Pause, Rewind My Teacher: A Flipped Classroom Led by Chris Waterworth, a Teacher, a Blogger and Flipped Learning aficionado · What is Flipped Leaning - Is it really a new concept? · Flipping Blooms Taxonomy · Pause, Rewind my Teacher: Flipped Learning and Ofsted · Learning is a Social Experience - Social Media and The Flipped Classroom. · A Learning Culture – Flipped Learning is NOT just homework! · How can I get my students on board? · How can I engage parents? · How can I flip my classroom - where do I start and what do I need? · What has been the impact so far? About Chris Waterworth I've been teaching in primary schools for over 10 years now and have used technology in my classrooms since the very beginning. I believe in a cross-curricular and social approach to learning. Children need to talk, to play, to fail and to have opportunities to refine their work. Technology is enabling children to do this in real-time and I believe we are on the edge of something amazing in education – a new chapter in what schools will look like and how children will become outstanding learners. The use of quick, mobile technology available at home and in classrooms is gaining speed and I firmly believe that by flipping your classroom is a way to truly personalise the learning experience for the children in your classroom. Twitter: @chriswaterworth Website: www.videoformyclassroom.blogspot.co.uk/

1. Pause, Rewind My Teacher: A
Flipped Learning Approach
@chriswaterworth

2. Webinar Overview
• What is Flipped Learning - Is it really a new concept?
• Flipping Blooms Taxonomy
• Pause, Rewind my Teacher: Flipped Learning and
Ofsted
• A Learning Culture – Flipped Learning is NOT just
homework!
• Learning is a Social Experience - Social Media and The
Flipped Classroom.
• How can I get my students on board?
• How can I engage parents?
• How can I flip my classroom - where do I start and
what do I need?
• What has been the impact so far?
• Questions

3. What is Flipped Learning?
Is it really a new concept?
• Have you watched a YouTube video to learn a new skill and then fixed your car,
sketched a portrait or baked a cake? How many times did you pause and rewind
different parts of the clip? The biggest advantage of flipped learning is that 'You
can pause and rewind your teacher.'
• Believe it or not we have been flipping our classrooms for years - sending home a
passage of text to read, researching a point in history or practising multiplication
tables. This is all learning outside the classroom - at home, on the bus, before a
dance class or football practise.
• Flipped learning enables children to complete the knowledge and understanding
aspects of a learning journey OUTSIDE of class time. They are then ready to apply,
analyse and evaluate the concepts INSIDE the classroom.

4. Flipping Blooms Taxonomy
• ‘Stand and deliver' model of teaching;
something Sir Ken Robinson terms the
'Victorian Model' of education. Utilising
new technologies gives us the power to
change this.
• Why shouldn’t children gain knowledge
and comprehension via websites, blogs,
online encyclopedias and videos
specifically created for them by their own
teachers?
• Developing the ability to use higher-order
thinking supports children to become
more reflective learners.

5. Flipping Blooms Taxonomy
• "If there is a YouTube video explaining what you're about to say to your class then
you should be out of a job...” Aaron Sams and John Bergmann
• Imagine using this model to save countless hours of ‘chalk and talk’. Think how
much more time you will have to steer your students towards higher-order thinking
skills.
• Children are naturally curious and need to follow their own lines of enquiry, to
answer their own questions and be given time to publish and, crucially, refine their
work.

6. Pause, Rewind my Teacher
Modelling the process – finding next steps
• The children in my Year 3 class laughed when I said that I needed to teach them how to
watch a video. “You just watch it…”, “…just press play Mr Waterworth and sit back.”
• At first I modelled the whole process, out loud, verbalising my thoughts. I modelled
how to pause, make a few notes, watch some more, pause, make more notes and then
how to rewind the parts I needed to covering again. I paid particular attention to
modelling how to find the point in the video where I got ‘stuck’ and how to articulate
my difficulties – finding the next step in my learning.
• I then sent the children away to practise the skill using a short video I’d prepared for
this weeks maths learning. I could see the children pausing, having a go, rewinding,
and making notes. We then had a conversation about the video and I asked the
children to discuss with their learning partner where they got ‘stuck.’ This enabled the
children to know their next steps.

7. Pause, Rewind my Teacher:
Flipped Learning and Ofsted
• A bit of background first.
• Ofsted arrived at my school looking for people to ‘take risks’ and to show how
using a variety of learning techniques could achieve outstanding outcomes.
• Learning Without Limits and Challenges
• The children really excelled, knowing exactly which part of the calculation strategy
they were challenged by. They could tell me this, in detail, because they had
watched the video before the session. They had already tried at home and now
they needed their teacher to help them apply and refine their methods.
• Using the video clips at home they had discovered their own personalised next
steps to work on back in the classroom.

8. Pause, Rewind my Teacher:
Flipped Learning and Ofsted
• Throughout the lesson the children were confidently using the video to drive their
learning forward when they needed help. Consequently, I was able to spend more
time questioning children's understanding and moving learning on, maximising the
valuable learning time available.
• The lead inspector commented on how confidently the children used the
technology to learn. They didn't just use it because it was there; they used it
because they knew it would help improve their learning.
•

9. A Learning Culture – Flipped Learning is
NOT just homework!
• Children have been given homework for as long as children have been in school!
This is often to reinforce a piece of learning from the previous week and
sometimes to satisfy the expectations of parents. When first introduced to the
concept of flipped learning people often say, “Yeah, its just homework, isn’t it?
Nothing new.” Well, they’re partly right but also partly wrong.
• Homework is a large part of the flipped classroom and the children need to have
completed the ‘pre-learning’ before coming to the next session. It can be a
challenge to get children (and some parents) to commit to this initially.
• The key is to show that completing the knowledge and understanding element at
home is worthwhile so that they don’t need to spend time in class doing it, whilst
others are applying and evaluating projects. The children quickly see that the
application element is much more interesting and that, by completing the pre-
learning, they can spend more time engaged in the exciting parts of the projects.

10. Questions
• Any questions so far?

11. Learning is a Social Experience
• My experience with this approach does not
mean that I think that standing and telling
children is always wrong. There remains a time
and a place for this style of teaching, after all
many children have become successful learners
in this way over many years.
• Learning is at its most powerful when it is a
social experience, involving children and adults
engaging in a shared dialogue to solve problems
and build understanding. The Early Years
Foundation Stage excels in using this model to
build, fail, question, improve and engage in a
purposeful learning dialogue. Can we take this
model and put into our flipped classroom?

12. Learning is a Social Experience
• Up step Edmodo – Social Media for Education.
This really was a game changer for my Year 3
flipped classroom. It was named “Facebook for
kids,” by the children in my class and they love
it.
• Edmodo is an online ‘work flow’ solution for
classrooms and it allows children to share work
online, receive feedback, improve, and publish
again.

13. Learning is a Social Experience
• I have started to embed videos, share
documents and now the children are
commenting on the information I am
sharing, something they didn't do
before.
• I realised that by using Edmodo, pre-
learning had become a social learning
experience but online.
• When one child replied to the pre-
learning I had posted more children
replied and an online conversation
about the work began. Collaborative
learning had started before they had
even got to school.

14. How can I get my students onboard?
• Flipped learning will not happen over night, children and indeed their parents may
be sceptical at first, particularly if they have been educated in a very traditional
way
• You need to convince the children that by watching the videos they will have more
time to think about different concepts, write down any questions they have and
tell them that you’ll be available to unpick any misconceptions in class. This has
been one of the great successes from my experience of developing the flipped
classroom – the children know and understand exactly what their next steps are.
• My advice would be to keep the videos short to start with and make sure the
application of the knowledge back in the classroom is exciting. Pose a problem or
question, rather than setting a learning objective (learning objectives can spoil the
surprise of the outcome) and give the children free reign to present their findings
in a format of their choice.

15. How can I get my students onboard?
• "Not all my children can get online...."
Hard to believe in 2014 but still very true, not all children have Internet access
outside the classroom. Aaron Sams and John Bergman advise a creative approach
to this issue e.g. burning DVDs for children to take home, allowing time in school
to watch or listen to the videos or send home a flash drive with the content on.
You could leave an iPad or video running in the class as an Interactive learning
wall.

16. How can I engage parents?
• My experience with flipped learning has received lots
of positive comments from parents. I always email the
video links to parents so that they can watch them as
well and I know that some parents have used the clips
to help update their own skills.
• One of the biggest advantages of the making the
videos accessible to parents online is to help them
understand the teaching methods we use today, many
of which may be different from the parents own
experience at school.
• It creates a level playing field for the child, the parent
and the class teacher. I knew that parents were
helping the children pre-learn or build on the same
methods that I would be teaching the following week.

17. How can I flip my classroom - where do I
start and what do I need?
• Start small. Do not expect that the children to buy into this way of working
straightaway. Model the whole process in class first to make sure the children
understand it. The key steps are:
• Explain the new way of working and what the benefits for the children will be.
• Teach the children how to watch a video
• Watch again, modeling how to make notes when the video is paused
• Model how to write down any questions or misconceptions they may have
• Plan with them how to use the information.
• Publish something as a class, giving them free reign as described earlier.
• Email a video home for the next unit of work

18. How can I flip my classroom - where do I
start and what do I need?
• For primary teachers, I would recommend flipping one area of the curriculum to
begin with. I started with mathematics and will begin to flip other areas of the
curriculum throughout the remainder of the school year.
• For Secondary teachers, try start flipping your next unit of work for one class. For
all teachers, don’t expect too much too soon; it takes time to embed a flipped
learning culture where children can take some control and parents are onboard
and supportive.
• I have used videos from YouTube, Vimeo and even created my own which are
short and easy to consume. I’ve also discovered teachers and lecturers who
record whole lectures and send them to students before classroom based lessons.
• Make your videos entertaining – You would not want to sit through a 45 minute
video that did not engage you so don’t expect your students to.

19. What has been the impact so far?
What does my classroom practice look like now?
• I spend more time questioning the children’s understanding by giving them
problem-solving activities rather than spending time talking them through basic
skills, particularly in mathematics.
• Children are independently accessing videos when they need to confirm an
approach to a skill or to check a fact
• Parents are building on the learning in class, knowing they are using the methods
we’ve used in school.
• Children are beginning to share learning online and peer-assess ongoing projects
independently.
• Children are fully engaged with the freedom they have been given to publish their
work and continue that work outside the classroom.

20. Questions
• Questions.
Flipped Learning Journey.
• http://videoformyclassroom.blogspot.co.uk/
• Twitter @chriswaterworth

21. Pause, Rewind My Teacher: A
Flipped Learning Approach
@chriswaterworth