Module 6: Flipped Learning - Tools and Apps for Flipped Learning

 How did I feel?

I feel hopeful about the potential of implementing flipped learning in my own classes thanks to the reading materials introducing different types of flipped learning as well as tools and apps for flipped learning implementation.

What did I learn?

Before learning this module, I though flipped learning equals role-reversal 2.0 in which students and teachers' roles are flipped. Therefore, it would not be the best to be applied in Kindergarten context. However, after reading all required materials, I realized that there are different types of flipped learning  and a few of them are applicable in my teaching context such as micro-flipped classroom, group- based flipped, faux-Flipped Classroom. Interestingly, I came to realize that I had been using group-based flipped classroom without knowing this is one kind of flipped classroom. 

Compared to traditional way of teaching and learning, the roles of teachers and students are significantly different. Teachers become activators or change agents, students become partners in learning, and technology fuels communication and collaboration. 

While studying about flipped learning from different sources, I found the following chart, which summarizes key differences between traditional classroom and flipped classroom, to successfully highlight how flipped classroom makes class time more fun, engaging and productive. It is flipped classroom that I want my classroom to be.

Traditional classroom

Flipped classroom

The teacher delivers new learning to the students face-to-face. Students listen, interact, take notes, and then consolidate new knowledge during homework or followup tasks.

Students do the basic learning prior to working with the teacher and then cover the applied learning and any problems in class.  Students access a teacher-created website and/or watch teacher-created/sourced videos on their devices. They are able to stop and rewind the information as often as they need until they understand the concept. There is less passive learning in class and more active and personalised learning. Class time is freed up for: student-centred learning activities inquiry-based learning project-based learning collaborative work teacher-assisted learning.

Source: https://elearning.tki.org.nz/Teaching/Future-focused-learning/Flipped-learning

Source: Africa studio/ Shutterstock.com

During the discussion session with other members in my group, I edited and transformed my technology -enhanced lesson plan about protecting the environment from the previous module into a flipped learning lesson plan in which digital tools were still used to faciliate students' learning. It allows learners to watch videos explaining main environment - related concepts of the lesson in advance at home with parents so that they are better prepared to join class discussion. 

What I will do next?

In terms of scope of flipped learning implementation, I will start small, meaning, I will try to flip parts of the lesson first until all students catch up and feel comfortable with the new approach of teaching and learning. In addition, as students of mine are very young learners, they will depend on their parents to support them study all materials at home. Therefore, a carefully designed/scaffolded time frame and scheme of work will be needed so that no parent would get frustrated as they have to cooperate to learn with their child at home. I need to be communicate with parents first before asking them to join. 

I think I will try Faux-Flipped Classroom. I will upload videos of pre-requisite knowledge and skills on my class blog in advance for parents to watch with their child at home before working on their group project when they go to school. 

Regarding my own IT skill, I will upgrade my skill of using tools for video for two approaches mentioned above starting with EdPuzzle.