by Sandi

Jody

2015-02-24 10:55:07 UTC

Whilst I see this as a very good idea and something that I am keen to embed I do have concerns.

What do I do with those learners that do not do the work set before they come into the classroom? I see it unfair to mix these with those that have done what is expected for peer support as this could casue friction.

In health and social care I know that they will tell me that they do not have time to do study outside work due to commitments such as family and work load. Only this week I have had one learner that has not been able to submit her final assignment due to work load.

I feel that flipped learning will work with the more mature and higher level learner.

I also love the idea that learners of all learning styles can have the opportunity to learn at their own individual pace having the ability to go over things as many times as they feel that they need with out the added preasure of peers.

Dan

2015-02-24 10:52:49 UTC

In a heavily supported learning environment, such as
foundation studies, students generally require considerable support to
understand teaching content and to engage with the work. Examples of the model
working, such as those where learners read or watch a particular video before
coming to the lesson being followed with a practical learning activity during
the lesson is a good idea but I believe it is a safe prediction to think that
the majority of my learners will not watch the video either because they will
forget or do not want to “do work” in their own time. Some will also not
understand the video.

How can I make sure that they will do what is required of them outside of lesson?

I believe that to incorporate it effectively I would need to
plan different teaching elements which I can conduct in the classroom for those
that do not watch the video in their own time and perhaps plan/differentiate
for learners to begin the work if they have watched the video. However
repeating teaching elements could benefit these learners anyway.

Another benefit here would be that the flipped element could be a
video, engaging auditory learners, and then the classroom teaching element
could be a physical or PowerPoint, engaging kinaesthetic and visual learners
respectively.

Justin

2015-02-24 10:56:51 UTC

I really like the idea of 'Flipped Learning' as a tool for giving the students a heads-up on the classroom content.

It can allow them to come prepared for what they are about to learn allowing for discussion and Q and A to take place before the main classroom based activity.

Would it work with my learners? I'd like to think it could, but being realistic and knowing the restraints on E-learning and technology within Glasshouse College and what their level of understanding to do it at home is means it would be un-predictable. I, as a teacher, wouldn't be able to guarantee that all learners would have access to the link and moreover not all learners would understand how to use it due to their level of learning.

kellie

2015-02-24 10:47:42 UTC

Flipped learning is a very good idea for more mature students,

However i don't think this would work with my learners.

How can you make sure that they are going to participate outside the classroom?

Stacey

2015-02-24 10:54:49 UTC

One of my classes are very reluctant to complete homework outside of lessons - how could I motivate them to access reading and resources before the lesson? There is a danger that I would end up wasting lesson time going over this content anyway.

Gestalt moments!

sandibates — 2015-02-23 15:32:51 UTC

What thoughts do you have going forward?

Have you a few ideas of when/how you can use flipped learning?

Flipped Learning

sandibates — 2015-02-23 15:30:44 UTC

7 THINGS YOU SHOULD KNOW ABOUT…™ FLIPPED CLASSROOMS - What questions do you have? What points do you want clarifying?