Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions). The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.

1. The flipped classroom
Inge (Ignatia) de Waard

2. Pre-presentation intro
• English: why I flipped my classroom by Katie
Gimbar:
https://www.youtube.com/watch?v=9aGuLuip
Twg
• Dutch teacher sharing his flipped classroom
experience :
https://www.youtube.com/watch?v=bfEdSitC
diI

3. What is
flipped
classroom?
Pro’s and
con’s
Options
Possible
surplus
Example
Online
sources
Template
Share
what you
think

4. This SOS session
• Intro to the flipped classroom format
• Overview of individual parts
• Online resources
• Focus on pro’s & con’s and possible options
• Reflecting on the flipped classroom template (challenges?)
Q/A throughout the session

5. Flipped classroom?
Previously recorded session, with interactions between students in-class.
Expand to : viewing previously provided online/digital sources, followed by
classroom interactions, and possible hands-on activity.
Broader term: flipped learning .
Picture: http://www.slu.edu/Images/cttl/flipped%20graphic_reinertcenter.jpg

6. Who started it?
• Jon Bergmann and Aaron Sams pioneers (2002): they
recorded lessons, shared with their students, focused
on problems they encountered (content,
understanding…).
• Why? Big classes, need for differentiation.

7. Overview: four big parts
• Learning goal and meaning
of the FC needs to be
shared with students for
ensured bigger
understanding.
• Online sources are shared.
To be viewed/understood
(cfr homework/reflection –
computer available?)
• In-class: groupwork, focus
on content, understanding,
difficulties, project. Peer
and teacher feedback.
• Evaluation of the process
by all.
1. Learning
goal FC
2. Pre-class:
sources
(homework)
3. Class:
groupwork &
understanding
4. Post-class:
evaluation

8. Proven? Shall I read  ?

9. Proven points
• Classtime shifts to problem solving dynamic (Foertsch,
Moses, Strickwerda, Litzkow, 2002; Toto & Nguyen,
2009)
• Students get a better understanding of their own
learning potential or challenges (Lage et al., 2000 –
paid paper)
• Teacher time big for preparing, less later (Lage et al.)
• Students prefer hands-on compared to lectures (Toto &
Nguyen, 2009)
• Students get a better understanding of full curriculum
(Fulton, 2012), effective project tome (Zappe et al.,
2009)

10. Ed Ventry and Amy Kilmer at Niagara
Falls High School (NY) – link report

11. Yeah, but is this really true?!!
What is the value of research?!
Don’t take my word for it, check with common sense: what do I do
when I want to learn something new?... How do I prepare?
– I surf and view sources
– I ask knowledgeable peers
– I discuss with partner and friends
We are experienced learners, what works for us will work for them.

12. Offline parallel: field visit
Flipped classroom can be compared with a field visit.
• Museum visit, shop visit…
• Walk in the wild…
BUT: those visits can not be viewed again, where FC does
have sources that can be viewed multiple times.

13. Which content fits the flipped
classroom approach?
• Content that needs more in-depth coverage, more
iterations to be understood
• Content or subjects that demanded more
differentation in the past
• Content demanding an authentic or project approach

14. What is
flipped
classroom?
Pro’s and
con’s
Options
Possible
surplus
Example
Online
sources
Template
Share
what you
think

15. Short overview pro’s
students teachers
Students can review online sources until
they get the concepts (keeping deadline
in mind)
Able to see where the challenges are
located in the concepts that are offered
Reflection happens before class You can share sources that cover topics
discussed in different classes (e.g. French
algebra). With a focus on your own subect
in class.
Learning to learn, also for future
training/learning.
Students are at the center of learning, so
the teacher can give better guidance
depending on the student
Students need to take up their own
responsibility for learning
Creative option for other class approaches
Active learning in class Reviewing content for learning objectives
and how to reach it
Preparing students for critical learning of
web resources
Guide students in their critical thinking of
daily used resources

16. Important consideration:
time and quality
Time investment of the teacher
– Time to prepare a FC increases (127% more – link report,
p. 15)
– But resources are reusable (especially when recording own
videos)
quality:
– Demands time and effort to select quality resources
– ICT support to make videos or audio/slides

17. What is
flipped
classroom?
Pro’s and
con’s
Options
Possible
surplus
Example
Online
sources
Template
Share
what you
think

18. Options
• Use video and sources from others
• Record your own video or audio/slides
• Ask students to locate sources
• Let students make online sources (for others)

19. Benodigdheden voor iedere aanpak
Options Advantages Disadvantages Needs
Collect online sources
from others
No technical skills
necessary, critical
skills welcomed
Time investment,
especially when
looking for non-
English sources
Internet
Produce your own
audiovisual material
Quality is ensured
(you), can be put
behind an LMS
Technical skills
Self-esteem (video)
Video recording (eg
webcam, mic)
Audio + slides (eg
possible in
PowerPoint)
IT support?
Let your students
track down online
resources
Practicing critical
thinking skills
slower process, you –
as a teacher – need to
double check quality
Internet
Students produce
content to be shared
Increase technical
skills, full process
Quality needs to be
constantly monitored
and in multiple ways
They get into the full
process

20. Advantages: recording your lessons
• Lessons can be viewed by students that were absent
• Reusable, as it fits your curriculum demands and planning
Timing of the modules: tackle one learning objective per lesson (max 6
minutes per learning objective)

22. Differences per grade & field
Which type of information can be delivered for which type of
learner groups?
• Capacity
• Difficulty of online resources, language options
• Contextual online resources: technology, science,
languages, marketing…
Interest
Technical /
cognitive /
mix
Knowledge
Basic /
advanced
Age
Skills
Complexity

23. Student and access?
A computer (or device) with quick internet
connection (cost?)
Personal time to look at the online resources

24. The role of the teacher
Picture: http://farm9.staticflickr.com/8527/8615353879_58a09c6cce_b.jpg
The teacher supports the students. This means a shift in identity.

25. How do you know the students have
actually accessed the resources?
Classical approach will do (with or without grades):
• Provide a quiz or some questions they need to answer, and
which demand reflection (intro to class discussion)
• Make sure you get the results before the class moment
Additional help for individual learning: a guiding text which
highlights the focus and concepts of the topic/reflection.

26. What is
flipped
classroom?
Pro’s and
con’s
Options
Possible
surplus
Example
Online
sources
Template
Share
what you
think

27. Short term surplus
Class time used for:
• Creating a better understanding of the subject matter
(more time to answer specific questions – in group or
individual)
• Active learning in class (skills: speaking, listening,
writing)
• Options to plan/show projects in class
• Situating those concepts that result in confusion
• Or simply: exersizes in class => immediate feedback

28. Long term surplus
• Enhancing lifelong learning skills
• Preparing for higher education
• Practising skills
– argumentation
– Presentation/discussion in group
• Understanding group responsibility
• Enhancing critical thinking towards online
resources

29. Surplus students w learning difficulties
• Option to review material as many times as necessary
(online content)
– Retention and understanding increases. Repetition in a
safe environment (not in group)
• Transcripts can add to the diversity of content delivery
(audio, video, text) supporting different types of
students

30. What is
flipped
classroom?
Pro’s and
con’s
Options
Possible
surplus
Example
Online
sources
Template
Share
what you
think

31. MobiMOOC
Adult learners
Subject matter: mobile learning (intro
http://mobimooc.wikispaces.com/Introduction+to+
mLearning )
Learning outcome: write a mobile learning project
which fits your training needs and field of expertise.
Challenge: international group, multiple languages,
multiple disciplines

32. MobiMOOC outcomes
• Videos and seminars were viewed multiple times (positive
feedback from non-native English speakers)
• The discussions strengthened the meaning, challenges and
possible solutions needed to set up mobile projects.
• The variety of viewpoints nurtured generic insights
• More authentic and realistic projects

33. Advanced flipped classroom
(languages)
Contact a teacher from another country where the
learners either speak the language you are
teaching, or learn the language you are speaking.
Connect both of your students for language
exchange skype meetings.

34. Advanced ICT class project:
produce online content for other grades,
integrating skills you need to develop

35. What is
flipped
classroom?
Pro’s and
con’s
Options
Possible
surplus
Example
Online
sources
Template
Did you
Share?

36. Which resources to select?
• Open education resources provided by other educational institutes
or schools
• Publically available resources from the Web
• Self-recorded resources (scary but good)

37. Open Educational Resources
Any online content that passes your stamp of
approval (= quality)
• YouTube
• Wikimedia / wikipedia
• Google scholar (research papers and books)
• National geographic free views (documentaries…)

38. What do you use already?
• What content or which tools do your students
use? (Facebook for sharing homework?)

39. Reoccuring action: login!
At times you can also login with a cloud account
(eg. Facebook, gmail account) or single sign-in
Name Username
Email
(activation)
Password
(memory)
Profile

40. Add material from MOOCs (Massive
Open Online Courses)
Some MOOCs only offer audiovisual materials for a
limited time, others keep it open for those who
registered for that particular course.
– www.coursera.com, www.FutureLearn.com ,
Iversity.org , canvas.net , udacity.com,
https://www.edx.org/
– https://eliademy.com

41. Taking a look (login needed)
Choice:
• Intro to a lesson Archeologie Portus, Rome (2min51)
• Video DNA from a kiwi experiment – Link (4min38)
• Creative writing video ordinary words for vivid images
(1min16)

42. What is
flipped
classroom?
Pro’s and
con’s
Options
Possible
surplus
Example
Online
sources
Template
Heb je
wel echt
gedeeld?

43. Fill in the flipped classroom template
Reflect on what you think is possible for you.

44. Question:
Looking at what we did now.. what if
• I first would have send you all an introduction with relevant
online content links?
• I had given you the template in advance, as a reflective
exercise?
• …
• How much time would we have had to focus on drawing up
a full Flipped classroom project for personal use?
What would have been the surplus? Time, depth, and focus

45. Sources (later reading)
• English sources
– OER commons (inlog for free, but email needed for activation)
https://www.oercommons.org/browse/
– The code academy (coding & web) http://www.codecademy.com/
– Ted Ed http://ed.ted.com/ (inlog via facebook login or other)
– Khan Academy https://www.khanacademy.org/ (inlog via FB or gmail)
– TeacherTube http://www.teachertube.com/collections/
– MOOCs (Massive Open Online Course) materiaal: www.coursera.com, www.FutureLearn.com ,
Iversity.org , canvas.net , udacity.com, https://www.edx.org/
– https://eliademy.com
–
• Dutch sources
– Klascement.be (Flemish/Dutch site) http://www.klascement.be/
– Teacherlinks (Dutch) http://www.lerarenlinks.be/index.php?pid=21
– Kennisnet (Dutch) all sorts of material – curriculum & non-curriculum => wikiwijsleren
(http://www.wikiwijsleermiddelenplein.nl/ )

46. Flipped classroom links (later reading)
Information
• https://www1.plymouth.ac.uk/ouruniversity/teachlearn/guidanceresourc
es/Documents/7%20Steps%20to%20a%20Flipped%20Classroom.pdf
• Eng rapport met voorbeelden:
http://fln.schoolwires.net/cms/lib07/VA01923112/Centricity/Domain/41/
Extension%20of%20FLipped%20Learning%20LIt%20Review%20June%202
014.pdf
• http://flippedlearning.org/site/default.aspx?PageID=1
• http://net.educause.edu/ir/library/pdf/ELI7081.pdf
• Research: http://fln.schoolwires.net/domain/41
• Examples of lesson plans
https://tch4902012mb7393.wikispaces.com/Flipped+Classroom+Lesson+P
lan

47. Contact and networking
47
E-mail: ingedewaard (at) gmail.com
Blog: ignatiawebs.blogspot.com
Twitter: http://twitter.com/Ignatia
Publications:
http://www.ingedewaard.net/pubconsulpres.htm
Presentations: http://www.slideshare.net/ignatia
linkedIn: http://www.linkedin.com/in/ingedewaard