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Posts Tagged ‘flipped

 

The flipped classroom swaps WHAT happens WHERE. Flipped learning changes WHO does WHAT.

After I help participants define the flipped classroom and flipped learning, I summarise by saying this: The flipped classroom swaps WHAT happens WHERE. Flipped learning changes WHO does WHAT.

That is not to say that the two concepts and practices do not overlap. I also try to illustrate how they do.

Three dimensions of flipping.

Nevertheless, I still advise teachers to flip so that students create content and peer teach. These are among the best ways to learn and based on sound pedagogical principles.

Both creating content and teaching are forms of visible thinking and visible learning.

Creating content externalises mental schema so that a teacher can diagnose and remediate misconceptions.

Teaching requires learners to process and reprocess content. It takes advantage of the proximity that learners have with one another in terms of their experiences, language, and examples. It brings order to the messiness of learning and provides an audience for learners to practice on.

It has been a flipping good start to 2016. Tomorrow I conduct my fourth flipped learning event at a partner institute.

I revisited some of my previous resources, and never content to rest on my laurels, decided to update some of them with newer references and tighter reasoning.

Teaching is neat. Learning is messy.

I plan on using several quotes to provoke thought and create some dissonance. This quote is my favourite of the bunch and I am glad that someone generously shared a near perfect photo of neat and messy clothes.

I am fond of saying it the other way around: Learning is messy; teaching is neat. I swapped the positions of the phrases to suit the photo.

I will share this saying to make a point. One reason why teaching does not lead to learning is because the teacher does not understand or tolerate the messiness of learning.

Teachers are likely to have achieved some order from the chaos in order to gain expertise. They try to maintain this order because everything in schooling is about neatly arranged curricula, tests, and grades.

Most teachers rely on strategies that they have been taught, e.g., deliver, practice, homework, test. If teachers reflect critically on how they know content so well, they might realise that they learnt and mastered content by teaching it.

To teach something well is to first deeply relate to it. This is the initial level of complex processing. Most teachers cycle through these processes with their students when they teach. They might not realise that to teach that content to someone else requires another level of even more complex reprocessing. That is what leads to mastery because it is one form of authentic use of the content.

This is one reason why I maintain that teaching to learn is one of the three dimensions of flipped learning. A flipped classroom might take learners through the first cycle of learning; it does not necessarily challenge them with the second cycle. So I challenge teachers to reflect critically on this and to change their mindsets on what constitutes effective design and instruction.

I love conducting workshops for organisations that embrace change and take steps to move forward. Sometimes, however, it feels like hit-and-runs as I pollinate one flower after another.
 

 
Other times I am invited to return a few times to repollinate. This might happen because I inform participants and any leaders that might be present that change efforts are multi-pronged. While there are key leverage points (like staff professional development), systemic change requires systemic effort.

At least one group took my advice to get their leaders and administrators in on the flipped learning movement. The rationale for doing this was simple: How could they support what they could not relate to?

Last Friday, I conducted a workshop that was specially arranged for leaders, managers, and administrators of the organisation. There were educators and dual-role folks, of course, but it was a rose by a different name.

Working with such a group can be challenging especially if members do not have a strong educational background. But I was pleasantly surprised by how much they took away from the session (see screen capture below of some of their takeaways).

My workshop was designed to provide flipped classroom and flipped learning experiences, deconstruct the experiences, and rise above to catch important concepts that bubbled to the surface. The leaders did not miss several important messages on change afforded by flipping:

  • Experience the change; do not just hear about it
  • Provide support or do not get in the way
  • Shape policies in terms of appraisal, student evaluation of teaching, workload, reward mechanisms
  • Build community, do not just make policy

While it is wonderful to see a few organisations take the lead, it is just as terrifying to see how many more moonwalk. They make forward motion but actually walk backward. This was cool and impressive for Michael Jackson; it is not for educational institutes.


Video source

To keep my own morale up, I will avoid the latter group like Venus Fly Traps. Here is to more flipping good flowers!

I am often asked what the differences are between the flipped classroom and flipped learning. I have mentioned a few important distinctions in my presentations and reflections. Now I share one more.

The design of the flipped classroom is likely to be place-based. Conversations tend to start with “Outside the classroom, I would like students to…” while “Inside the classroom, they should…”. There is nothing wrong with this provided the activities outside and inside the classroom are strategic, well-designed, and meaningful.

The problem with this approach might be that teachers do not really change the way they teach. For example, they could still only be delivering content outside the classroom and not building upon it inside. This approach might also limit what students do: They do only as the teacher dictates.
 

 
Flipped learning is about transferring the responsibility and ownership of learning to students. It is about motivating students to create content, to teach themselves, and to teach others. It is nurturing more independent and self-directed learners.

The creating of content and teaching is not limited to the outside or inside of the classroom. It happens in both because there are no silos of activities but a continuum of effort. Flipped learning is a realisation of the anytime-anywhere promise of technology.

Flipped learning goes against the grain of time tables, fixed curricula, academic grouping of students, and other artificial constructs of schooling. It leverages on the natural inclinations of learners when these constructs are not put in front of them. That might be why it is so much easier to flip the classroom than to flip the learning.

I borrow from this teaser of the return of special X-Files episodes to provide some advice on any technology-mediated pedagogy.


Video source

In the teaser video, Fox Mulder asked, “What if our work, the X-Files, everything we’ve been lead to believe in, is a lie?”

The answer he received was, “Do something about it.”

So, for example, what if what you have previously heard, experienced, or even done in flipping is a lie? Or if not a lie, then something was not quite right about it?

Do something different about it. Make a change that makes a real difference. If you are going to flip, do not just flip the instruction. Focus on the learner and enable the learning.

This is my presentation today at Educon Asia’s Higher Education Conference. The URL will be active and the presentation freely available under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License later today.

I titled the presentation Flipped Classroom No Enough in part to pay tribute to Jack Neo’s Money No Enough movies. I mean to say that it is not enough to merely flip classrooms. It is more important to flip learning.

Flipped Classroom No Enough can also be read as “Flipped classrooms. No, enough!”. Experienced practitioners and thought leaders have had enough of hearing flipped classrooms being sold without reflective thought, rigorous research, or critical practice. We are long overdue a look at flipped classrooms through a critical lens.

I will offer just three of many critiques.

I will also offer perspectives on why it is better to flip learning instead of merely flipping the classroom. In the process, I hope my audience gets a better idea of the differences between the two.

I will be participating in a higher education conference over the next two days.

I look forward to renewing ties with some people that I might only meet at such events. I also hope to make some meaningful impact in the area of flipped learning.

I will be part of a flipped classroom panel today and will offer a presentation on flipped learning tomorrow. It should be obvious that flipping has gained momentum to the extent that the conference organizers have dedicated an entire thread to flipping.

Unfortunately, they have called it a Flipped MOOC. It is not a MOOC and the event is certainly not flipped. Other than being a marketing hook, simply putting two buzzwords together does not make educational or pedagogical sense. At best it gets lots of people attending these sessions; at worst it reinforces buzzwords but does not change practice.
 

?Sometimes I think, other times I am.? by Lori Greig, on Flickr
Creative Commons Creative Commons Attribution-Noncommercial-No Derivative Works 2.0 Generic License   by  Lori Greig 

 
So I have given myself a role in addition to panelist and speaker. It is to be a watchdog. My agenda is to chase down and bite as many misconceptions as possible. I have already spotted “best practices” and “flipped classroom” as unquestioned phrases.

My fur is bristling…


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