If you're anything like my colleagues and I, the thought of sifting through the latest research whilst managing the daily load of a teacher can be daunting. So here is a run-down of recent research by Lo & Hew, who analysed 15 empirical studies of K-12 flipped classrooms.
1. Open up teacher-student communication prior to flipping Students will need to understand how a flipped model can be effective and explain your goals, as well as the procedures/routines you want to establish. Also use this time to allow students to express any concerns they may have. 2. Demonstrate how it works to students before you implement Consider introducing the model gradually, explaining during lesson-time how the resources and tools to be used outside of lesson-time work. Provide clear instructions to students for collaborative group work and allow students in-class time to revise instructional videos if necessary. 3. Keep videos short and personal Research suggests keeping videos to between 3-4 minutes long, but definitely not longer than 6 minutes per video. Use an informal style with students (e.g. "you" and "I") and appear in the video if you can, as this heightens a students' sense of engagement with the content. Consider using a Power-Point embedded presentation, such as screencast, as it can assist note-taking and guide students through the video. 4. Keep the same level of workload Estimate the amount of time you would usually give for homework and maintain the same amount, despite the new flipped format. This will help avoid complaints about extra pressure at home. Research suggests no more than 20 minutes of video per 'lecture' or homework session. 5. Provide an online discussion forum Create an online forum for students to pose questions whilst engaging in learning outside of the classroom and encourage class members to respond, rather than relying on the teacher. 6. Build teacher knowledge of the flipped classroom approach Create professional networks in your school or within your district, to share your knowledge and experiences. Raise awareness within your school community on the impact that the approach is having. 7. Prepare flipped materials progressively A flipped course certainly isn't built in a day; start small and keep building. Network with other teachers to see if you can share resources or team teach and conduct 'shared flipping'. However, keep in mind the importance of you 'featuring' in your videos or resources. 8. Support students who have limited resources Consider providing your resources on the school intranet or on a DVD or flash drive, so that students without a stable internet connection at home can still access the learning. If students do not have a computer or compatible TV/DVD system, look into after-hours access to the local public library or at the school. 9. Use an LMS with gamification to monitor and motivate learning By using a Learning Management System (LMS) with quiz functionality, student resource use and learning uptake can be monitored. By using an LMS such as Moodle or Edmodo, teachers can allocate badges or points as students achieve certain milestones in their learning, which has been shown to increase motivation. Some teachers have allocated points, for example, when students actively engage in discussion forums. 10. Involve your IT department and leadership team It is important for your leadership team and IT department to be aware of what you're aiming to achieve, so that they can best support you. Involve them where possible in meetings about your flipped classroom and don't be afraid to ask for help 11. Consider team teaching for the in-class activities One teacher could provide remedial help for students who need further understanding of the materials (re-teaching), and the other teacher can assist the second group explore the materials more deeply (exploration). Suggestions for future research
The above research was summarised from: Lo, C., & Hew, K. (2017). A critical review of flipped classroom challenges in K-12 education: possible solutions and recommendations for future research. Research and Practice in Technology Enhanced Learning, 12(4), 1-22.
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AuthorMelissa is an EPPI-Reviewer Support Officer at University College London and a researcher. She worked for 10 years as a high school teacher in country South Australia, followed by three years as a Research Associate at the Carl von Ossietzky Universität Oldenburg, Germany. Categories
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