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PART 2: Are you ready to Introduce Flipped Learning into your RTO?

Amy Education, Flipped Learning 0 Comments

PART II: Flipping your Instructional Practices.

If you missed Part I, please click here to read it. 

When creating a flipped session  for the first time, a general ratio for how much time a student is actively engaged in the assigned learning activities and how much a trainer talks to the entire group during one classroom period is what is referred to as 80/20 – 20% of the time a trainer wants to stand and deliver and 80% of the time we want our students actively working.  

The goal with flipped learning is to rearrange the same lesson so that 20% of the time the trainer is lecturing, demonstrating and controlling the activities and 80% of the time the students are actively working on applying, demonstrating, analyzing, creating understanding and evaluating what they know.   What you are attempting to do is keep the  students working and the trainer providing feedback and analysis of their work immediate.   

Let’s evaluate what you are currently doing

When learning how to flip, it is vital that a trainer understands how much time they spend on each activity in class.  It’s also important to examine how much students actually do and how much support the trainer gives them.  The following questions will assist an organisation in evaluating the current lessons/sessions:

 

  1. Are the majority of the activities trainer directed or student directed during your lessons?
  2. How much time do you spend supporting your student’s classroom practice?
  3. What percentage of time are your students active or passive during the lesson?
  4. Do your students have a chance to learn from their mistakes?
  5. Does your feedback ever loop back around?

Advanced session/lesson analysis

The following questions can be asked to evaluate and analyze sessions in more detail:

 

  1. Within each session/ lesson, what percentage of your session/ lesson was based on large group direct instruction?
  2. If using any technologies, what were the learning and work objectives associated with each technology component?  Were the technologies that have been selected based on  today’s learning research?
  3. How did you assess each student’s learning? Did your expert feedback loop provide for immediate feedback or did it extend into the next class meeting time?
  4. At the end of the lesson/session, did your students leave knowing the most essential core learning principles of that unit?

Transferring of Learning

When does a trainer transfer power and control and let their students start taking a leadership role?  Allowing students to take control of the learning activities is a difficult transfer of control that lots of educators have trouble with.  The questions below help you assess the transfer of learning from yourself to the student. The following questions can be answered both in a traditional learning model and in a flipped learning model.

What opportunities did your student have to:   

  1. Assess their own learning
  2. Explain their understanding to the class, in small groups or a large group “take control of the marker”
  3. Do advanced study/ work – extend their understanding
  4. Slow down if they were confused
  5. Collaborate with peers and outside experts/work colleagues

 

SUMMARY

  • The time allocation for flipped sessions should be a ratio of 80/20 – 20% of the time a trainer wants to stand and deliver and 80% of the time we want our students actively working.  
  • Firstly evaluate how much time a trainer is spending directing their lesson.
  • Evaluate and analyze each of the lessons, a great way to do this is to obtain student feedback.
  • Assess the ability of the student to start taking a leadership role in their learning.

 

 

 

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