Dr. John R. Jenkins discusses flipped learning, which involves students watching lectures and videos as homework and doing homework-like activities in class. The document outlines the background of flipped learning, including constructivism and behaviorism, defines flipped learning and its advantages, and describes what is known about flipped learning based on case studies. It also provides a sample flipped class session agenda.

1. FLIPPED LEARNING
Dr. John R. Jenkins

2. FLIPPED LEARNING Objectives
There are 6 main objectives for the seminary on Flipped Learning today.
1. We will briefly define Behaviorism and Constructivism in
relationship as the background to Flipped Learning.
2. We will define Flipped Learning and outline the
advantages of the Flipped Learning approach to
teaching.

3. FLIPPED LEARNING Objectives
3. We will describe what we know about Flipped Learning.
4. We will also briefly outline a lesson plan for a Flipped
Learning lesson.

4. FLIPPED LEARNING Objectives
5. Next, we will review the latest statistics related to the
growth of Flipped Learning.
6. Finally, I will demonstrate how I use Flipped Learning in
my classrooms via 1know.net.

5. The Background: Behaviorism
Behaviorism in education, often referred to as the Socratic
Approach, is the traditional, historical methodology of
teaching employed worldwide.
Behaviorism has been especially emphasized since the
beginning of the
Industrial Revolution .
http://vietnamteachingjobs.com/wp-content/uploads/2013/12/Teacher-Teaching-August-12-Cropped.jpg

6. The Background: Behaviorism
Behaviorism in education, often referred to as the Socratic
Approach, is the traditional, historical methodology of
teaching employed worldwide.
Behaviorism has been especially emphasized since the
beginning of the
Industrial Revolution .
http://vietnamteachingjobs.com/wp-content/uploads/2013/12/Teacher-Teaching-August-12-Cropped.jpg

7. Industrialized Education
Ash (2012) even referred to the methodology employed
during the era as an “Industrialized Education” because
students were required to memorize facts…, and workers
were required to develop a specific skill.

8. Bloom’s Taxonomy
Unfortunately, the educational sector adopted the
Socratic approach for education through memorization
and regurgitation of facts in testing.
This idea represents the lower levels of Bloom’s
Taxonomy of remembering, understanding, and applying
information.

9. Bloom’s Taxonomy
Unfortunately, the educational sector adopted the
Socratic approach for education through memorization
and regurgitation of facts in testing.
This idea represents the lower levels of Bloom’s
Taxonomy of remembering, understanding, and applying
information.

10. Bloom’s Taxonomy
https://www.purdue.edu/learning/blog/wp-content/uploads/2012/05/cognitivedomain.png

11. Efficiency and Effectiveness
The Industrial Revolution also introduced a period of
time where efficiency, effectiveness, and quality
assurance were primary objectives in the manufacturing
sector.
The result of such emphasis was a goal oriented
philosophy for the training and evaluation of employees
both in the American and Taiwanese educational systems.

12. Merit
This is not to say, however, that the
Socratic (lecture) methodology is without merit.
Content is important in the learning process, and the
lecture is an efficient methodology employed to deliver
content regardless of its effectiveness in doing so.
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13. Problem Questions
However, one question to be asked is:
“How does an individual’s creativity and curiosity suffer
because of the influence
of the Socratic philosophy” ?
Another question that educators must ask is:
“Does the Socratic method reflect the best use of face-to-
face time between teachers and students” ?
http://www.promedcostarica.org/wp-content/uploads/2013/09/question.png

14. Problem Questions
However, one question to be asked is:
“How does an individual’s creativity and curiosity suffer
because of the influence
of the Socratic philosophy” ?
Another question that educators must ask is:
“Does the Socratic method reflect the best use of face-to-
face time between teachers and students” ?
http://www.promedcostarica.org/wp-content/uploads/2013/09/question.png

15. Constructivism
These are questions that are directly posed by the Flipped
Learning approaches to education which is based on the
concept of Constructivism.
Constructivism was promoted, as you know, in the work of
Piaget and Vygotsky.

16. Constructivism
Constructivism in education has enjoyed a long history
with an emphasis upon student involvement, self-directed
learning, and problem-based learning.
Basically, the Constructivist ideology refers to engaging
students in learning activities as opposed to teachers
appearing as a “Sage on the Stage” of the classroom.

17. Constructivism
Constructivism in education has enjoyed a long history
with an emphasis upon student involvement, self-directed
learning, and problem-based learning.
Basically, the Constructivist ideology refers to engaging
students in learning activities as opposed to teachers
appearing as a “Sage on the Stage” of the classroom.

18. Constructivism
Known through such terms as the “inverted classroom,
blended learning, discovery learning, problem-based
learning, self-directed learning, and individualized
instruction”, the concept of the students’ involvement in
learning was the goal of Constructivism.

19. ACTIVE LEARNING
Constructivism is defined as a theory of knowledge based
upon one’s experiences in life where learning is “doing”.
Constructivism previously took the form of active learning,
cooperative learning, collaborative learning, peer tutoring,
and peer assisted learning that involved the student actively
in the learning process.

20. ACTIVE LEARNING
Constructivism is defined as a theory of knowledge based
upon one’s experiences in life where learning is “doing”.
Constructivism previously took the form of active learning,
cooperative learning, collaborative learning, peer tutoring,
and peer assisted learning that involved the student actively
in the learning process.

21. Bloom’s Taxonomy
The theory of Constructivism expresses the idea that no
one can learn anything for someone else, but learning
occurs when students are actively engaged in the process.
This represents the higher levels of Bloom’s Taxonomy
including the ability to analyze, evaluate, and create.

22. Bloom’s Taxonomy
https://www.purdue.edu/learning/blog/wp-content/uploads/2012/05/cognitivedomain.png

23. MEANING OF CONSTRUCTIVISM
Essentially then, “Constructivism is basically a theory --
based on observation and scientific study about how
people learn.
People construct meaning, understanding, and knowledge
of the world through experience and reflection.

24. MEANING OF CONSTRUCTIVISM
You cannot learn to swim unless you get into the water!!!
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25. FLIPPED LEARNING
The result of the introduction of Flipped Learning by
Bergmann and Sams in 2007 has raised the question of the
effects of Flipped Learning on student engagement and
achievement.

26. The Definition of Flipped Learning
“Flipped Learning is a pedagogical approach in which direct
instruction moves from the group learning space to the
individual learning space, and the resulting group space is
transformed into a dynamic, interactive learning
environment where the educator guides students as they
apply concepts and engage creatively in the subject matter”
(http://flippedlearning.org/domain/46).

27. The Definition of Flipped Learning
Flipped Learning is not
“homework at school”
and “school work at home” as
those opposed to Flipped Learning define the concept.
https://ldawe.files.wordpress.com/2014/09/homework_problem.gif

28. Technology
What made Flipped Learning model possible was the
development of technology.
Technology allows teachers and students to access the
internet from virtually anywhere in the world.
Computers, IPads, the Smart Phone, and other such
devices have put information at our fingertips.

29. Technology
Today, you can find any information you seek on
the Internet using such search engines as
Google Chrome or Bing.
But, Flipped Learning is not just E-Learning and
the use of technology.
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30. FLIPPED LEARNING
Bergmann and Sams (2012) have even indicated that
Flipped Learning has existed throughout history, or at the
very least for the past 200 years.
They have even suggested that Flipped Learning is an
extension of the Constructivist ideology of learning by doing.
The Flipped Learning Network provides the following
definition of Flipped Learning at the FLN Website referred
to as The Four Pillars.

31. FLIPPED LEARNING
Bergmann and Sams (2012) have even indicated that
Flipped Learning has existed throughout history, or at the
very least for the past 200 years.
They have even suggested that Flipped Learning is an
extension of the Constructivist ideology of learning by doing.
The Flipped Learning Network provides the following
definition of Flipped Learning at the FLN Website referred
to as The Four Pillars.

32. The Four Pillars of F-L-I-P (FLN)
「F」→ FLEXIBLE ENVIRONMENT
1. Flipped Learning allows for a variety of learning modes;
educators often physically rearrange their learning
spaces to accommodate a lesson supporting group work
or independent study.

33. The Four Pillars of F-L-I-P (FLN)
「F」→ FLEXIBLE ENVIRONMENT
2. They create flexible spaces in which students choose
when and where they learn.
3. Furthermore, educators who flip classes have flexible
expectations of student timelines for learning & in the
assessments of student learning.

34. The Four Pillars of F-L-I-P
「L」→LEARNING CULTURE
1. In the traditional teacher-centered model, the teacher is
the primary source of information.
2. Flipped Learning deliberately shifts instruction to a
learner-centered approach, where in-class time is
dedicated to exploring topics in greater depth.

35. The Four Pillars of F-L-I-P
「L」→LEARNING CULTURE
3. As a result, students are actively involved in knowledge
construction as they participate in and evaluate their
learning in a manner personally meaningful.

36. The Four Pillars of F-L-I-P
「I」→INTENTIONAL CONTENT
1. Flipped Learning Educators think about how they can
use the Flipped Learning model to help students
develop conceptual understanding, as well as
procedural fluency.
2. They determine what they need to teach and what
materials students should explore on their own.

37. The Four Pillars of F-L-I-P
「I」→INTENTIONAL CONTENT
3. Educators use Intentional Content to maximize
classroom time in order to adopt methods of student-centered,
active learning strategies, depending on grade
level & subject matter.

38. The Four Pillars of F-L-I-P
「P」→ PROFESSIONAL EDUCATOR
1. The role of a Professional Educator is even more
important, and often more demanding, in a Flipped
Classroom than in a traditional one.
2. During class time, they continually observe their
students, providing them with feedback relevant in the
moment, and assessing student work.

39. The Four Pillars of F-L-I-P
「P」→ PROFESSIONAL EDUCATOR
3. Professional Educators are reflective in their practice,
connect with each other to improve instruction, accept
constructive criticism, & tolerate controlled chaos.
4. While Professional Educators take on less visibly
prominent roles in a classroom, they remain essential
to enabling Flipped Learning.

40. F-L-I-P
1. In a Flipped Learning environment, students view
content through videos on the Internet prior to the
exercises to reinforce the activities prepared by the
teacher for in-class time..
2. In a Flipped Learning environment students can view a
video as often as they need to do so in order to
understand the content.

41. F-L-I-P
3. In a Flipped Learning environment other content
oriented activities such as reading, research, and
exercises can be assigned for out-of class time.
4. In a Flipped Learning environment using 1know, tests
can even be constructed to review the work done out-of-
class.

42. F-L-I-P
5. In a Flipped Learning environment it has been my
experience that teacher-student relationships are
improved.
6. In a Flipped Learning environment students can use out-of
class time to review previously studied content. The
work on the internet or in 1Know is always available to
the student for review purposes.

43. FLIPPED LEARNING IS NOT A NEW CONCEPT!
However, Flipped Learning is a new design of many
established teaching theories.
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44. Methodologies used in Flipped Learning
• Group Discussion is a simpler form of Flipped Learning.
(Peer Assisted)
• Experimentation in science classes is a more complex
form of Flipped Learning. (Problem Based Learning)
• Paired-Reading is another form of Flipped Learning.
(Collaborative Learning)

45. Methodologies used in Flipped Learning
• Mathematics classes have employed the use of student
tutoring other students in difficult mathematical
concepts. (Peer Tutoring)
• Active learning is “any instruction method that engages
students in the learning process.” (Cooperative Learning)

46. What Are the Advantages of Flipped Learning?
http://karenzo.files.wordpress.com/2013/04/flipped-advantages.jpg

47. Kathleen Fulton (2012) Suggests 13
Advantages from Case Studies
1. Students move at their own pace.
2. Activities in-class give the teacher better insight into
student difficulties.
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48. Kathleen Fulton (2012) Suggests 13
Advantages from Case Studies
3. Teachers can more easily update curriculum.
4. Classroom time is used more creatively.
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49. 5. Increased levels of student
achievement, interest, and
engagement.
6. Learning theories support flipped learning.
7. The use of technology is flexible and appropriate
for today’s students.
8. More time for authentic research with students.
http://4.bp.blogspot.com/_KaY4eF4NXLA/TEPm21ILL-I/AAAAAAAAGBg/4EG74D2OlLg/s1600/exam.jpg

50. 9. Students get more time using scientific equipment.
10. Absent students can watch lectures at another time.
http://www.takepart.com/sites/default/files/styles/landscape_main_image/public/computer%20class.jpg?itok=hnVnUCKU

51. 11. Flipped Learning promotes thinking in and out of the classroom.
12. Students are more actively involved in the learning process.
13. Students enjoy the method.
http://www.takepart.com/sites/default/files/styles/landscape_main_image/public/computer%20class.jpg?itok=hnVnUCKU

52. What We Know About Flipped Learning
If doing is the secret of learning – telling doesn’t work. well.

53. What We Know About Flipped Learning
Feedback from students is more frequent, and research
shows feedback has the strongest effect size of any
instructional practice.
http://www.swrfm.org/wp-content/uploads/2014/08/feedback.png

54. What We Know About Flipped Learning
Flipped Learning is about how
to best use your in-class time
with students.
If learning is what is important, students could be allowed
to retake tests that they do poorly on to show learning has
occurred.
http://www.gifted.uconn.edu/nviews/images/exam_a.jpg

55. What We Know About Flipped Learning
Flipped Learning IS NOT the same as the Flipped Classroom.
For a classroom to be a Flipped Learning environment the
Four Pillars of
F-L-I-P must be employed.
Videos allow self-pacing, quizzes, or require students to
come to class with questions.

56. Flipped Learning increases face to face time encouraging
the classroom to become laboratories or studios while
content is preserved.
http://static.guim.co.uk/sys-images/Guardian/About/General/2013/4/25/1366902219930/Tutoring-010.jpg

57. What We Know About Flipped Learning
• Students have access to multiple teachers’ expertise.
• Classroom time is used more effectively and creatively.
• Teachers learn from one another and have more
freedom.

58. What We Know About Flipped Learning
• Parents have a window into the classroom.
• Learning theory supports the approach.
• Student achievement is increased.

59. What We Know About Flipped Learning
• Strengthens team-based skills.
• Offers personalized student guidance.
• Flipped Learning is about how to best use your in-class
time with students.

60. A Sample Flipped Class Session Agenda
➛Quiz about on-line lecture or activities: 5 - 10 mins .
➛ Questions (in-class & online) answered: 10 mins .
➛ Break into groups for team-based “work”: 5 mins .
➛ Assign teams a task, such as determining the best model for a
marketing research study, and give several choices for
models: 5-10 mins .

61. A Sample Flipped Class Session Agenda
➛ Facilitate discussion among team members, then
ask for a team vote concerning benefit: 15 mins .
➛ Post the results on the classroom screen: 5 mins .
➛ Discuss results, award “prize” (if applicable) to
winning team: 5 mins .
➛ Assign reading/homework: 5 mins .

62. Flipped Classroom Statistics
• A recent study showed 96% of teachers recognizing the
term “flipped learning,” an increase from 73% 2 years
ago.
• The number of teachers who have flipped a lesson in
their classroom increased from 48% in 2012 to 78% in
2014.
http://doublehelixdotme.files.wordpress.com/2013/03/pie-chart.jpg

63. • In the FLN survey from June 2012, 95% of respondents
taught in middle or high schools; while in 2014, 80%
taught in secondary schools, 27% of respondents were in
higher education, with 15% in grades K-5.
• Almost 5% of teachers said they have flipped their special
education classrooms.
http://doublehelixdotme.files.wordpress.com/2013/03/pie-chart.jpg

64. • While teachers indicated they continue to flip their
science (38%), math (33%), English/language arts (23%)
classes, we are seeing more teachers flip their social
studies (18%), technology and computer sciences (17%)
& world languages (7%) classes.
• But even art and music (5%) & physical education (2.5%)
teachers are flipping their classes.

65. • And over 11% of teachers are receiving their professional
development via flipped learning.
• Eight out of ten respondents have been flipping their
classrooms for less than 2 years, with 18% practicing for
more than 3 years.
• However, we see the most experienced educators
adopting flipped learning with 87% having 6 or more
years of teaching experience, virtually unchanged from 2
years ago.

66. • Almost half of this year’s respondents (42%) have been
teaching
• for 16 or more years -- the myth about “older” teachers
being out of the technology mainstream doesn’t hold up
in a flipped classroom!
• Nine out of ten flipped teachers indicated that student
engagement improved with Flipped Learning.
• In 2012, the FLN survey found an 80% increase in student
engagement and the 2012 Sophia survey showed an 85%
increase.

67. Question to Ask Before Flipping
• These modified question come from Cockrum (2014)
who suggests asking them before flipping a classroom.
1. Why you are flipping?
2. What about flipping interests you?

68. Question to Ask Before Flipping
• 3. What roadblocks might you encounter?
• 4. Is the extra work worth the benefits?
• 5. How will technology improve the class?
• 6. Where will your inspiration come from?

69. Books in Print
The following 3 slides identify a few books on
Flipped Learning available through the Eslite
Bookstores. Some are available in the Chinese
Language.

70. http://covers.booktopia.com.au/big/9781564843449/flipped-learning.jpg
http://www.clemensclassroom.com/uploads/4/6/5/8/4658148/6148128.jpg

71. http://ecx.images-amazon.com/images/I/91Yti6wzivL._SL1500_.jpg
http://a3.mzstatic.com/us/r30/Publication/v4/be/67/72/be6772d0-b742-

72. http://www.amazon.com/Flipping-English-Class-Reach-Learners/dp/0415733154
http://www.amazon.com/Flipping-English-Class-Reach-Learners/dp/0415733154

73. Questions Before You Flip
• Troy Cockrum, in the book Flipping Your English Class
suggests that teachers ask themselves the following six
questions before flipping.
1. “Before you flip, it is imperative to analyze why you
are flipping.”
2. “What about flipping is most interesting to you?

74. Questions Before You Flip
3. “Is the extra work worth the potential benefits to your
class?”
4. “What roadblocks might you encounter in your journey
to flip?”
5. “Where can you see the addition of technology
improving your classroom?
6. “Where can you find inspiration to take the next
step?”

75. Thank you for your Attention
• Now, I am going to take you to my Flipped Learning
Courses found on 1know to demonstrate for you the out-of-
class activities I employ in my classroom.
• Please note that I connect everyone of the activities you
will observe on 1know with the textbooks I use in the
classroom.

76. Thank you for your Attention
• I do present instructions, and some content, to students
in the classroom, and my students work in groups, pairs,
and sometime individually.
• I also assist students by circulating through the room to
answer questions, resolve problems, or respond to the
needs of the students.

77. Thank you for your Attention
• In this way, I have come to know my students more
personally, and I have become more of a real person to
my students.
• So, please let me explain how I use the out-of-class and
in-class activities and content to improve learning which
are different for each of the classes I teach.