Bergmann, 2014).  Jon Bergmann eloquently explains to teachers that, “Flipping your classroom is a great way to move from ‘sage on the stage’ to ‘guide on the side,’” (Bergmann, 2014). Traditional instructional practices involve students obeying and listening to teachers while retaining information. While students are still expected to respectfully obey their teachers, FLIP learning gives students more freedom to creatively express themselves and discover new and interesting information.

FLIP Learning differs from traditional instructional practices as it involves students learning at home and completing assignments at school instead of learning at school and completing assignments at home (i.e. homework) (Bergmann, 2014). The traditional routine of information retention at school and information recitation at home through homework is simply reversed with FLIP Learning. Students who learn with a FLIP Learning system listen to interactive and engaging lessons at home and complete assignments in the classroom.

FLIP Learning is different from traditional instructional practices, because students are not passively absorbing information (watch teachers, watch videos, read, etc.). FLIP Learning students actively interact with information and their peers while simultaneously learning through a more enjoyable process (Bergmann, 2014). Teachers typically record their lectures and turn them into videos for students to view at home. These videos may show the teacher or a PowerPoint presentation. Many educators choose to use apps such as PearDeck and Office Mix to help engage students. These apps have special features that enable teachers to stop videos at certain times and ask students to write notes, answer questions, or provide feedback on information consumed. This is very different than a traditional classroom setting where students would sit in a classroom to silently and stagnantly listen to a continuous lecture.

No Internet Access

There are several different approaches that can be taken if a portion of a classroom population does not have access to internet and/or technological devices. If students have a computer, but lack access to internet, teachers can download videos onto a flash drive (Nesloney, 2014). The students can access the videos and information without any internet connection (Nesloney, 2014). If a student does not have access to a computer, teachers can download the videos onto DVD discs for students to watch at home (Nesloney, 2014). If students do not have access to a DVD player, they can check out electronics from the school library (Nesloney, 2014). The school library may have laptops, iPads, tablets, iPods, etc. available for students to borrow (Nesloney, 2014). Some students are not permitted to use devices at home due to strict parental rules (Nesloney, 2014). If a teacher encounters this situation, they should hold a meeting with the parents and explain the class setup (Nesloney, 2014). Additionally, students may be permitted early and late access to the school (Nesloney, 2014).

FLIP Technology

Teachers can use a variety of different websites and resources to help make the interactive learning process more efficient and interactive. One website that can be utilized is PearDeck (Miller, n.d). PearDeck is an add-on that can enhance typical PowerPoint presentations (Miller, n.d). It can identify which students are struggling based on questions, feedback, and teacher-student interactions (Miller, n.d). PearDeck can be used in and outside the classroom (Miller, n.d). Students can explain what they know, tell the teacher if they are ready to move on from a topic, draw a concept map, retell what they have previously learned, create their own text slide, describe their thought processes, put items in order, make predictions, label a diagram, and create advertisements on PearDeck (Miller, n.d). In my own classroom, I predict that I will use PearDeck for continuous formative assessments throughout my lessons. I may not use PearDeck for PowerPoint presentations, because early elementary students have short attention spans. However, it would be fun and easy for students to answer questions to guide my teaching throughout the lesson.

Similar to PearDeck, Office Mix by Microsoft Office supplies additional supplements for PowerPoint. Teachers can repurpose existing slides and analyze results from questions (Yoegel, n.d). They can assess students and provide feedback based on students’ interaction with the cooperative presentation. Office Mix enables teachers to share their presentations with their peers and record lessons as they are presented (Yoegel, n.d). The presentations can be shared with students to access and complete in any location connected to the Internet (Yoegel, n.d). I would use the Office Mix in my classroom identically to PearDeck. I would conduct formative assessments using the Office Mix addition to PowerPoint.

FLIPped Views

FLIP Learning involves more than I thought and expected. After reading a few articles about this new learning style, I believed it was simply a shift in the traditional classroom procedures. I did not realize there were different ways teachers can and must adjust their classroom according to “The Four Pillars of F-L-I-P™,” (Flipped Learning Staff, 2014). FLIP Learning and Classrooms are more than basic theories of classroom transformation and learning. Teachers must create a “flexible environment” for their students to maximize learning (Flipped Learning Staff, 2014). This can be a physical space transformation, a time change, an increase in the amount of student monitoring, and providing flexible curriculum differentiated to each student’s learning preferences (Flipped Learning Staff, 2014). Teachers must also create a classroom culture that promotes learning (Flipped Learning Staff, 2014). This classroom design places students in a position of central focus and creates scaffolded activities that pertain to every student’s abilities and interests (Flipped Learning Staff, 2014). Teachers must intentionally create class content that is accessible to all students (Flipped Learning Staff, 2014). Finally, teachers must create time for their students to meet with them, provide feedback, observe, assess, instruct, and collaborate. Teachers should actively work to become a better educator (Flipped Learning Staff, 2014).

References

Bergmann, J. (2014). Flipped classroom 101. Retrieved from https://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann

Flipped Learning Staff. (2014). Definition of flipped learning. Retrieved from https://flippedlearning.org/definition-of-flipped-learning/

Miller, M.20 ways to use pear deck to engage students. Retrieved from http://ditchthattextbook.com/2018/03/07/20-ways-to-use-pear-deck-to-engage-students/

Nesloney, T. (2014). Flipped dilemma: What to do when kids don’t have internet. Retrieved from https://www.iste.org/explore/articleDetail?articleid=37&category=ISTE-blog&article=

Yoegel, R. (2015). How to use office mix in the classroom. Retrieved from https://www.gaggle.net/speaks/how-to-use-office-mix-in-the-classroom/