Slides from my presentation on flipped learning at the Future Learning Environments Conference, 30/07/2014

1. Learning
Flipped and
Reimagined
Future Learning Environments
Conference, July 2014

2. Outline
• Introduce and explain my perspective on the flipped
classroom
• Why I started flipping my classrooms
• What does flipped learning look like for my classes across a
normal teaching week
• Conditions under which flipped classrooms lead to better
outcomes
• Research supporting the flipped classroom
• Challenges of the flipped classroom
• Future additions to my flipped classroom

3. A little about me
• Wellington High School
• 2005 – 2013
• ICT lead teacher
• Head of Faculty 2008 – 2013
• Rongotai College
• 2014
• Head of Department
• Former semi professional gamer
• Video game reviewer
• Fly around the world competing in
various gaming tournaments

4. • Changes in
education that
have occurred in
the last ten years
• What will education
look like for my
daughter through
the next ten years?
• What can I do in
the classroom that
will pave the way
for teachers and
students of the
future?

5. What is flipped learning?
• The flipped
classroom inverts
traditional teaching
methods, delivering
lesson content
online and moving
“homework” tasks
into the classroom

6. Bloom’s taxonomy and the
flipped classroom
Creating
Evaluating
Analysing
Applying
Understanding
Remembering
Students viewing video content
prior to lessons allow us to shift
the lower levels of Bloom's
taxonomy out of the class
Enabling us to spend more class
time at the upper end of the
taxonomy, with tasks that ask
students to apply, analyse,
evaluate, and create

7. Key elements of a flipped
classroom
1. Content creation
2. Student viewing of content
3. Provision for students to
digest content
4. Provision for teachers to
check student
understanding
5. Provide in class activities
that focus on higher levels
of cognitive work

8. 1. Content creation
• What type of content do I
want to create? Videos,
podcasts, readings, Prezi
etc..
• Am I going to make my own
content or use content that
belongs to another teacher?
• What is a technique that I
am comfortable with or a
software I know of that isn’t
too complicated?

9. Software used to create video
content
Explain
Everything
Camtasia Studio Educreations
Screencast-o-
matic
Microsoft
Powerpoint

10. 2. Student viewing of content
• How am I going to host and
present my content?
• What access does my institute
allow?
• Does my institute provide a
company wide platform that
might work? (Moodle,
MyPortfolio, Google Docs etc)
• What offers the least amount of
barriers for my students?

11. 3. Provision for students to
digest content
• Probably the most important element
• How do I know my students have
watched the video and digested the
content?
• WSQ sheets – watch, summarise,
question

12. 4. Provision for teachers to
check student understanding
• You’re certain your students
have observed, read or
listened to your content. But
how can you be sure they
understand it?
• Focus questions
• Student led discussions

13. 5. Provide in class activities that focus on
higher levels of cognitive work
• What am I going to do with all
of this extra lesson time made
available?
• Guide on the side
• Homework activities –
application of concepts in the
real world
• Support of peers and teacher
• Create, analyse, evaluate
and apply

14. Teacher and student benefits
of a flipped classroom
•Automated differentiation
•Increased student support
•More engaged classes with increased student – student
interactions
•Content is always available and accessible
Teacher
benefits
•Lessons now occur at the students preferred pace
•Content can be accessed from anywhere
•More assistance from teachers during class time
•Increased interaction and stronger learning relationships
with peers
Student
benefits

15. Why flip my classes?
• Boredom
• I felt I was doing a poor
job in meeting the
variety of student
needs in my classroom
• Looking for creative,
authentic and
innovative ways to
incorporate
technology

16. A variety of student needs?

17. Flipped learning in a normal
school week for me
• Four hours of senior Physical Education per week
• Two theory lessons and two practical lessons
• For every theory lesson there will be one video to watch lasting
anywhere from 5 – 15 minutes. Students are required to watch
the video prior to the scheduled class. Videos are hosted on
YouTube and submitted to Moodle, Facebook or Edmodo
• New “theory” lessons have a fairly high practical component
as the focus shifts from a traditional theory lesson, to one where
we focus on working together to apply specific concepts in
real world contexts

18. Traditional vs flipped
classroom
Traditional classroom
Activity Time
Introduce session 5 minutes
Link prior learning / lessons 10 minutes
Teach / introduce /
lecture new content
30 – 40 minutes
Rush through quick
learning activity
10 minutes
Flipped classroom
Activity Time
Chart completed WSQ
sheets while students
discuss question
5 minutes
Student led questioning
and discussion
10 minutes
Teacher led focus
questions
10 minutes
Guided learning activities
or practical tasks
35 minutes

19. Learning opportunities of the flipped classroom (University of Queensland)
Concept Exploration
Video / audio recordings,
content rich websites,
simulations, readings etc
Making Meaning
Quizzes, focus questions,
blogging, online discussions,
student created videos
Demonstration /
Application
Personalised projects,
problem based learning,
experiments, presentations,
role plays etc

20. Conditions under which flipped
classrooms lead to better outcomes
• Solid ICT infrastructure
• Student access to devices and
internet
• Practical based lessons consisting of
higher level cognitive tasks

21. Wellington High School
• Compulsory BYOD for
last four years and
campus wide
wireless access
• Five large modern
computer suites
• Smaller library
computer suite
• 4 x PE Department
iPads

22. Rongotai College
• Optional BYOD this
year and campus
wide wireless access
• Three large modern
computer suites
• Three portable
netbook carts as well
as a range of
bookable
Chromebooks
• Smaller library
computer suite
(fourteen PCs)
• Smaller PE
department
computer suite (six
PCs)

23. Research supporting the
flipped classroom
• Very little qualitative or
quantitative research
• A lot of anecdotal
evidence suggesting that
teachers who are flipping
their classrooms report
higher student
achievement, increased
student engagement and
better attitudes toward
learning and school 0
10
20
30
40
50
60
NA A M E
Biophysical standard results 2011 - 2013
2011
2012
2013

24. Challenges of the flipped
classroom
• Access to the
internet
• Student buy in
• Exposure
• Time and effort

25. Things I would like to implement
or consider in the near future..

26. Summary
• Sage on the stage vs. guide on the side
• Greater opportunity for higher level thinking
• Consider how we might approach the five identified
elements of the flipped classroom
• What conditions allow for the best results in the flipped
environment?
• Consider the challenges – how can we minimise the
barriers and enhance the enablers?

27. Final thought
“Don’t mistake
activity for
achievement”
- John Wooden