Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.

1. June Wall
Consultant in eLearning and Libraries
june@junewall.com.au
A YEAR IN A FLIPPED
CLASSROOM. PART 1:
WHY FLIP?
© June Wall Consultancy

2. TO FLIP OR NOT TO FLIP –
IS THAT THE QUESTION?

3. WHAT IS A FLIPPED CLASSROOM?
Predominant view is that a flipped classroom
is one where the “lecture” is studied by the
students at night and practice or
consolidation activities occur in the
classroom.

4. RESEARCH
Action research (various) and research such as
Dr. Jeremy Renner all state the positives and
negatives – a positive result is dependant on
the preparation and philosophy used in the
implementation.

5. DR RENNER’S GUIDELINES
 The expectation of spending time doing homework should be
clear
 A flipped class implementation does not have to be “all or
nothing”
 Students do not automatically prefer cooperative group work,
nor do they intuitively know how to work in a group
successfully
 Teachers do not have to create all of their own content for a
flipped class
 Lecturing is not bad pedagogy, but it should not be the
primary or sole means of instruction
 Pre-testing in K-12 classes warrants further study
 Students respond to multiple means of representation
http://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the-
flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/

6. 6
http://elearningindustry.com/flipped-classroom-2012-infographic

7. 7

8. 8

9. 9

10. 10

11. © June Wall Consultancy

12. SOME NEGATIVES …
1. Students don’t need more screen or
computer time!
2. Students don't need more homework!
3. Access to mobile devices and the internet
can be inequitable
4. Market forces will allow content producers
to get richer!
12

13. WHY HAS THE FLIPPED CLASSROOM
TAKEN OFF?
photo by Jurvetson
(flickr)

14. http://classroomwindow.com/flipped-classrooms-improved-test-scores-and-
teacher-satisfaction/

15. THE MAIN POINTS OF THIS MODEL
 Video production to disseminate content
 Students watch videos after school
 Variety of learning activities during class
 Allows for differentiation in learning activities
http://www.learningunlimitedllc.com/2013/03/6-steps-to-a-
flipped-classroom/

16. MY PURPOSE
 To differentiate learning to the individual level
 To engage the students for them to want to learn
 To model the process for other teachers to consider ....
 To show both students and teachers that risk is part of
learning....
 I had introduced a new subject to the school for precisely
this purpose

17. A DIFFERENT VERSION OF FLIPPING
Variety of input types – video, research,
directed reading / listening
Variety and individualised learning plans
Classroom time was spent in discussion and
student teaching.

18. MY INTENDED OUTCOMES
Students would cover the subject content by
Wk 3 of Term 4
Students would develop digital literacy
capabilities
Students would choose what they wanted to
learn about after the core was completed.
Students would select methods of presenting
work
Students would be self motivated and operate
at higher levels on the Blooms taxonomy

19. © June Wall Consultancy
WHAT DID
THE
STUDENTS
THINK?I liked being able
to complete the
whole course by
the end of Term 3!
I really liked the
class discussions
I hated having to
think about
questions ….
It took me a while
to get used to not
being told exactly
what I had to
present!
International
Studies is my
favourite subject!

20. WHAT HAD THE STUDENTS LEARNT?
Socratic questioning technique
An ability to critically reflect on their own and
others work
An ability to think about what they wanted to
present and select the most appropriate tool
Research skills improved !!!!!!
Attitudes to other nationalities changed (for
the better)

21. SO WAS I SUCCESSFUL?
From my point of view – yes
From the grades/marks point of view – yes
From the relationships in the classroom – yes
Students ability to argue and substantiate a
case – yes
From the parents – yes!

22. RECAP OUTCOMES
Students would cover the subject content by
Wk 3 of Term 4 
Students would develop digital literacy
capabilities 
Students would choose what they wanted to
learn about after the core was completed. 
Students would select methods of presenting
work 
Students would be self motivated and operate
at higher levels on the Blooms taxonomy -
mostly 

23. THANK YOU …
CONTACT DETAILS
© June Wall Consultancy
Email: june@junewall.com.au
Twitter: @junewall
Facebook:
https://www.facebook.com/junewallconsultancy