About flipping

2. This Slideshare presentation is based on Steve
Griffith’s article “4 Dimensional Flipping:
Setting the Stage for Learning Vital 21st
Century Skills”, published on the Flipped
Learning Network
*(with permission)
How Flipped Learning fits into the
Four Dimensional Education Framework
of Educational Goals

3. The 21st century is a period of rapid change.
Why do children need an education?
What is the purpose of education?
In a rapidly changing
world, the curriculum
has been slow to
change ...
https://c1.staticflickr.com/7/6191/6145799166_c7a48edd6d_b.jpg

4. The purpose of school has to be to prepare
students for the world of today … and the world
of tomorrow.
“Today, schools need to prepare students for
more rapid economic and social change than ever
before, for jobs that have not yet been created, to
use technologies that have not yet been invented,
and to solve social problems that we don’t yet know
will arise”
- Andreas Schleicher the Director
of Education and Skills, OECD
Source: http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/

5. In 2008, IBM surveyed 1500 company leaders in 80 countries
and 33 industries, to determine what characteristics they need
in their staff. They identified two priorities; adaptability to
change and creativity in generating new ideas. They also
found these two characteristics lacking in graduates.
(… and there is little reason to
believe that this has improved
significantly in the 8 years since.)
HELP WANTED!
Adaptability to Change & Creativity in Generating New Ideas
Source: http://sirkenrobinson.com/creative-schools-the-grassroots-revolution-thats-transforming-education/

6. Introducing the
Four-
Dimensional
Educational
Framework
from
The Center for
Curriculum
Redesign
Source: http://curriculumredesign.org/our-work/four-dimensional-21st-century-education-learning-competencies-future-2030/

7. The Center for Curriculum Redesign believes
that schools are not consistently and effectively
teaching students the competencies they
require to succeed in the world of tomorrow.
They have proposed a move away from the
traditional knowledge-focused curriculum to
a four dimensional framework of
educational goals.

8. The intent of the framework is to
“balance content knowledge
and understanding with skills
that apply that knowledge
to the real world;
character qualities
that build motivation,
resilience and
social/ emotional
intelligence; and
meta-learning strategies
that help students become
reflective, self-directed and expert learners”

9. The knowledge dimension is “what we know and
understand.” Because of the crowding of the curriculum and
the depreciating relevance of some traditional content and
subjects, traditional subjects need to be curated for relevance
and meta-concepts identified.
The Evolving “Knowledge Dimension”

10. With ready access to information on the Internet,
the need to cover all of the content in a particular
subject is no longer necessary. Instead, the CCR
recommends focusing on understanding the key
aspects, or the meta-concepts and big picture
processes of the discipline, in a meaningful way.
This means the 21st-century concepts and competencies that
are over-arching and are relevant across disciplines.
It is the knowledge that we want to stick with students after
school where it can be built on with further study or applied
in life and the workforce regardless of the field.
https://c1.staticflickr.com/7/6130/6012029995_75d09b3868_b.jpg

11. An example of a meta-concept could
be feedback loops that have
application in robotics, programming
and homeostasis.
An example of processes that
have application across
disciplines could be generating
and testing hypotheses.
The Evolving “Knowledge Dimension”

12. Flipped learning continues to be very relevant in the
knowledge dimension but perhaps with some minor
tweaking for some flipped
educators. Instead of
generating a raft of videos
for all the detailed content,
flipped educators
should focus their
videos on the key
meta-concepts and processes and make the
connections with other disciplines more explicit.
The Evolving “Knowledge Dimension” and Flipped Learning

13. A major advantage of flipped learning is that students
interact with new content in their individual learning
space so that more class time can be spent practicing
and deepening the knowledge.
Effective flipped learning includes
meaningful and authentic learning
experiences to practice procedural
knowledge and deepen
declarative knowledge.
The Evolving “Knowledge Dimension” and Flipped Learning

14. The themes provided in Four-Dimensional Education
represent important strands that are relevant across many
traditional and modern disciplines.
These themes include the following:
• Global
• Environmental
• Information & Digital Literacies
• Design Thinking
… these themes are to be
embedded across disciplines as appropriate.
The class time saved
by flipped learning
affords the flip
educator with precious
class time to embed
these important cross-
curricular themes.

15. The skills dimension is “what we do with what we know”.
The CCR has focused on four skills that are required to
prepare students for the complexity of life and work in the
21st Century.
These “eduployment” skills are in high demand by
employers:
• Communication
• Collaboration
• Critical thinking
• Creativity
The Skills Dimension

16. Knowledge and skills need to develop together.
We always learn by learning something.
The knowledge “becomes the source of creativity, the subject
of critical thought and communication, and the impetus for
collaboration”.
So the meta-concepts and processes are the context
around which the 21st-century skills are applied.
The Skills Dimension

17. Project-based learning, problem-based learning, inquiry-based
learning and constructivism are all active learning pedagogies that
authentically construct knowledge and skills by focusing on
solving problems. Instead of front-loading the content, the new
concepts and processes are the support to solve the problems
and are the context for developing 21st century skills.
The Skills Dimension
http://www.emergingedtech.com/2013/11/flipping-the-classroom-facilitates-these-5-active-learning-methods-and-much-more/

18. Character education is “how we behave and
engage in the world.” It is about developing
values and beliefs and using them to guide
decisions and choices.
The CCR has identified six character qualities:
• Mindfulness
• Curiosity
• Courage
• Resilience
• Ethics
• Leadership
The Character Dimension

19. Flipped mastery fits in perfectly with developing some of
these character traits. Flipped mastery is a student-
centered pedagogy where students set individual goals
and manage their learning. Students alternate between
interacting with new knowledge
via video and practicing and
deepening their knowledge to
work towards the mastery of a
topic before they move on to
the next topic. Jonbergmann.com provides lots of great
flipped mastery resources
The Character Dimension

20. Sal Khan has observed that
through flipped mastery
students demonstrate deeper
learning of concepts, and
students build important
character traits such as grit
and perseverance and they
take agency over their
learning.
The Character Dimension
http://www.wikiwand.com/en/Sal_Khan

21. The meta-learning dimension is about thinking about
thinking.
Meta-learning involves students setting goals,
reflecting on their learning with respect to the goals
and then adapting their learning behaviors.
This process of self-reflection
helps students internalize
a growth mindset.
The Meta-Learning Dimension

22. The Meta-Learning Dimension
In the flipped classroom, the
teacher can spend time with every
student, in every class, every
day. Conversations with students
allow the teacher to identify closed
mind set language like ”I don’t
have a math brain” or “I can’t do
this”. This presents an opportunity
to challenge the student to reflect
and reframe their mindset.
https://www.flickr.com/photos/134717758@N06/19751739181/

23. Flipped Learning is a Powerful Opportunity
for a Much Needed Change
There are potentially
many opportunities
to incorporate
flipped learning into
the Four
Dimensional
Education
framework.
Flipped learning
done well, can
enhance deep
learning and develop
students who are
versatile, reflective,
self-directed and self-
reliant.
Provided that flipped learners are guided by the “why” of education, flipped
learning can be an important “how” tool to address the “what” of education
outlined in the Four Dimensional Education framework.

24. A quote from Einstein
states that “We cannot
solve our problems with
the same thinking we
used when we created
them”.

25. The Four Dimensional
Education Framework
provides a comprehensive
tool to navigate the
priorities for 21st century
education.
“While I wait for educational reforms to be rolled out, I feel
empowered as a teacher-designer to design change from
the ground up.” – Steve Griffiths

26. Access the full original article at:
http://flippedlearning.org/4-dimensional-flip