The document discusses the concept of flipped learning, where traditional instruction is moved outside the classroom to allow more active learning during class time, focusing on collaboration and problem-solving. It emphasizes benefits such as increased student engagement, personalized support from teachers, and improved learning outcomes. Additionally, it addresses potential objections to flipping the classroom model and outlines tools and content that can be utilized for effective flipping.

1. Flip It
Moving direct instruction away from group
learning spaces allows these spaces to be
transformed into more dynamic and interactive
learning environments
with Rob Swain, Manager Education Technology

2. 2 main things to do in 90 minutes
• Understand the concept
A group activity
• Learn some practical skills
I will lead some practical activities.
Depending on time/pace there are more practical activities
you can work through now and/or later.
ALL OF THIS SESSION’S MATERIAL WILL BE AVAILABLE ONLINE
FOR YOU TO GO BACK OVER LATER IF YOU NEED TO
Today

3. Briefly…
Move away from “stand and deliver”
Move away from “one size fits all” teaching
LESS sage on the stage
MORE guide on the side
It is not just about making videos
What is Flipped Learning?
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4. The volume of learning is made up of 3 things:
Instruction, Practice and Assessment
• Traditionally
– Instruction is done in class
– Practice is done at home
• Flipped Learning changes this
– Instruction is done outside of class
– This creates more time for Practice in the class with the teachers help
What is Flipped Learning?

5. The teaching model begins with front loading the instruction,
assigning it as homework prior to a class so students come to
class prepared to use the information.
What is Flipped Learning?

6. The classroom or other group learning space then becomes a
place for problem solving, collaboration, critical thinking,
creativity and communication where the teacher serves as a
facilitator who dynamicallyinteracts with students, actively
responding to individual and group needs for reteaching and
challenge.
What is Flipped Learning?

7. A typical flipped learning sequence could look like this…
• PRIOR TO CLASS
Students watch a video, read an article or explore an online resource
at their own pace.
They may also be required to answer some review questions or take
summary notes.
• IN CLASS
Teacher begins by briefly recapping the flipped content.
Students then practice and apply what they’ve learned with the help
of their teachers who respond to the issue and inquiries students are
having about what they’re learning.
What is Flipped Learning?

8. Group activity
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Reasons to Flip
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9. Teacher readiness
• The effectiveness of traditional models of one-size-fits-all delivery are being
questioned by teachers as they can result in limited student engagement and
limited concept understanding.
• Teachers want to reach students in formats that appeal to them (ie: more aligned
with a digital native)
Learner readiness
• Demand by busy learners for more flexible learning options for student learning
• It appeals to learners as digital natives. They typically want to consume
information via a screen and to access new media. This is not restricted to young
people as many baby boomers have embedded technology use into their lives.
• Learners can pull the content as much as they need it. They are not embarrassed
by going over concepts repeatedly in class.
Reasons to Flip

10. Provides more support
• Teachers have more time to help students and explain difficult concepts in class.
• Teachers have a better idea of individual students levels of achievement given the
more collaborative nature of the classroom environment.
• Teachers are present to guide the students in the practice phase.
• Learning management systems can be used to track student activity and progress
– you know if they “don’t know”, or have not attempted the work.
• Teachers can revisit concepts students don’t understand, based on student
responses to the independent content review-questions and classroom activities.
Reasons to Flip

11. Provides more support
• Students get less frustrated because they are working on problems in class with
access to a teacher.
• Students need most support when they are applying new concepts – traditionally
this stage of learning was assigned as homework when students are working
alone.
• Students can speed up or slow down the teacher’s instruction to suit their level of
understanding. They can replay instruction more times than they would
comfortably ask a teacher to repeat a concept. Good for overcoming some
problems of catch up after absenteeism.
Reasons to Flip

12. Improves learning efficiency
• Research studies show that assessment results for students in flipped classrooms
is higher than those in traditional settings, due to improved retention and
understanding.
• Flipping is a way to space out study rather than cram it. Spreading learning out is
known to improve learning, as is repeated exposure to new concepts.
• Teachers do not need to be present for one-way didactic delivery.
Technological readiness
• Increased access to rapid content creation tools
• Improved bandwidth connections making larger files more accessible
• Improved access to increased quantities of relevant online resources made by
others
• Many people are connected to the web in multiple ways (home PC, smart phone,
tablets)
Reasons to Flip

13. Group activity
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Possible Objections to Flipping
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14. What if students don’t do the flipped work before class?
You set this as the expectation from the beginning. It’s a bit like homework tasks,
students will cooperate if it’s the only mode of participation. This is the same for any
teacher instruction. Also, if it’s engaging they are more likely to be interested and
participate.
We have students now who refuse to do homework. They wont do this either.
Agree, and that student is deciding their own fate either way. It is wise to explain to
students at the start of the course what your expectations are about their involvement
and behaviour; this is when you would explain how they will work with the flipped
content.
Possible Objections to Flipping

15. I never give lectures to students?
Maybe you don’t call them that, however you would spend time explaining concepts
or giving demonstrations that could all be recorded for independent viewing.
Remember you can also pass on non-video resources as instruction (eg: read an
article, or explore a relevant online resource)
Our students spend most of their time in the workshop, not being lectured to.
as above
It wont work for students who don’t have computers or the internet at home or who
live in chaotic conditions that make it impossible to absorb new material?
Students can use the library at school or teachers could put the resources together
onto a DVD. Chaotic conditions at home are out of the schools control but more
engaging content may help.
Possible Objections to Flipping

16. Doesn’t flipping lecture content just replicate the ineffective lecture model it’s trying
to replace?
Flipping can do more than the lecture by engaging students with a format they like in
typically smaller, more efficient chunks. It can also include related non-lecture content
that is relevant and engaging (e.g.: an ad, a news story, or an industry story).
Parents/employers will not be happy seeing students watching videos for schoolwork.
They might buy in after seeing them more involved and engaged in the learning
process. If it improves skills and knowledge, then stakeholders will be pleased with the
results.
Video can never replace teachers.
Agree, but they can replace some of the inefficient practices of traditional teaching.
The human element is cited as the most important ingredient in education. Flipping is
designed to increase interaction and personalised contact time between student and
teacher. This will make teachers time more effective within the f2f environment and
make them more accessible to students.
Possible Objections to Flipping

17. Students don’t need to spend all their time on a computer screen.
Flipping can release students from the computer in the f2f environment for more
human interaction in groups or with the teacher one on one.
Videos take too long to produce.
It is true that initially there can be quite a bit of work getting videos created, but you
can curate some/all of these (collect existing ones) to save some time. The upfront
investment saves time on subsequent courses as the content prep and delivery too is
taken care of.
Not all videos need heaps of preparation either – you can record a video of yourself
explaining some key concepts at your desk very quickly and easily, or a quick video of
a short demonstration – consider how YouTube has changed our expectations of
online video.
Remember, you can flip non-video content also.
Possible Objections to Flipping

18. I need special tools or software to create content to flip.
You can use simple tools to begin with. A narrated presentation can be made with
PowerPoint and a headset. Or video can be recorded on a mobile phone. Free tools
are available online for recording the computer screen if that’s what you need. If you
flip content created by someone else (curated) then you don’t need any special tools.
I never had anything like this when I went to school and my schooling was fine.
If you keep doing the same thing you have always done, you will keep getting the
results you have always got. Flipping is about keeping the best parts of traditional
education and blending them with new engaging tools to solve some inefficiencies in
the ‘Fordism’ model of teaching.
Possible Objections to Flipping

19. There seems to be a lot of science and maths subjects that have been flipped. It looks
like not all subjects are appropriate for this technique?
If you can explain or demonstrate something in person then it can be flipped. For
example, science lessons can have heavy theoretical instruction followed by complex
or precise practical task activities – instruction on these very different activity types
can be easily captured as ‘flippable’ content.
The examples mostly show the technique used for secondary school students.
It was started in secondary school and spread from there; it’s also popular at primary
and university levels. Most new things start somewhere.
Possible Objections to Flipping

20. What content should I flip?
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21. Any instruction that you normally stand and deliver
For example:
• Practical demonstrations
• Lecture material
• Theory explanations
• Topic introductions
• Assessment instructions
• Industry information
Plus, any material that students could independently access and view without
the need for a teacher to be present.
What content should I flip?

22. Consider these areas of your instruction…
• Difficult or confusing lessons
• Fundamental and critical concepts that connect to other topics
• Bonus content
Consider what extra concepts you currently share with the
accelerated learners that could be turned into an activity or project
for all of the students.
• Boring or dry material
Note, flipping wont automatically make the content interesting.
What content should I flip?

23. Remember…
• You don’t have to flip the whole course, just pick a couple of lessons
to begin
• You don’t have to make everything yourself, you can also…
• use free content from sites like YouTube, TED, vimeo, etc
• purchase content from publishers, like Pearsons etc
• purchase or extract content from VET toolboxes (see here)
• You don’t have to use video. You can use any engaging content that
students can access remotely and will work through on their own.
What content should I flip?

24. Potential Models
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25. PRIOR TO CLASS
• Students watch a video showing the teacher demonstrating a practical task
• Students take brief notes highlighting the key steps of the task
IN CLASS
• Teacher briefly recaps the task requirements and reiterates the safety aspects
• Students begin the practical activity
• The teacher moves amongst the students and helps by responding to the
issues and inquiries students are having about what they’re learning
Potential Model
This example would suit a simulated work environment such as a
workshop, lab or salon.

26. PRIOR TO CLASS
• Students watch a video the teacher has found on YouTube that explains a
difficult but fundamental concept
• The teacher poses some questions to helps them focus on the key points
• Student answers are submitted to the teacher who checks their understanding
and adjusts the class activity as necessary.
IN CLASS
• Teacher begins by briefly explaining a practice activity based on the
fundamental concept
• Class is divided into groups
1. One group begins the practice activity immediately applying what they’ve learnt
2. Another group receives further teacher instruction to reinforce the concepts before beginning
the practice activity
• The teacher then moves amongst the students and helps by responding to the
issues and inquiries students are having about what they’re learning.
Potential Model
This example would suit a topic or concept that students always find difficult

27. PRIOR TO CLASS
• Students read an industry story that highlights a typical work problem
• The teacher poses some review questions to help students focus on key points
IN CLASS
• Teacher begins by briefly introducing what will happen in class
• Class is divided into groups
1. Teacher runs a discussion group activity to deepen understanding
2. Another group works individually on computers answering online quiz questions related to
the industry problem
3. The groups rotate at half time
• By focussing on a smaller class size in the class, the teacher can explore the
concepts more deeply
Potential Model
This example would suit a theoretical topic that is difficult
and benefits from a range of approaches

28. Tools
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29. For creating video demonstrations or explanations
• Mobile phone, flip camera or digital video camera
• Optional: Tripod
• Could do this in front of a whiteboard or in a workshop, salon, studio etc
Tools
Katie Gimbar takes a low-tech approach.
She shoots her lectures with a flip camera
on a tripod. She uses handwritten
whiteboards and does no editing, just one
continuous take. Then she uploads to
YouTube and shares with her students.

30. For creating video screencasts that capture the computer screen
• Screen capture tool. Eg: Screenr (free, 5 minute limit), Camtasia (approx
$200)
• USB headset with microphone (say $50)
• Optional: PowerPoint or similar
• Optional: Webcam (say $50)
Tools
GTEC teachers use Camtasia to create
screencasts that teach students how
to use CAAD programs.
The videos are uploaded to YouTube
and embedded
into Gordon Online.

31. You could also use the following iPad apps for creating video screencasts
• Explain Everything ($2.99)
• Educreations Interactive Whiteboard (free)
• Show Me(free)
Tools
Touch, tap, draw and talk to
create an animated lesson or
tutorial on the iPad

32. Other tools that are suitable for presenting flipped information
• Create a pdf with Word
• Create a PowerPoint and upload it to Slideshare
• Look for VET-related videos on HowStuffWorks
• Other ideas?
Tools

33. VIDEO: Aaron Sam’s Flipped Classroom
VIDEO: Solving the Brain Flush Problem
VIDEO: Using video to humanise the classroom (first 7 ½ minutes only)
VIDEO: the Flipped Classroom is not…
VIDEO: Why I flipped my classroom
ARTICLE: Wikipedia on Flip teaching
ARTICLE: from Bergmann & Sams, originators of the method
INFOGRAPHIC: The Flipped Classroom
ARTICLE: Looking for flippable moments in your class
ARTICLE: 15 Flipped Classrooms we can learn from
Links
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