We as teachers are always looking to see how much face-to-face time we have with our students. The basic fact is the more times you see your students, the more learning opportunities we can do to challenge their thinking and make new learning connections.
However, just having more time doesn’t always mean more learning occurs. (It would be nice though).
We want to ensure that students are ACTIVE in their learning, that they are proposing possibilities, testing new ideas, challenging old concepts and moving forward in their understanding of the world. Having more time to just ‘open their heads’ and pour in the knowledge via continuous class talk just doesn’t work. They need time to think about new concepts, put them into their own words, construct new neural connections so that the new information makes sense. This of course, takes TIME, which is usually what teachers DON’T have much of!
Flipped Learning = more effective class time
Flipped Learning, however, can create MORE time in class as many of the lower order remembering (that normally occurs in class) is done before they enter the room. The first exposure to new concepts are done (in a guided video constructed by their teacher) so when they enter the room they then explore the new content in an ACTIVE, DYNAMIC and INNOVATING manner.
Having more class time lets teachers get to know their students both cognitively and affectively. Both of which are essential for positive class relationships and learning.
When we design active learning opportunities (Project based learning, Inquiry learning, Peer-teaching, Experiments etc), we are making high order connections in students brains on a more frequent basis than when we relay on lecture/activity style lessons. We are differentiating the classroom for all levels and promoting retention of new information.
Active Learning Pyramid
We can see (and have experienced in our classes) the following:
- Just talking / lecturing to the students results in many ‘I don’t understand’ statements.
- Lecture / reading causes many (Millennial) moments, ie mind blanks in which they ‘switch off’
In future posts we will be looking at some of the many ways you can design the group space (in the classroom) to maximise the types of active learning methodologies for differentiating your classroom. That way, you really are reaching every child every day!
Keep up the amazing work with your Flipping!