Flipping is not doing the same thing differently
Posted April 6, 2015on:
This is the second part of my week-long focused reflection on flipping.
In the context of schooling and education, flippers are educators who know the differences between the flipped classroom and flipped learning (example), and promote the latter. For the purpose of this week’s focus, I use flipping to refer to flipped learning.
Flippers view flipping as a philosophical orientation, not just a set of instructional strategies. It stems from the desire to do what is best for the learner, even if this is not what is best for the teacher.
But I am not reflecting on PoQ or PoE. I am focusing on flipped learning all this week and elaborating on the stories in my presentation, Righting the Wrongs of Flipping.
My journey with flipped lessons started in 2007. I decided to provide lecture content outside of a graduate class largely because it was conducted in the evening. I reasoned that this would help my students since:
- lectures were the least engaging part of each session
- whole class and group discussions got their energy up
- they were mostly adults coming to class after work and could listen to lectures just-in-time
- they could also consume content at their own pace and place
- we could use the time saved on lectures for meaningful discussion in class.
My experiment was short-lived and failed because:
- I was still just lecturing
- I was (and still am) not a great lecturer
- (surprise, surprise) my students did not like lectures no matter how short or interesting they were
- I wanted to try a tool that seemed cool at the time.
I had created the appearance of flipping without actually implementing any meaningful change.
My wrongdoing was changing the medium (from face-to-face to online) without changing the method (traditional lecturing). My delivery was still didactic, designed merely to front load, and driven by the pedagogy of answers.
To my credit, I had shortened the lectures and tried to provide outlines or key takeaways. I am aware of other lecturers who do not change lecture duration (same X minutes) or design (e.g., non-interactive, no questions, no strategically placed quizzes) because that is the most efficient way to create “e-learning” resources.
How might one right these flipping wrongs?
Where delivery is still required, video lectures might be redesigned to complement other learning resources like readings or other videos. Such “lectures” might provide summaries or outlines and serve as launch points to other resources. To use an analogy, the “lectures” should be more like tweets and less like book chapters.
Most teachers will be concerned about delivering content and be advised by instructional designers to chunk content. I do not recommend just relying on the chunking strategy. Chunking is like cutting up an elephant into small pieces to force feed a group that is not hungry or unsure why they are sitting at the table.
A more significant way of flipping is to rely on the PoQ. The “lecture” does not focus primarily on content but on actual questions for students to answer, meaningful problems to solve, or challenges to struggle with. I used this strategy when I designed my video series on flipping.
The PoQ requires learners to seek content to answer their questions. It is part of a just-in-time strategy and counter to the just-in-case, front loading strategy that most instructors are taught to employ. As front loading often provides information devoid of need or context, this might explain why learners do not connect with this approach.
Flipping the first wrong so that you do right is not about finding a different method in order to teach the same way. It is about understanding the learner and what drives them to learn. It is about leveraging on questions, application, or problem-solving instead about delivery. It is about changing the way you teach.