Flipped Learning

flippedThe 15 Minute Forum last night was led by Learning Innovator, Jody Chan.  During the session, Jody shared what flipped learning is and how she has been using it in her classroom.

Essentially, flipped learning involves students accessing some of the instructional aspects of the learning at home, via video links etc, instead of during the lesson.  This then allows the teacher to focus on assessing their knowledge, challenging their misconceptions and deepening their learning during the lesson, by building on the foundation knowledge they have acquired at home.

The following video explains the approach:

So, the teacher will need to find an instructional video and then set it for the students to watch at home.  If it’s to be successful, the teacher needs to ensure that they watch the video beforehand and then carefully plan some questions for the students to do the next lesson.  The questions need to be carefully though through.  They will need to:

  • Ensure that they elicit whether the students have picked up the key knowledge;
  • Identify any misconceptions;
  • Deepen the learning, beyond surface knowledge.

How do you know they’ve done it?  Students need to bring in notes that they’ve made from watching the video.  This is another advantage of this approach – it develops the lost skill of note taking.  Although this will need to be modelled with them beforehand, if they are to be effective.  If they don’t do it they are sanctioned in the same way they would be if they didn’t do a ‘traditional’ homework. Another student can then be asked to explain the key concepts to them.

There are a number of different sources of instructional video:

A good approach is to give 2 or 3 videos on a topic for students to watch, for variety and breadth.  The instruction doesn’t have to come from watching a video.  There are a number of other ways that this can be done:


It’s important to understand that students need to be trained to do this well – they’re not always great at change.  So you have to accept that the first few times it may not go to plan, but stick with it, as it’s worth it.  It’s also important to stress that it should never be a complete replacement for instruction from the teacher – as of course, this is what teaching is about!  It is however, a great alternative to use from time to time, to develop important skills with students.

A few final points:

  • It’s great for generating discussion.  Often students will find alternative sites to get further information and then bring these ideas to the lesson.
  • It gives the teacher the opportunity to pick up on and address misconceptions, but……
  • Think about and plan your questions carefully – so as you pick up misconceptions.  There is a risk from this kind of instruction that if left unchecked, misconceptions could become embedded.
  • One things that it has done is given students the confidence to ask and answer questions – especially ones who have been reticent about doing so in the past.  when asked why, they say it’s because they know some of the stuff, before they come to the lesson – so they feel more confident.
  • It can be a really useful way of (a) introducing a new topic and (b) consolidating learning over a topic.



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