Flipped Learning: Letting kids drive the bus

Pedagogy is the driver, technology is the accelerator. (Luca, 2014)

What is flipped learning about?
This concept is no more apparent than when dealing with the current in
vogue approach of flipped learning. The essence of flipping is to provide
higher quality time and a freedom for students to interact; with each
other, the content and their teacher at a deeper, more meaningful level
than may currently exist in a traditional setting.
Flipped learning can be a valuable approach that provides more choice to
teachers and students in the current context of education and schooling.
Teachers may be presented with more possibilities for reaching and
connecting with each student, personalising learning and differentiating
instruction. But what is it?
In a flipped learning setting, teachers make lessons available to
students to be accessed whenever and wherever it is convenient for
the student, at home, in class, during study hall, on the bus to a
game, or even from a hospital bed. (Hamdon, McKnight, McKnight,
& Arfstrom, 2013)
The intention of moving basic content away from the group space
classroom to the learners own time and space has also allowed for the
types of shared experiences and peer engagement many educators are
looking to incorporate as part of direct contact time with students.
In the flipped learning model, there is a deliberate shift from a
teacher-centered classroom to a student-centered approach,
(Hamdon et al., 2013)
Technology, often a key tool in the delivery of flipped methodologies, has
the power to bring learning to an individual learners own context.
Specific and tailored possibilities that take into account where a student is
and where they have come from, how they learn, how they could learn,
point them in a preferred direction to achieve goals (their own or
societys).
flipped learning personalizes by enabling greater differentiation of
which students can learn at their own pace and are granted more
choice and control over their learning. (Driscoll, 2012)
Flipped learning seeks to support the learner and provide opportunities to
engage them in a student centred way. The basic premise being that
Blooms lower level knowledge, concepts and skills can be addressed in
the learners own time and at their own pace. Direct contact with a
teacher is focused on concept consolidation and skill development that not

might otherwise be addressed. The goal is for the learner to be actively

engaged in learning for a more comprehensive experience, leading to a
richer and deeper understanding of the subject.
Flipped educators help students explore topics in greater depth
using student-centered pedagogies aimed at their readiness level or
zone of proximal development, where they are challenged but not so
much so that they are demoralized.(Hamdon et al., 2013)
Jon Bergman and Aaron Sams, two United States chemistry teachers, are
often named as the founders of this current movement or field. Along
with Salman Khan and his video resources found at the online Khan
Academy.
Throughout their action research with this methodology, Bergman and
Sams utilised Information and Communication Technologies (ICTs) to
promote and enhance their concept of flipped learning. The advances in
current technology have allowed for a greater uptake of this methodology
and widespread acceptance and interest in developing and improving the
use of technology in education.
The general concept of flipping and increased engagement with course
content or materials is actually a longer held thought. Eric Mazur, Physics
lecture at Harvard University, has been involved in a methodology he calls
Peer Instruction, for more than two decades. Mazurs approach is to have
students more actively engage with content and concepts taught in his
courses. Mazur, since the early 1990s, will typically have students
engage with content or the concept before direct contact with the teacher,
as well as responding to a quiz or feedback tool. Thus the teacher will
have a more focused approach to the specific content requiring extra
coverage. The contact time will then become an interactive context where
the teacher looks to uncover misunderstandings and promote a deeper
knowledge of the underlying concepts. (Lambert, 2012)
The basic idea of the newer meaning of flipping a class is inherent in
Mazurs work, a higher participation and engagement with peers and
content will promote a more robust and solid grasp of the curriculum.
Both Mazur and Berman and Sams approaches have the learner as the
centre of and for learning, and should be given the most and best
opportunities to reflect on, challenge and negotiate their own
understandings. The shift comes now as the teacher is not the only
source of knowledge and may be limiting the student in their capacity to
understand that there is now too much information to be held in one place
or person, (Molnar, 1997). It is accepted and expected that knowledge
comes from a variety of sources, including teachers, oneself and peers
along with the near ubiquitous access to digital resources.

Fundamentally, educators should be at the forefront and searching for

opportunities that are available. A teachers own professional enthusiasm,
promoting and developing their own skills and practices, enhancing
learning through any avenue, but particularly ICT engagement, should be
sought out. Flipping is becoming a developing and authentic part of
classroom practice for contemporary educators striving to meet the needs
of 21st century learners. As such teaching professionals require an up to
date and working understanding of this approach and what it offers in the
classroom context.
The notion that asynchronous learning is a valuable and worthwhile
tool giving time and space for the learner or collaborator to
process information and form a response. (Bali & Meier, 2014)
Changes in pedagogy and teaching methodologies have not paralleled the
development of Information and Communication Technologies (ICT)
integration and associated possibilities. Education systems across the
globe have generally stood by the accepted industrial age model of
education and have rarely been as actively engaged with an information
age paradigm for their institutions. The fact that nearly, if not all,
information is now widely accepted and available on the Internet, for all
for those who have access, should be further utilised and used to educate
and lead our students.
it is fair to observe that the aspirations that have long been held for
ICTs in classrooms are yet to be met, particularly on the scale that is
imagined by proponents. (Bigum, 2012)
The possibilities available (affordances) are not widely understood or
apparent. Affordances, (Bormann, 2014) in the context with which I am
dealing, relates to the notion of having more opportunities available than
you had previously, or that you were even aware of. Affordances are what
I can do now that I couldnt do before. These may deal with the
advantages that ICTs may offer but also include the possibilities open to a
teacher from gaining an increased knowledge of a subject or changing
how a classroom environment may be managed. Educators may be
familiar with this in the simple context of rearranging a seating plan or
desk arrangement. Educators well know the potential and effects of
affordances without recognising them. These sometimes subtle changes
that may have a dramatic effect on students and their learning outcomes.
Statements and questions such as the following point to the concept of
affordances.
I didnt even know you could do that?
I am now able to work this way with my kids.

I couldnt run this type of activity before.

I didnt know my kids could do that until.

The need for educators to fully embrace what ICTs are capable of, is a
crucial area when dealing with the learning context of 21st century
learners.
Every educator, from kindergarten to graduate school, should
contribute to the important and significant work of teaching
students to use online sources and social networks for educational
and professional goals. To ignore the technology, or assume that our
students already know it because they use it every day, is to
participate in educational malpractice. (Kassorla, 2013)

What are the advantages of flipping over traditional teaching?

What is the best use of my face-to-face time with students?
(Bergmann & Sams, 2014)
Teachers, by and large, actually want to get on with their job. They have
trained for it, deal with it each and every day and often want to actively
develop themselves and the profession. However, the process of change is
relentless and as relevant now as in the day of Heraclitus
The only thing that is constant is change - (Wikipedia, 2014)
Change and innovation within education need to be acknowledged,
encouraged and required, so that they address the needs of our students,
now and into the future. Unfortunately, the group most reluctant to
change can sometimes be educators themselves. By not accepting that
change and innovation may afford them increased prospects, they miss
new opportunities to connect with their learners in a deeper and more
meaningful way, with both groups losing out. Students may not be given
opportunities that will engage their learning skills and abilities. Teachers
may not find that balance between merely delivering content and a
deeper connection with the learner and the material being presented.
Any change, whether it be regarding processes, procedures or entire
groups and organisations, generally identify this phenomenon and try to
cope with it in their own way. Within the educational paradigm and in
particular ICTs within education, this has been recognised and addressed.
Rogers Theory of Diffusion of Innovations (E. Rogers, 1962), regarding
groups and their uptake of new concepts and technologies, has been used
to examine how educators take up the new technologies to develop
teaching and learning.

Groups are outlined and discussed in terms of their utilisation of

technologies and how they interact with it. Change is a fluid process and
not a lock step one, from the innovators and early adopters who are
actively seeking out new tools and practices through to the early
majority, who see the benefits that these advances are making. Following
along because they perceive the need and positive outcomes are the late
majority and then the laggards who see no real benefit but may have to
toe the line or get out. Individuals, organisations and entire movements
can exhibit these qualities as change comes upon people. Sometimes
people will engage with enthusiasm, other times outright indignation,
rarely at a constant speed and for some people never. Many do recognise
and aspire for change, as a desire to improve what is and make it what
could be.
Teaching and education certainly fit the bill in regards to this process
being played out. Many are keen and enthusiastic and seek out all ideas
and the merest hint of an innovation excites them, while others keep their
head below the parapet and try not to be seen to have even glanced in
the direction of a new idea, resource or initiative. Is there any wonder? The
teaching profession is at the whim of many masters and stakeholders.
Governments, governing bodies, interest groups, parental organisations
and economic interests all have a say in the running and inputs of
education. All have a legitimate claim to have their opinion and voice
being included in the discussion.
This is a difficult situation to be in and can be to the detriment to the
group as a whole and those they are meant to be of service to, the
learners. At times the ones who stand to benefit most from the change are
the teachers themselves. Those educators who took on the profession to
serve others and develop positive and meaningful relationships with those
who were there to learn.
teachers found that the technique (flipping) allowed them to spend
more time with students one on-one and to provide just-in-time
intervention when students needed it. (Ash, 2012)
There is a promise and hope when educators consider flipped learning,
Will I have more time to interact with the students. Reflecting on the
quote form Bergman and Sams that begins this article, What is the best use of
my face-to-face time with students?
Flipped learning intentionally shifts direct instruction away from a
traditional classroom setting. Allowing students to engage with the basic
content at a time and place of their own choosing, thereby empowering
them to be accountable for the own learning, but also create a space that
will allow for a deeper engagement with content. Creating a time and
place that allows learners to attempt and fail with a mentor nearby who

can directly impact the learning for the better. Traditionally, Blooms lowest
levels of understanding were covered in class with the teacher present.
This doesnt tend to fit 21st century learners who can now get information
anywhere, anytime. If allowed the opportunity to choose where, when, and
how to learn, information learners are more empowered and more ready to
engage with the higher levels.
Some advantages of flipped learning as discussed by Tom Driscoll in
Flipped Learning and democratic Education: The Complete Report,
(Driscoll, 2012) are outlined below.
-

Personalisation and differentiation these are considered the

ultimate goal for educators and curriculum delivery to students.
We know we need to - but how?

Flipping can allow students to engage more appropriately with basic

material and be responsive to their own learning needs.
-

Selfpacing - Too often issues arise due to the teacher focusing on

the middle of the class.

A key area often neglected in a traditional context faster or slower

students can set their own speed for a lesson. Special needs, whether
through a physical issue; hearing impaired or sight impaired, or cognitive
one- slower processing speeds ,impaired function have a greater degree of
control over their own learning. Providing empowerment and a sense of
self-efficacy.
-

Employs a technology students are familiar with, common place

for students of all ages to use the power of the technology
available to them.

Flipping is not presenting anything most students are not aware of or dont
already find commonplace in their lives. There are many instances where
a person has learned skills directly from Youtube and become proficient, if
not an expert. One of my students far surpassed basic guitar skills due to
their own efforts and material that they found on Youtube.
-

Collegial classroom atmosphere and relationship for teachers and

students

Flipping basic content outside of the class time allows for the time in a
class to be spent engaging with material and other people involved in the
same task.
-

Student management, learning disruptions and behaviour issues.

Flipping is no panacea for these areas and it does not exempt a teacher
from being and becoming a better practitioner. Classroom management is
ultimately the responsibility of the teacher within the room. However,
flipping and the shift in pedagogy can lead to a more engaging classroom
with activities that may not otherwise have been accessible to students.
As students focus on their own learning, distractibility and boredom are
reduced, key factors in behaviour issues.
-

Transparency of education teacher-parent- community

connections

Flipping and the material associated with it is often quite public in nature.
Websites or platforms such as Youtube are often used to deliver the
content to students. With a change to this teaching approach, teachers
find they need to clearly communicate with parents and other
stakeholders the purpose and direction of flipped learning. This can be
met with open enthusiasm for new ways of doing things. Many parents are
very interested to see what school is like now, as they only remember
their own experiences.
-

Personal initiative and ownership of learning - kids are more

responsible than they were more are finishing better than if I
push them

Naturally, flipping is not the only way to develop these skills, however, it is
inherent within this context for students to take on roles that develop
responsibility for their own learning and progress. Maturity and age factor
in here, but as any educator will know, that is part of the role of the
teacher to manage this for each student.

Learning is no longer an imposition on their freedom but rather a

challenge to be unpacked and exploredas the students start to
embrace it, they begin to develop a mature understanding of the
nature of learning, knowledge, and their role in education.... when
we teach them to take responsibility for their own learning, we have
taught them one of lifes more valuable lessons .(Bergman & Sams,
2012)

Whats in it for me as a teacher?

Flipped learning has been developed and is developing from a
grassroots perspective. The needs of the frontline teachers and
students, looking for a more authentic experience that is relevant to

each learner. Creating a time and space in the room, allowing for a
more authentic connection between learner, teacher and
content/learning experience.
Some critics of Flipped Learning have suggested that the
instructional videos employed in the model will eventually replace
educators. That is misguided. In the Flipped Learning model, skilled,
Professional Educators are more important than ever, and often
more demanding, than in a traditional one.(Hamdan, McKnight,
McKnight, & Arfstrom, 2013)

Throughout my own teacher education I was taught to control behaviour

and develop management skills in handling students. I was taught about
instruction, organisation and delivery of lessons and how to manage a
classroom The ideal of an enlightening experience, leading students on a
learning journey was never really an overall goal.

Does a flipped classroom look different? Does learning actually

happening? Does it improve the kids outcomes?
From my own personal experience, flipping certainly changes a teachers
approach to being in a room with their students. Fundamentally, the
notion of flipping takes a considered approach to a teachers role and
purpose in a classroom. I believe it takes a teacher time to come to terms
with what you are trying to establish and achieve. The students are more
geared to this type of approach growing up with YouTube, Google and
ready access to information, also having clear expectations that If I want
it, its on Google. They are certainly ready to work in this connected way.
As well as be in charge of when and where they learn and interact with
content.
The teacher can and must adjust or completely rethink how they will
operate in the class, how they will interact with the kids and how they will
conduct lessons. If they are going to the effort of establishing a situation
that allows learners more access and choice to content, they will need to
consider what happens in the class now?
The essence of flipping is to allow for more time and freedom for the
students to interact with each other, with the content and their teacher on
a deeper level. The teacher needs to make the best of this opportunity to
really harness the power of the learning space.

the need for active engagement, participatory action, and realworld relevance. (Driscoll, 2012)
In my own case, it has been a rethink of how I run a classroom lesson.
Training students has played a big part of the process, kids have been
schooled for many years before they come to my Year Seven room, this
needs to be unlearned or retrained. Accessing and viewing the content is
a routine that needs to be established. Setting up the at home
component so that it is seen as a part of school, not a superfluous add-on.
Having a mechanism for checking that a video has been viewed and any
tasks have been completed is important. As with any typical homework
task, teacher sets and maintains routines and becoming regular classroom
practice. These are practical considerations that help smooth the
transition to a new modality of learning. Flipping certainly is a new way
for many, students and teachers alike putting the learner at the centre of
the learning experience. The teacher will need to keep in mind their
underlying beliefs and rationale for extending themselves to develop this
teaching approach; personalising the learning, developing student
accountability and promoting lifelong learners, are all aspects that are at
the core for running a flipped class. One reason I like the concept of
flipping is so that I as a teacher can step away from the front and be a
supporter of learners. If they dont need me yet, they continue their own
learning and allow me to interact with a wider range of students more
often, more deeply. When the teacher is directly required, more
opportunity to engage with them is available.
flipped learning personalizes by enabling greater differentiation of
which students can learn at their own pace and are granted more
choice and control over their learning. (Driscoll, 2012)
My own experience supports this statement. One student came to school
with a broken leg, in the way of active children. This student was part of
the learning support group and often found difficulty with current class
work. At the time it was decided that they should not attend Health and
Physical Education lessons, however, they could remain under my
supervision. This would be for a five week period until they would be ready
to resume physical activity once again. The student completed work using
the flipped learning model, at their own pace, seeking me out for greater
assistance when required, otherwise self pacing was the norm. The
student thrived in this instance, possibly extra factors come into playing
here as they had more ready access to a teacher than a typical setting.
This is exactly the point of a flipped learning situation. Students dont
need you until they need you. This student navigated the material,

interacted and engaged with the course and as required, sought out the
expert advice and guidance they needed. Managing ones own learning
and direction are certainly important considerations in this instance,
however, given the opportunity many students will take the accountability
and responsibility on as a sign of maturity and recognition of
empowerment.
This student gained a much greater sense of achievement and self-worth
as they were ahead of the general class and comfortable with the material
before the rest of the class saw it. They were already activating their prior
knowledge and engaged more readily in a typical class situation. As a
positive consequence they achieved better grades, not outstanding, not
even passing some areas however, they felt a greater sense of pride and
empowerment and self-efficacy towards their own work, efforts and
abilities to cope with the work. The work of Martin and Marsh, discusses
the need for academic resilience and its importance to students becoming
successful.
The data showed that four factors predict academic resilience: selfbelief, control, low anxiety, and persistence (Martin & Marsh, 2003)
Flipping can allow for the time and opportunity to develop these factors.
Teachers need to be actively developing these skills and abilities within
our students.

Does it work?
My current teaching approach is changing as I am employing flipping
strategies and experiencing success and failure.
You have to be ready to change and you have to be ready to
embrace failure.(Pearson, 2012)
I have seen small glimpses of what might be possible. Students
completing work ahead of time, able to finish in their own time, quicker
and slower students self pacing their learning is certainly interesting to
observe. The ability for students to go over the material themselves, when
they feel they need it, not waiting and hoping that a teacher might get to
them has been a valuable reminder that I am a supporter of learning not
the driver.

Does it improve a students outcomes or results?

Anecdotally, my feeling is that I have created more time and space for
each learner. As with any group situation, the majority work well and
adapt to the environment, a few find it perfectly suited to their needs and
even less struggle with the current arrangement. The need to play
school is still evident, my students have been participating in the current
pedagogy for nearly a decade and I have been teaching traditionally for
over two decades. Some are not ready, willing or able to adapt in the short
term. As it is a process of learning for students and myself, it is ongoing
and changing, time does play an important role and the urge to rush or
push too hard needs to be resisted. An experienced teaching colleague
would often say, Lets hasten slowly with this one. That is my approach
with this area as there are many factors to consider including the
students, the school, the parents and myself.
Has it had any broader effects?
Incidental outcomes of the changes I have made have come through
parent contact and I hope improving the connections between these two
partners in a childs education. Through day to day discussions with
parents, many have commented on the video aspect and their childs
interactions with the material. They already see it as just how kids learn
these days. Parents have watched the videos I have made in attempt to
understand the material and be a support to their child. They have seen
them as another resource that can be accessed when required.
The motivation of some students has changed markedly. Carol Dwecks
Mindset concepts, and ideas, (Dweck, 2006), spurred me on to continue
with flipping as issues arose. Dwecks belief in the possibility of change
and growth of each and every mind is important to help students within
any context. In the flipping situation it has allowed me to focus on the
larger picture of what I want my students to achieve and what sort of
students I want them to be and become. I am trying to instill in my
students the growth mindset that will see them optimistic and able to be
function effectively in their own learning journey.
Andrew Martins idea of the Motivation and Engagement Cycle that is
categorised by Boosters and Guzzlers, (Martin & Marsh, 2003), support
the notion of developing self-belief and persistence and correspondingly
decreasing or removing issues of low control and anxiety creating
problems. Flipping helps my students see themselves with some control,
choice and direction for their learning. Many current educational theories;
including brain plasticity, strengthening of neural pathways, as well as
success ideas and habits, all can be a support to and supported by the
flipped learning approach.

Along with this as an interested, engaged and willing technophile, I see

the evolution of my teaching and ongoing role as an educator taking on
more affordances that ICTs will allow. The developing nature of technology
with, and as a part of education, necessitates my need to be involved and
actively seeking current teaching resources and skills. My beliefs in the
learner and learning evolve with these thoughts and actions that I take
daily within my room. The flipped learning approach has allowed me to
view my current practices critically with a view towards how I would like to
be teaching in the future. Technology provides teaching and learning
many affordances that would not otherwise be accessible, possibilities that
would not otherwise be available in a learning environment. Teachers
should look to explore these opportunities as fully as possible for
themselves and the learners within their care.
The only person who is educated is the one who has learned how to learn
and change. (C. Rogers, 1995)

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