viewing the resources or materials posted to the pupils?

How much time ahead is ideal for the flipped classroom

materials to be made available to pupils? Will there be a

problem of computer misuse if there is no parental supervision

Reply: Consider Katie's suggestions. Hey Katie.. like your name KT.

Reply: In a simple flipped classroom, teachers can put up their video one to two days in advance. In a master flipped classroom, the teachers can put up all the videos and pupils can view them at their leisure. We could consider posting videos in MConline or online-tutorial for a start. So instead of doing homework at home, the pupils watch videos and do some simple work, and when they come to class, they can do the more difficult parts with you and their classmates.

Reply: This is where education on cyber-wellness is important. The use of restricted platforms such as MConline will also reduce the misuse of computers.

Reply: Check out this survey on the challenges faced by teachers.

-Time allocated for preparation of pre, during, and post-lesson materials and resource

Reply: For example, if the pupils were supposed to learn the rules of a basketball game and a video was posted for them to view and they did not view it, then, the pupils who had viewed the rules, would play the game during PE lesson and the rest would watch the video on ipads or would watch the pupils who are playing to learn about it. Then they will realise that they should have done their homework by reviewing the videos prior to the lesson. Also, hopefully, this video can give you some ideas on planing about a flipped classroom.

Feedback from WH: Thank you Chor Lin. Flipped classroom has definitely given me another perspective to teaching and learning. The video answers my questions

A great idea if our syllabus and content is not so heavy.. will lessons be at a slower pace for discussion time?

Teachers have packed time tables as it is, is there time during work hours to prepare for all lessons and topics? Or only some lessons and topics will be planned?

Reply: Yes, you can submit the names of the pupils who will be staying back after school and we will open the computer labs for the pupils to access. You can find the form on the workshop website. The time that they will spend in school to view the materials will be equivalent to the time they will spend working on their homework, if they are given homework. In this model, the homework will be watching the video, and maybe note-taking/quiz, and the the classwork will be the written work or lesson activities planned.

After the pupils have viewed their videos/online-tutorials or reviewed their materials, the class time could be spent on discussing the questions that they have posted or the misconceptions that they have. It might not necessary be a class discussion either. Teachers could answer questions by replying to their questions through email, or like what I am doing now, or have a discussion forum that the pupils can participate within a given time frame. It will seem like we can have our teacher-talk lessons as homework and class time is used to clear misconceptions and re-teach? Other than discussion, it could be other more interactive, higher-order activities or simply building on knowledge planned activities.

so that pupils have time to do this. What happen to pupils who

go day care centre the whole day?

For a start we can get teachers to try out doing all this in class instead of home.

Teacher to prepare lesson and post it online and students to access it during lesson time and discussion after that. It s not time efficient but  I think its a good warm up to prepare pupils for this type of SDL.

Reply: The amount of homework could be kept the same if they meet the lesson objectives. Otherwise, the way the homework is being given could be altered. Whatever the teacher thinks that she's going to do using teacher talk, could be given in the form of a video clip or online-tutorial, then in class, the pupils could do the homework and lesson activities. Pupils who go to student care centre could request to view videos online or request to stay back in school for an hour to use the school computer to complete their assignments.

Yes, for a start, teachers could have the pupils view the materials or videos in class. The teacher could take the opportunity to teach the pupils good note-taking skill and techniques to pause & rewind the videos.

In the long run, teacher will have a lot of online resources that can be re-used or improved upon. Also teacher can choose to use currently available resources. The time in class is used more for interaction with the pupils (two-way communication) rather than just the teacher talking (one-way communication) in this approach.

Face time with the pupils need not be discussion, but it could be discussion on the questions and misconceptions that the pupils have from the materials/videos that they had reviewed. After the short discussion, time would be spent on hands-on activities. Also, teachers could answer pupils' platform through other means such as through discussion forum or emails.

access to the computer at home?

By encouraging our young pupils to  

access youtube and the internet on their own,

will we be putting them at risk; exposing them

to "undesirable" influences and temptations?

Reply: Only when the school increases the usage of the need to use computers and that when the curriculum leverages on ICT for learning widely. This must be infused in the planned ahead of time in the SOW. For now, pupils who do not have access, can use the computer labs after school to complete their work.

Reply: To minimise, we could leverage on more controlled platforms like the MConline. This is where education on Cyberwellness comes in too. There are a lot of 'risks' out there and we cannot shelter our children from them all the time. Through educating them, we would be able to help them make better choices for themselves.

2) What topics or lessons can we flip in P1 and P2?

Reply: There is actually fewer research done in this area. More effectiveness have been show for P3 and above. Would you like to try an action research on this too? Might be quite fun!

Reply: Let's think of some examples. Reading for English? There are some writings that the flipped classroom has helped especially the foreign students and parents in learning language. Learning of mathematics such as multiplication. Actually as long as you think you would use teacher talk to teach a lesson, those are good lessons to consider.

Will teachers face more difficulties for the above as there seem to be few examples from primary schools? And if so, how do we get teachers to 'buy-in' into the idea?

Reply: One lesson that has been trialed in our school started with the use of mc-online to post concept teaching videos and online tutorials. Then the pupils had to share what they had learnt through the discussion board by answering the questions posted. After which the pupils other class activities that they did in class. It was a Math lesson on the different types of triangles.

We could start to identify the likely misconceptions of the lessons or the key concepts to be learnt. We would then consider if the flipped classroom approach is suitable to teach it. Each approach has its pros and cons, and it really depends on how one leverages on its advantages.

Reply: Some ideas for you with regards to this concern could be found in the video below. Pupils will eventually learnt that reviewing their materials prior to the lesson is important if the approach is consistently applied. Could we consider group discussions or online discussion that is asynchronous (which means it does not have to happen at the same time). Also consider different class activities dramatising a story using the keywords that one has learnt, drawing a picture to show what the proverb means and videoing yourself describing it and evaluating your friends' work based on the homework video.

Reply: We could assign work that we could track the pupils doing their own learning at home. For example, through note-taking, asking a question on the padlet, emailing you their responses, demonstrating their understanding in one form e.g. through a poem, answering a quiz. For example, if the pupils failed the quiz, they would need to review the materials again or remediation could be given.
Reply: Time will be spent preparing the resources, however, the resources could be recycled for the following year or shared with your colleagues.

I think at secondary level pupils may have more self discipline to do this. They would also be more capable of understanding an instruction/concept through reading alone. Saying that, it is something that we could try, I think we would need to factor time into the lesson to teach the "reading material" regardless of whether it has been done or not at home.

Reply: If you have assigned a course or assignment, you would be able to view if they have accessed the materials.

Reply: You are right, Laura. It would be difficult for our pupils especially when they are much younger. The provision of such platforms gives the pupils opportunities to learn to be self-disciplined. The amount of reading to be given might varied in length or we could give other materials for self-study such as videos or online tutorials. We could teach the pupils how to read the "reading materials" so that we do not need to teach the "reading material" and that they can access even more "reading materials" on their own.

Reply: That's true Poongodi, and they can learn through hands-on activities such as problem solving with manipulatives, apply what they have learnt through creation and many more.

Reply: They can troubleshoot to make it right, approach an adult for help and maybe call the help desk if it is related to LMS.

Reply: You are right, Joy! Rather than doing assignments, pupils watch videos. That's quite fun in some ways too. In class, they can get all the talk time!

Reply: How about those with no access. Here is some suggestions through the video.

Reply: We can post videos that have animations, cartoons, or put up presentation slides with audio. The weaker pupils can review these materials over and over again if they can't catch the contents. However, we must be able to teach them how to take good notes, ask questions, and also techniques such as pausing the videos & rewinding the videos.

Reply: What the teacher needs to cover in class could be videoed. Pupils could go through the videos prior to their examinations too. What the teacher wants to cover in class through lecture method could be covered with videos and readings. Class time could be used for remediation.

Reply: Definitely, and the parents could also follow what is being taught in school.

Also, how do we ensure that they do not stray from what they are supposed to be doing e.g. accessing their assigned work rather than surfing net aimlessly?

Reply: They can use the school's . Our computer lab is open for free access after school. Submit the names through e-form that can be found on the workshop's webpage.

Reply: In the planning of the lessons, we would have to take into consideration what are the monitoring activities to ensure that they stay on task. Building relationship with the pupils to understand why they are not engage.

Reply: Structured discussion around the objectives could be part of the classwork. Classwork could be varied and involve more hands-on activities or higher-order thinking activities.

and a necessary skill in 21st century.

Reply: I agree with you Alfred. Although it is more difficult in a Primary school setting. The opportunities should be still given to pupils to learn how to self-regulate.

Reply: They can use the school's. Our computer lab is open for free access after school. Submit the names through e-form that can be found on the workshop's webpage.

Reply: It depends on what you are going to do with class time. If it's going to be problem-solving in group work, then the scaffolding structures will evolve around those. It will be part of your lesson plans.