What you will learn from Flip Your Classroom by Jon Bergmann and Aaron Sams

Show Notes

Key Point #1: What is flipped classroom

  • Having the students do the low level thinking in the individual space and the high level thinking in the common space
  • Knowledge and understanding at home with a video, slides, reading etc THEN hands on application, critical thinking, problem solving, creativity in the classroom where you are there to help them.

Key Point #2: Teach students to learn

  • Remove distractions
  • Take notes
  • Check learning

Key Point #3: Change in teacher role

  • No longer to deliver information, but instead to help students learn.
  • Provide feedback
  • Come up with engaging lesson activities to go deeper
  • Make the learning fun

Key Point #4: Why Flip?

  • Students are used to consuming information via video or other online modalities
  • It helps busy students (miss lessons due to work, sport or creative commitments etc)
  • Better differentiation for all students:
    • There to help with the harder stuff
    • Students can progress ahead
    • God deeper
    • You can spend more time with the struggling students
  • Pause and rewind!
  • Increases teacher student interactions and therefore relationships and our knowledge of our students
  • Increases student-student interactions
  • Changes classroom management (no longer need quiet students listening and taking notes)
  • Changes how we talk to parents and educates them
  • Transparent classroom
  • Good if you are absent for the day

Key Point #5: Creating content

  • Homework = the videos, readings, ppts, audios etc (80:20 rule for your vs another person’s content)
  • Equipment: 
    • Screencasting
    • Edpuzzle
    • Google forms
    • Phone
    • Flip boards 
    • Glass boards
    • Microphone
  • Videos:
    • Short 1 min per year of age capped at 15 min
    • Animate your voice
    • Involve another teacher/person
    • Add humour but don’t waste time
    • Add animations and call outs
    • Zoom around
    • Copyright

Key Point #6: Class time

  • This is where the impact comes
  • Check for knowledge and understanding before the lesson begins (form, edpuzzle etc)
  • Active learning
  • Practical lessons and labs
  • Workshops
  • Case studies
  • Collaboration
  • PBL and IBL
  • Feedback
  • Small micro lessons
  • Formative assessment
  • Socratic circles

Key Point #7: Flipped Mastery

  • Students choose their pace and work either in groups or individually
  • Formative assessment
  • If mastery or competency is shown they can progress
  • Organise students each week based on where they are and plan the week from there
  • You will constantly be shifting topics so you need to know your content well
  • Meet the student at their point of need
  • 5 key components:
    • Clear objectives
    • Align the objectives with the inquiry or direct instruction
    • Ensure video access
    • Incorporate engaging learning activities in the classroom 
    • Create summative assessments that cannot just be learnt
  • Better personalisation and differentiation

Key Point #8: The Teacher

  • Content master
  • Admit when they don’t know
  • Flow through a lesson non-linearly
  • Give control of the learning process to the students

Transcript

Dan: (00:00)
Well, hi everyone. And welcome back to the effective teaching podcast. I’m Dan Jackson. I am the founder of TeachersPD. I’ve been teaching since 2006. I have an extremely passionate teacher and I create this podcast. So thank you so much for coming and joining me today. We are doing another one of our book club episodes. So as I go through these episodes, I’m essentially going to tell you what you will learn from the book. And today’s book is called flipped classroom. It is by Jon Bergman and Aaron Sams, and it is all about how to flip your classroom to make sure that you’re having a great impact on your students. So I will tell you all about what you will learn from them in this episode. Now I have to start by saying that this book is actually quite an influential book for me personally, on my teaching career path.

Dan: (00:53)
So quite a while ago, I got introduced to flipped learning. I started using it a little bit in my classroom and I was enjoying it. I thought I was doing a fairly decent job, but then I found this book and I read it. One of my friends introduced me to this book and as I was reading it, it just really struck me how much better I could be implementing the flipped classroom approach. And it actually introduced me to what’s called the flip mastery approach, which is now something that I use in every single one of my classes when I’m teaching, I’ve used a flipped mastery approach, which is essentially called flipped learning instead of a flipped classroom. And we’re going to talk a little bit more about that throughout the book, but this really impacted me and changed the way that I teach. It changed the quality of my students’ learning in my classroom.

Dan: (01:44)
And it enabled me to actually have fun, enjoyable, and engaging learning happening in my classroom. That was a rich and authentic for my students. Well, let’s start by telling you what flipped learning is, right? What is a flipped classroom? So flipped classroom is essentially when you take the lower order thinking, right? So it’s your knowledge and understanding type level of thinking. And you shift that from your classroom space into the personal space. So into where the students are engaging with it. Now, often in flipped learning that is done through video, but it can be done through audio like this. It could be a podcast, or it could also be done in a text version where the students are reading something lots of different ways for students to actually consume the basic level content. And then the flipping is that then when they come into your classroom, that’s not the focus.

Dan: (02:37)
The focus is then on the higher order thinking. So it’s your critical thinking? It’s your application, it’s your problem solving? It’s your creativity, it’s a collaborative activities. And that’s what you were starting to do then in the classroom space or in the common space. And so that is what Jon and Sam tell us about flipped classrooms that we are shifting to. It’s not just doing your homework at home and doing the class. Um, yeah. What you used to do for homework in the classroom and what you’d normally do in the classroom at home. No, it’s, it’s much more, more than that. Basically. The argument is that the students don’t need you as much during that bit of the content, right? As a student is reading content because they can get that generally on their own. Obviously there’s some students who need assistance with that, and there are processes built into flipped learning to help with that.

Dan: (03:28)
But Jon and Sam talk about this whole students really need you much more when they’re doing this higher order thinking. And that’s normally what we send the students home to do, right? We might do some stuff in class. We might do a couple of bits of practice in class, but we’ve spent so long actually presenting the content that we then end up giving the harder questions or the harder, higher order thinking tasks to the students to do on their own at home with their parents, helping them and their parents may or may not be able to help them with it. And so one of the big arguments for using flip learning is that gets reversed and you’re now are around to help your students with things that they really struggle with. And the second key point within this book, okay, is that you’re really teaching students to learn.

Dan: (04:18)
Okay. So it’s not just talking about what a flipped classroom is and now in order to do it well, you have to actually teach the students how to learn. And what that means is you tell it, teach them how to remove distractions. So they shouldn’t have, you know, they’d be watching their phone and meant to be watching your video at the same time, actually make sure they’re focused on what they’re doing, teaching them to take notes. And they recommend the Cornell note taking method, which is what I originally used for quite a while with my students as well. And so the teach them how to take notes from a video and also checking their learning. And so this for me is one of the key aspects here. So you can teach the students to check their own learning, but you can also just embed it within your process a way to make sure that you are checking that the students have the knowledge and understanding before they actually come into your class.

Dan: (05:11)
So there’s lots of tools that will help you with this. You could use something as simple as Google forms, but there’s also a tool called ed puzzle. And it’s also in click view, but you can essentially set up a system that would tell you, you know, ed puzzle, you, how much of the video the students have watched, how many times they’ve watched it. And then you can embed questions throughout the video and you can check whether the students got those questions, right? How many of them got which bits, right. And you know exactly which students missed sections. And so before they even come into your class, you can go out. You guys didn’t watch it. So the first thing they’re doing is sitting at the back and watching the video. Uh, you guys, you watched it, you’ve got all your answers, right? So here’s an activity for you to do.

Dan: (05:55)
And you guys, you struggle particularly with this question. So I’m going to sit down and reteach this section with you and just clarify whatever questions you might have about that to make sure they actually get that understanding. And so this whole process, you’re teaching your students how to learn as they, and you’re checking in and have this formative assessment process as well. It’s really important to set that up well with your students and teaching them, you know, if things are on video, they can pause you. They can rewind you. They can check things over multiple times as they’re working through these, they can pause it when they want to write down their notes and then press play again or, or rewind a bit and might have a student who’s going ahead and watching your double pace and taking notes, uh, because they’re capable of doing that. Whereas in your traditional classroom, when you’re presenting a PowerPoint presentation or content to your students, it can take you half an hour to actually present that. Cause you’re waiting for the students to finish notes, to move forward. But in actual fact, it’s only a five minute presentation, uh, but it takes so long because you’ve got classroom management issues and you’re trying to get students to take notes.

Dan: (06:57)
The next case, the point throughout this book is that the teacher’s role is going to change. And it’s changing from no longer being the person who delivers information in the classroom, such that their role in the classroom is changing because you do still deliver information either through the video or the PowerPoint slides that the kids read or blog posts, you might write for them anything, right? You are still giving the students the content or the information, but in the classroom, your focus is really on helping students learn. And I think that’s one of the most impactful things of the flipped classroom approach is it’s changing things up so that in the classroom, you actually have the time to focus on each student and their learning. And it really is amazing the amount of time that you get in your classroom to spend with your students.

Dan: (07:44)
So you now are going to provide way more feedback for your students because you can actually watch them do things over their shoulder, or you can sit down with them and have interviews and chat with them. And you now have the time to do that. And you can come up with all those engaging lesson activities that you never have time for you to go. I can’t do that. I’ve got to get through the content and you, now, if you flip a classroom, you can do those kinds of great activities. You can go deeper into the learning and you can start to really make the learning fun for your students because your role now is just to focus on the learning and to make the learning experience really engaging, gaging and really deep and something that meets the students where they’re at, which is one of the big benefits of flipping your classroom.

Dan: (08:29)
Now, Jon and Aaron also give us lots of reasons for why we should flip our classroom. So he said, they say your students are used to consuming information this way. Uh, and so therefore we should try and provide information this way and maybe, uh, leverage that for our in classroom and the students learning. It helps busy students. So often we have students who they’re, maybe it’s because of their sports commitments or creative commitments, or maybe it’s just life. Maybe they’re working a lot. They miss chunks of school and having a flip classroom really helps with that. In fact, Jon and Aaron talked about how that actually is how things started for one of them. Uh, they had a student who had broken their leg and was going to miss a lot of school. And so they recorded the lessons that they were teaching in the classroom and sent them back to the students and shared it with everyone else.

Dan: (09:18)
And then they found that actually lots of students were benefiting from being able to go back to those videos. So that’s how they started to flip their classroom. Now, another reason is that it allows for better different differentiation for your students. So they’re essentially the teacher there to help with the hard stuff like, like I was talking about before and students are allowed to progress ahead a bit, right? With a general flipped classroom approach. They’ll progress just a little bit ahead. If you then shift into the flip mastery approach, they can actually move ahead a long way and you need to be really well set up for that. So it’s helping the differentiate, helping you’re there to help students with the hardest stuff. You’re allowing them to go deeper into their learning. And you can spend more time with your struggling students because your students who understand it can keep going and you can spend more time with those students who are struggling to make sure that they’re getting the basics, at least as they’re progressing through the content, making sure that actually learning.

Dan: (10:21)
Now, you’re also going to increase the number of interactions that we have as teachers with our students. And that therefore increase the knowledge that we have of our students. It’ll improve our relationships with them and help us to be better at meeting them where they’re at and progressing them forward. So we can really start to help our students with their learning through that. It’s also going to increase the student to student interactions because you have more time for collaboration in your classroom. You can set up structures where students go and ask each other for help. Or you might even have students working together in groups as they go through some sections of the content or the activities or the done it’ll change your classroom management process. You will no longer be standing at the front, waiting for kids to stop talking, waiting for them, to pay attention, waiting for the kid, to get out his book, to get his pencil.

Dan: (11:12)
You’re no longer waiting for the student to finish off their notes or, um, waiting for a student who is just distracted, who doesn’t want to sit still. And I remember when I used to present, I used to ask all these ridiculous questions of kids, just to point out the fact that they weren’t paying attention. And so I would ask them, Hey Johnny, what did I just say? And I’m like, I don’t know. I wasn’t paying attention. So can you please pay attention? And then I’ll repeat myself. If every other kid in that class who was paying attention, I’ve just wasted, you know, five, 10 minutes of their time by doing that until you’re getting rid of all these and the kids don’t have to sit still, they can now move around. They can chat to each other about the learning. And I found that my students started to focus a lot more on their learning as well, by doing this by flipping my classroom, it had such a big impact.

Dan: (11:58)
Uh, they talk about how changes it changes how we talk to parents. So we can actually use video and stuff to send things to parents and also educate parents. Because when you’re flipping the learning, if parents generally help their students with homework, then they might be sitting there with the video as well, watching it and helping the students to understand things, to answer those questions correctly. And so maybe you will actually be responsible for educating the students, parents, particularly if they come from a low socioeconomic status background, it makes your classroom quite transparent as well. Parents will always know what’s happening in your classroom of by knowing what the homework is and where the students are up to with their learning. And it’s really good to add a teacher. If you’re going to be absent for a day, maybe you’re sick or something. If you’ve already flipped and you’ve got videos and activities, then your students can still continue to progress even when you’re not there and still get the basis, right.

Dan: (12:52)
They can still get the content that understanding and the knowledge that they need. You may not be there to help them with the higher order thinking, but they can help each other. And maybe the other teacher will still be there to help with that as well, or at least be able to troubleshoot it. And we’ll do the learning process with them, which can be really beneficial for your students. The next key point in the book is about creating the content. So Aaron and Jon walk you through the process of, you know, there’s all the equipment that you need, how to set things up, how to make sure your students are actually learning and go through this process and you’re, you’re doing it well. And I found this particularly beneficial when I first read this book, uh, so talked about, you know, homework now means the videos or the readings and staff.

Dan: (13:33)
The audio is the PowerPoints. And he talked about, even with that content, you know, at what point do you use someone else’s content or do you have to create all your own content? And here it really, the 80 20 rule comes in. So if you create that 80% of your own content, that’s fantastic and use 20% of someone else’s because you still want to be the person who’s teaching your students. You still want your students to see you as the person who can help them get the answers. Even if you don’t know the answer straight up, you still got the person that they should go to to help find those answers that thereafter, but then run through a whole bunch of equipment that you could use. Now, the book is fairly old, so some of the equipment is there, it’s outdated. Uh, but still there’s lots of things in there.

Dan: (14:15)
It talks about screencasting tools like Screencastify, Screencast-O-Matic, uh, talks about software like Camtasia that you can use to make these videos. And I highly recommend if you are going to do flipped learning, I really highly recommend Camtasia. It is the best video editing software and screencasting software that I’ve ever used makes it simple, really easy. It’s got lots of cool little shout outs, which are like the text that comes up with words or something, or you can put up things, you’re thinking all kinds of stuff. So you can use those types of things. They talk about ed puzzle in the places that you think about hosting it and things like Google forms and stuff, how to make things using just the phone, which is actually what I’m doing right now. I’m making this podcast and a video just using my phone. Uh, they talked about the importance of having a mic.

Dan: (15:03)
So like this little mic here, I actually got based on the advice in this book, it’s just a rode lapel mic that works super well for this process. And I’ve got to say audio in flipped learning videos, and anything is super important. So grabbing a good, decent mic, and you know, this Mike is not expensive. Um, but getting a good mic really makes a big difference for your students then talks even about, you know, there’s glass boards and all that kind of stuff as well for flipped learning, which super cool. If you can get one or create your own one and build it, they’re really awesome. I’ve seen them. I’ve never actually made a video about it from them, but there are super good, super easy for doing this

Speaker 2: (15:46)
And then give some guidance around your videos. So making sure that they are short and the guideline is essentially one minute of video per year, the student is old, right? So if it’s a five-year-old in kindy, your maximum length of a video is five minutes. Okay. And then that gets capped at about 15 minutes. And generally you want to keep your videos less than 10.

Speaker 2: (16:09)
They tell you that you should be animating your voice. So don’t just talk melodramatic, talking about whatever it is that you’re going through with your content. You want to actually make sure that your voice changes. It goes up and down louder and quieter based on kind of like how you would normally present it to a class.

Speaker 2: (16:27)
They encourage you to involve other teachers and actually chat to each other, have one student, maybe a one teacher or student, just the other person, right? They could ask you questions that you answer, or you could take turns being the expert, all kinds of stuff. And they encourage you to add humor, but not too much to waste. Students’ time include things like animations and call outs to make the video more engaging and use the zoom features where you can zoom in and out on the person as you’re going through the process. And I find that works really well in the editing process, uh, for any mistakes that people make, you can cut them out and zoom into them, the face, et cetera. It’s a good way to do some editing and also making sure that whatever you create that you are sensitive to copyright. Okay. So if you’re going to make a video and put it on YouTube pre for everyone, you need to make sure you’re not breaching copyright rules. You know, just stealing someone else’s image, you know, just stealing someone else’s, uh, texts and that kind of stuff. You know, embedding too many videos that Tony has made or the whole video that someone else has made. Making sure you’re sticking to good copyright

Speaker 2: (17:32)
The next point, we then focusing or Sam and Jon focusing on class time and what you should really be doing in your class time. And this is where the impact really comes from deep learning. So there’s lots of studies around flipped learning, and some studies will show you that they make no difference at all. It could even go backwards. Other States will show it makes a huge impact and makes a massive difference in the students. And generally the difference is what the teacher is doing in the classroom. Okay. If you do flip learning and you’d make your students watch the video at home, they come into class, I might watch the video again, or we might present it to them again, but you’re not changing up what’s happening in your classroom. That is when for learning, isn’t going to be helpful for you, but this is where you want to change what you’re doing.

Dan: (18:16)
So you want to really make sure that, you know, before students come, that you check for understanding and that you then differentiate based on the kinds of answers that you’ve had from your students, as they’ve gone through the video, what did they actually provided you? Do they already understand it, checking their notes as they come in to the classroom? Yes. You’ve watched it. Yes. You’ve got the basic outline. There let’s move on to the next thing and to their questions as they come in at the very beginning or something, you also want to make sure that your class time is now really active learning the students that we have time now, right? We have so much more time in your classroom, probably about, um, an extra 50 to 60% of class time, depending on if you normally have an hour, hour and a half lesson, you’ve got pretty much an extra hour.

Dan: (18:59)
If you had an hour lesson, you’ve got an extra 45 minutes ish in your class to do more. Hands-on practical learning. So you can do practical lessons. You can do labs, you can run workshops, you can provide the students with all these case studies. We’re going to do collaborative work. Flip learning works really, really well in conjunction with things like project based, learning with inquiry based learning and with like STEM as well. This is a fantastic medium to use and to really help with those types of learning models. Uh, it’s going to allow you to provide a lot more feedback to your students, for you to do lots of small micro lessons. And so you might find yourself reteaching sections to a small group of students like for kids or answering a question for one student that another five kids would come and just gather around to hear the answer for a, you’re doing lots more formative assessment and knowing where your students are up to, uh, you can use Socrative circles.

Dan: (19:54)
There’s sorry Socratic circles. There’s so much more that you can use in your classroom to make the learning rich and engaging for you. Your students, Aaron and Sam, then move on to talking about flipped mastery, right? Flip mastery. The difference here is basically that you’re no longer have a class moving through the content at the same pace. Now flip classroom is all about that. It’s about send a video home, the homework I watched the video come in, do your learning activities is all different. It’s engaging, it’s fun and et cetera, but everyone doing it together. And then they all we’ll go home. What’s the same next video ready for the next lesson? Flip mastery. However is one. You’re doing it more individually here. So a student, you might have a single student, or I actually find that with flip mastery. What happens is that my students tend to kind of gather in clusters.

Dan: (20:48)
And so there might be three or four different groups of students who are at different parts within the course, but it’s really set up so that the student can progress at their own pace. And so I, I would for a topic, right? If we’re doing a whole unit for a whole term, I can set everything up with all these other deeper activities throughout, but a student can work their way through that whole unit and be finished and start the next one unit before another student in the same class is even halfway, right? Depending on the different inability and the speed of learning for the students. But that’s what the flip Marshall’s, where it’s about the student being able to progress through the content at the right time pace, but they don’t progress unless they’ve shown that they actually have mastered or at least a competent in the content that they just did.

Dan: (21:40)
So in whatever step it is, as you go through the whole unit, they’ve got to show that they’ve mastered this bit. Well, I can go into the next speed. So it might be done through a quiz, through an interview. There’s lots of different ways you can check into this formative assessment, right? And you’re going to do a formative assessment. I know this. Yes. Move on. No, go back here. Reteach to something else. Try again. Move on. Right. So students are only progressing once they’ve learned the first bit of information that you’ve structured in how you’ve structured it. So here there’s lots of formative assessment. If mastery or competency is sown shown, they keep moving on. You’re organizing students each week. Okay. So you might each week sit down and go, okay, where are my students up to? What do I need to make sure they’ve got a, as we go into this, maybe you’ve got a group of three students who are like four lessons ahead know about to do a particular lab or practical activity.

Dan: (22:33)
And then you’ve got another 10 kids over here that are a bit further behind. They’re not ready for that practical activity, but they need to be doing, uh, maybe it’s a case study. So you got to make sure I I’ve got to make sure I’ve got that case study ready to go. They’ve got that lab and everything ready for that lab. Ready to go? Your students. You’ve got to make sure you’re on top of it. Okay. Uh, you’ll be constantly shifting topics as you do this. So I’ve done this a few times. The flip market approach. I love it, right. It really can be very impactful. And I found myself constantly having to jump from one topic to the next, depending on where students were up to what questions they had and say, you really need to know your content well to do a flip mastery approach.

Dan: (23:13)
And I would not recommend the flipped mastery approach if it’s the first time that you’re flipping your classroom. Yeah. I think mastery approach is really cool. It’s going to meet the students at their point of need. And there are essentially five key components to the mastery approach. So one is having a clear objective and then you want to aim a match up your objectives to the inquiry process or to a direct instruction process of what objectives the students need to inquire into, or do research or practical activities into what other objectives can we achieve through direct instruction. And then you create your direct instructions. Uh, you want to make sure that you have really clear video access that, you know, all the students will be able to access the content, whether it be video, audio, text, et cetera, but make sure they can access it.

Dan: (24:01)
So if you have a student who can’t watch videos, at least give them a transcript that they can read or something like that. You also want to make sure that your instructions for each lesson activity, I really clear in your booklets, handouts, et cetera, that you’re giving your students. You want to incorporate engaging, learning throughout all of your classroom activities for your students and make sure you create really good summative assessments that can not just be vote learned. Right? So if you’re going to create like a multiple choice quiz, okay, create a quiz, that’s going to be, so you’re gonna ask them five questions, but you’re gonna write 20 questions that are assessing the same things. And then you can get stuff that will randomly choose which five questions are actually going to be asked. And so kids will get different questions each time they do the quiz.

Dan: (24:51)
So they can’t just memorize it. Right. And they can’t just copy the person. Who’s two weeks ahead of them and get their answers. No, they need to do it. And yeah, you can set things up anyway, or you can do more open-ended things that you then need to check. Uh, but you need to really think through how they’re going to do that process at the end. So they’re your five key components and this then allows for a much better personalization and differentiation within your class. The final point I wanted to talk about is the teacher, right? So the teacher needs to be a master of their content. If you’re going to do a flipped mastery approach, you need to know your content really well. So you can switch between subject areas. If you’re just doing flipped classroom, you don’t have to, it can be like a hell of a kind of a master.

Dan: (25:34)
You would normally be a step ahead of the students, right? Uh, but if you are doing a bit of mastery, you need to really know your content quite well, so that you have the ability to change topics. And that’s not just new team. You need to also be able to admit when you don’t know something and then work with the students to find the answers need to flow through a lesson, be happy to flow through a lesson in a way that is not linear night. So you’re happy to just jump from thing to thing to thing and not need to go Kevin going from here to here. He, he, right, because that’s not happening in a flipped mastery lesson because students are all over the place. They’re not here. They’re not here. They have one here, one there, one over there, or doing different things.

Dan: (26:15)
Think to you, you should set up your classroom differently as well for flip mastery so that students can be in different places and focused. It could be kids watching videos over their kids over here doing a practical activity and kids over here doing a collaborative discussion or something. You need to set things up to work like that. And you also need to be comfortable with handing the whole learning process and control of the learning process over to the students for that mastery, because they are going to be the ones who dictate how fast learn and the pace at which they go through things. Now, there will be times within this that you might need to get alongside. Some students particularly spend a bit more time with them to help progress them a bit faster if they’re really starting to fall behind where you want them to be, but you’re free. You’re a lot more free to be able to do that in your flip mastery classroom than you would be in a normal traditional classroom.

Dan: (27:07)
So this is a really great book. I would really encourage you to buy this book to read through it. If you’re thinking about doing flipped learning, uh, you can come on over to teacherspd.net/flippedclassroom all one word, and that will land you on the page with the show notes. Uh, there’ll be some videos. There might even embed some YouTube videos that are Jon and Aaron have made about flipped learning. And you can even find a link there to sign up for. I have an online course that will introduce you to how to do flipped learning. And that is currently NESA, interm accredited. So it’s accredited PD until the end of July, but you know, flipped learning. You’re going to get your classroom time back. It is much more engaging if you choose to make it more engaging for your students, uh, Marcy will even mean the students can progress with learning so that the students are not missed or left behind.

Dan: (27:59)
Right? You’re not going to have a student who doesn’t learn stuff if you’re taking on the flipped mastery approach, but please don’t do that unless you have flipped before and might be. And this is probably the thing that teachers worry about the most flip classroom and flip learning. It is more work upfront. Okay. So yes, you have to make the videos or the content that the students are going to consume. You have to lay out your unit. You have to actually have planned the whole program for the term in advance and thought through a lot of the stuff and then adapted as you go. But I’m going to say it will save you a lot of time in class. It will create a lot less behavioural issues with the students. It allows you to know your students a lot more. It allows you to create better learning that happens in your classroom to achieve better results.

Dan: (28:45)
And it saves you time on the backend. It’s going to save you so much time when it comes to marking and formative assessments and checking on your students or whether up to cause you can do all that now in your classroom really easily because you’ve got that time back. So please come on over. If you enjoyed this episode, please let me know, come and leave a comment at teacherspd.net/flippedclassroom. I would love to hear from you. I’d love to know if you are keen to give this a go. If you want more support, please go and check out the course that I have for it as well. It is a really good course. I’ll introduce you to the process and walk you through all these kinds of things. And along with doing my courses, you get some access to me to help you as well, to implement what you’re doing.

Dan: (29:29)
Make sure you hit the subscribe button and make sure you also come back next week. Because next week I’m going to be looking at the book, Dive into Inquiry by Trevor McKenzie, which I think is of the best books for anyone who is looking to create really deep learning in their classroom that connects with their students. So come and listen to that. That’ll come out probably in about two weeks, uh, this week on Sunday, however, you will find episode 75 coming out of the effective teaching podcast, the general episode five. And in this one, I’m going to walk you through through three simple steps that can really help to hook in and engage your students in your classroom. I’ll catch you then.

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