21st century classroom

2. Flipped Learning is an approach that allows
teachers to implement a methodology, or
various methodologies, in their classrooms.
“school work at home and home work at school,”

3. Let’s Take a
Look at each
of The Pillars!

4. Pillar #1
Flipped Learning allows for a variety of learning
modes; educators often physically rearrange their
learning spaces to accommodate a lesson or unit, to
support either group work or independent study.
They create flexible spaces in which students
choose when and where they learn.

5.  Continually observe and monitors
students to make adjustments as
appropriate.
Help them in the areas where students
may have struggle with.
 Provide students with different ways to
learn content and demonstrate mastery.

6. Pillar #2
the Flipped Learning model it is learner-centered
approach, where in-class time is dedicated to
exploring topics in greater depth and creating rich
learning opportunities. As a result, students are
actively involved in knowledge construction as they
participate in and evaluate their learning in a
manner that is personally meaningful.

7.  Give students opportunities to engage in meaningful
activities without the teacher being central.
 -Scaffold these activities and make them
accessible to all students through differentiation
and feedback.

8. Pillar #3
Educators use Intentional Content to maximize
classroom time in order to adopt methods of
student-centered, active learning strategies,
depending on grade level and subject matter

9. Teachers record and narrate
screencastsof work they do on their
computer desktops, create videos of
themselves teaching, or curate video
lessons from internet sites such as
TED-Ed and Khan Academy.

10. I.3 I differentiate to make content
accessible and relevant to all students
Educators use Intentional Content to maximize classroom time in order to adopt
various methods of instruction such as active learning strategies, peer
instruction, problem-based learning, or mastery or Socratic methods, depending
on grade level and subject matter. If they continue to teach using a teacher-
centered approach, nothing will be gained.

11. Pillar #4: Professional Educator
The role of a Professional Educator is even more
important, and often more demanding, in a Flipped
Classroom than in a traditional one. During class time,
they continually observe their students, providing them
with feedback relevant in the moment, and assessing
their work. Professional Educators are reflective in their
practice, connect with each other to improve their
instruction, accept constructive criticism, and tolerate
controlled chaos in their classrooms. While Professional
Educators take on less visibly prominent roles in a
flipped classroom, they remain the essential ingredient
that enables Flipped Learning to occur.

12. Exploring the Pillars Further
Each of the 4 Pillars includes 2 or 3 characteristics that
epitomize the effective integration of each pillar in
teachers’ classrooms and instructional practices.
Exploring each of these characteristics further can be
informative and insightful!

13. P.1 I make myself available to all students
for individual, small group, and class
feedback in real time as needed
In the Flipped Learning model, skilled, Professional Educators are
more important than ever, and often more demanding, than in a
traditional one. They must determine when and how to shift direct
instruction from the group to the individual learning space, and how to
maximize the face-to-face time between teachers and students.

14. P.2 I conduct ongoing formative
assessments during class time
through observation and by recording
data to inform future instruction.
Gojak (2012) noted that the right question for educators to ask themselves is not
whether to adopt the Flipped Learning model, but instead, how they can utilize the
affordances of the model to help students gain conceptual understanding, as well
as procedural fluency when needed. During class time, educators continually
observe their students, provide them with feedback relevant in the moment, and
continuously assess their work.

15. P.3 I collaborate and reflect with other
educators and take responsibility for
transforming my practice.
Professional Educators are reflective in their practice, connect
with each other to improve their trade, accept constructive
criticism, and tolerate controlled classroom chaos.

16. Student Reflections on Flipped Learning
Kaitie, a high school senior said: “For the first time ever I had the ability
to “pause the teacher” while watching the lectures online. Working on
my own timetable allowed me to explore learning styles and techniques,
and to hone in on the way that I learn best. Another reason I enjoy the
flipped class so much is the stress-free environment it creates. I cannot
remember a time when I was stressed out about my flipped chemistry
classes. I most definitely have been stressed about other classes that are
not taught in the flipped classroom model, and I looked forward to my
flipped class. The bottom line is that I learned in the flipped classroom.
And that learning that occurred helped me get through many classes in
high school, simply by learning how to learn.”

17. Student Reflections on Flipped Learning
From Kylie, a high school senior: “The flipped teaching model allowed me to
learn at my own pace and made a huge impact on my education. Almost
overnight, my grades went from Bs and Cs to all As. I began to understand
complex problems that I never before grasped. When I took the ACTs a
second time after my junior year, I ended up scoring a 22 on the test! I was
thrilled, and couldn’t believe how much I improved. With my new grades
and ACT score, I realized that there were a lot of options for me beyond
high school, and I would no longer have a limited future. I truly believe that
the flipped classroom has changed my life, and opened many doors. This
year has been a really exciting one for me: I have enjoyed thinking of what
my education will bring in the next few years.