Flipped learning is a pedagogical model in which the teacher delivery during in-class time is flipped with the homework elements of a course.  As a type of blended learning technique, students can watch relevant videos at home, which have been prepared by the teacher, while using their in-class time to focus on exercises, projects or discussions.

My own transition to a flipped learning classroom has been a gradual, organic process.  Although I still believe there is a place for the traditional (“sage-on-the- stage”) teaching approach, I’ve come to recognise the many advantages of a flipped learning model.   Sharing relevant tutorial videos with students and colleagues, both from my own YouTube channel and links elsewhere on the Web, enables me to spend more time as a facilitator of learning.  This simply means that learners spend less time passively listening at the beginning of the lesson and more time engaged in activities to develop their skills.  By doing away with the traditional classroom, which is very teacher centred, it also means that I have extra time to provide valuable one-on-one assistance to students who need it the most.

According to Eric Sheninger (2016), author of Uncommon Learning, there are two main components associated with the flipped learning approach:

1.  Students watch lectures and consume other forms of content outside of school at their own pace whilst communicating with peers and teachers using online learning tools.  In my opinion, this point about students working at their own pace cannot be understated.  The ability for students to pause, rewind and fast-forward a tutorial video means that they are in a much better situation to assimilate new learning.

2.  Students apply what they have learnt during in class time with assistance from the teacher.  As there is more time freed up during the lesson itself, there are more opportunities for small-group work and one-to-one contact with lower-performing students.

In order to make the lesson time itself more engaging while integrating formative assessment, there are many web-based tools that can complement the students’ main in class activities:

– Poll Everywhere

– Plickers

– Kahoot

– TodaysMeet

In addition, there are also some fantastic tools out there for students themselves to become authors, teachers and collaborators, working together to teach content to each other.  Some of the best of these tools include:

– Adobe Voice 

– VideoScribe

– Explain Everything

– Quizlet 

– Google Slides 

As well as giving my students opportunities to use these tools, I have used each one of these applications myself as a medium in which to share information with students for them to learn at their own pace.  As Sheninher himself states though, ‘pedagogy always trumps technology’.  For digital learning to be implemented effectively, we should focus on pedagogy first and technology second.  When integrating technology, we need to remember that it is less about the tool and more about what students can do with the tools handed to them.

That being said, with all these web-based tools and other digital applications available, it makes sense that a Bring Your Own Device (BYOD) or 1:1 technology initiative can radically enhance the flipped learning model.  By providing students with access to their own device, it can bring out the best of what flipped learning has to offer.  According to Sheninger (2016, pp. 117),

The flipped classroom is an excellent first step in making students’ in-class experiences more active, more student centred, and more meaningful. Combining the best aspects of the flipped classroom with the power of 1:1 technology would allow for an even more radical reshaping of the classroom. School should become a place where students can learn at their own individual paces, become active creators instead of solely passive content recipients, and learn in an environment that they “own”, which adjusts rapidly to meet their learning needs and interests.      

Last week our school had its first official Technology Week, which gave teachers and students the opportunity to use new technologies both within their Computing & ICT lessons and across the school curriculum.  As part of this event, I delivered assemblies to highlight the new technologies that we’ve been using, showcase students’ work and award prizes.

This trailer provides a glimpse of what we did during the week.

The following new technologies were used by teachers and students:

1. Dash & Dot – Programmable robots that provide coding challenges for all ages, the video below shows one example of how students have been using this technology.

2. 3D Doodler Pens – These pens rapidly melt and cool plastic, enabling the user to literally draw 3D models.  We used the GooDee 3D Printer Pen model, and our students had great fun building 3D shapes and hipster glasses.

3. Adobe Voice – This iPad app has been used successfully across our school to create digital biographies.  Easy to use, students just record their voiceovers one slide at a time.  During students’ English lessons, they used the app to put together biographies of famous mathematicians and scientists.  The video below shows a couple of examples.  

4. Makey Makeys – Turning anything that conducts electricity into a remote control, these tools have proved to be brilliant for teaching students about electrical circuits.  Students particularly enjoyed creating a remote control out of playdoh to use with Kodu.

5. Picoboards – Circuitboards that contain several sensors (including sound, light and motion), these tools are accessories for Scratch.  Using the picoboards, our students created several programs that respond to the external world.

6. Plickers – A simple teaching tool that collects realtime assessment data of students’ answers to multiple choice questions.  Our maths coordinator used this tool on his smartphone to scan students’ answers to multiple choice questions.  At the end of the quiz, students were able to see their results from the quiz projected on the whiteboard.

7. Osmo Apps – A fantastic accessory for the iPad, these apps help to bridge the digital world with the physical world, providing students with some challenging puzzles.  Tangram was particularly well received by students.

8. Minecraft – Students created virtual worlds, which posed different maths problems.  By creating various digital artefacts in Minecraft like walls, swimming pools and water fountains, the students made signposts with different questions about shapes.

 9. Google Sheets (for collaborative shape investigation) – Making use of the chrome books, students have been able to work in groups of three or four to complete a mini-project with shapes.

10. Augmented Reality – The augmented reality apps have been used a lot by students in all sorts of different ways – for example, to develop vocabulary, learn about space and develop their understanding of shapes.  

11. Purple Mash software (2DIY 3D & 2Design & Make) – Particularly useful for the younger students, these two Purple Mash apps have been brilliant for helping to develop their spatial awareness and understanding of nets & shapes.  

12. 3D Cube Printer – Having designed a 3D badge in Sketchup to mark our Technology Week, we were able to 3D print many of these to award to students for their work with technology. 

I recently attended a series of workshops on Talk for Writing, a strategy for teaching children to write.  Developed by the English educational writer and poet, Pie Corbett, Talk for Writing is based on the principle that before children can write it, they need to be able to say it.  The approach uses a three-stage pedagogy:

1. Imitation – Engaging activities help children internalise the pattern of language required.  Children recite aloud an exemplar text, supported visually by a story map and physical movements to help them recall the text.

2. Innovation – Shared writing is the key activity at this stage, helping children become independent writers by “doing one together first”.  By developing their ability to choose appropriate words and phrases, this stage enables children to then write their own versions.  After working in response partners, the whole class can discuss some of the more successful writing with the aid of a visualiser.

3. Invention –  This stage provides children with an opportunity to alter, develop and polish their writing in light of what they have learnt.  The teacher continues to focus on the next steps necessary to support children’s progress, so that they can become independent speakers and writers of the text being studied.

Technology for learners…

In order to facilitate this pedagogy, the following five iPad apps are perfect tools.  I have put together some quick video demonstrations and tutorials below to explain how they can be used for the teaching & learning of Talk for Writing:

Action Movie FX – A great special effects app for providing “hooks” to engage reluctant writers!

Aurasma -Using augmented reality, Aurasma can bring stories to life (think Harry Potter-type newspapers) and help to develop children’s use of ambitious vocabulary.

VideoScribe – This app is perfect for creating story maps.  By providing an animation in which a hand visually draws out the text, children are more engaged and more likely to remember the text they have just read.

Adobe Voice – Particularly good for non-fiction writing, this app provides an efficient way for children to quickly make engaging presentations.

Puppet Pals – Using this app, children can easily create their own animated stories.

Once a video is made by students, it is important that they can showcase this work and teachers can quickly access it.  I have found Google Drive to be an efficient system for collecting, organising and showcasing student videos.

For any videos made on the iPad, we need to make sure that the Google Drive app is installed.  Students can then save their videos to the camera roll on the iPad and from there upload directly to Google Drive as follows:

Step 1. Look for and click on the share button icon (in Adobe Voice this is located on the top right hand side of the screen).

Step 2. Click on the icon of a camera to save the video to the iPad’s camera roll.

Step 3. Wait a moment while the video saves.

Step 4. Open up the Google Drive app on the iPad.  Click on the icon of a plus sign + to create a new file.  Then click Upload.

Step 5. Once the video has uploaded, click on the (i) button.

Step 6. Click Add people.  Students should also make sure that they click Get Link, so that once embedded into their digital portfolios, the video can be viewed by everyone on the school domain.

Step 7. The student should then type in the teacher’s email address, so that the teacher can access the video.  They can then embed the video to the digital portfolio.

The teacher will be able to view all the student videos in the ‘Shared with me’ section of Google Drive.  I recommend creating a folder called Digital Stories and copying all students’ videos into this folder.

According to Riessman (2008, pp. 12), narrative is the basic human way of making sense of the world because we all lead ‘storied lives’.  This has been true throughout history and across cultures.  Technology, therefore, can certainly add an interesting dimension to the storytelling process, enabling students to experiment with animation, music and different applications.

As I explain to my students, digital storytelling is simply the practice of telling stories using digital tools.  It can be a fantastic topic for them, as it provides the opportunity to learn about the whole process involved in video production.

I made this video to introduce the topic, which covers some quick tips for digital storytelling:

Students then watch the example of a digital story mentioned in the tutorial video:

Following on from this, students choose one of the many biographies (pictured below) that I collected from the school library to use as the basis for their digital story.  By giving learners the task of producing a third person (biographical) digital story first, they can more readily find interesting facts and images to use for their video.

Although there are many great applications out there, I have found Adobe Voice on the iPad to be one of the easiest for learners to use in order to make their first digital story.  Learners quickly get to grips with making good quality digital stories using this app, and it helps them to learn the fundamentals of video editing.

References:

Reissman, C.K. (2008). Narrative methods for the human sciences. London & Thousand Oaks: Sage Publications