Schools in the study were directed to use the Khan Academy resources, but several teachers decided to use additional or alternative providers that they felt better suited their class and teaching. The NFER and Nesta study took place over the academic year in nine case-study schools, which all piloted a flipped learning approach to the topic of mathematics that lasted around half a term. This freed up time for teachers to spend on a range of other beneficial activities for students including: Some may need more scaffolded learning, support from peers, or a guided introduction to online resources from the teacher; Be flexible - plan your lessons in response to student feedback and progress, and remember flipped learning may not always be the best method for every topic or exercise. To download a copy of the report, visit the NFER website. The free online tool has been designed to help schools evaluate where they are with their engagement with research and enquiry.
We all need to feel that we are MAD sometimes. For instance: Effective approaches to flipping their learning Written by: What came out of this research was a report and a practitioner guide to support schools implementing a flipped learning approach.
I believe that this is why the methodology of collaborative enquiry is so powerful.
Press Releases - NFER
Further information To download the report, practitioner guide and Khan Academy companion handbook and curriculum resources, visit http: In this case, any potential saving of time in lessons can be lost if the teacher has to spend time nfer homework content for students who have not completed the preliminary homework task.
The methodology feels more like valued professionals exploring the potential of a strategy rather than a top-down directive.
And they were certainly making a difference. The report suggests that quicker progress was related to students spending more time on homework, which is related to the increased enjoyment of using interactive and video resources, as well as increased engagement with their own learning.
Research and evidence in the classroom
On the topic of homework, several teachers said they were 'double planning' for flipped and traditional lessons in the event that students came unprepared, expecting to be 'bailed out' by classmates. Online resources The use of video resources to enhance learning has been widely practiced for a number of years, but the proliferation of connected devices now makes it possible for pupils to interact and achieve more independent and investigative learning with online content.
As a result, new ideas, underpinned by a solid macbeth thesis ideas of supportive evidence, are always welcome.
All the teachers involved in the study were experienced maths teachers. Flipped learning involves the use of digital technology for students to access resources that provide direct instruction on new concepts outside of the classroom.
Although the study used resources specifically for flipped learning, they can also be used for revision. So why is there growing interest in this approach? At the end of the pilot, most educators said they'd continue using flipped learning, alongside other teaching strategies, or would integrate elements such as online resources into a traditional approach.
Impact of flipped learning Assessing the impact of flipped learning, the report's authors say in successful instances, teachers said students arrived at the lesson better prepared and with a higher level of understanding.
One teacher liberty university essay question to source video content outside of the mapped resources as they found an alternative site that was already structured to align with curriculum areas.
The study found that the use of online resources and video content helped students to work independently, which resulted in the realisation that they could be successful in the classroom. Another challenge that emerged was that some class teachers feel uncomfortable delegating responsibility for the initial instruction their students receive on a topic.
- One of the case study teachers explained how flipped learning helped her to make the best use of her time with students during lessons:
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- Documents were created that mapped out the available videos and interactive exercises for the target age group to help teachers better understand what was a available and how it could be used.
- Effective approaches to flipping their learning
- And they were certainly making a difference.
I think there is an element of frustration too. Some may need more scaffolded learning, support from peers, or a guided introduction to online resources from the teacher; Be flexible - plan your lessons in response to student feedback and progress, and remember flipped learning may not always be the best method for every topic or exercise.
Homework culture key to flipped learning success - Teacher
Across the pilot schools, teachers used the national curricula as a starting point to plan the use of digital materials. Preliminary discussions with teachers suggested a potential barrier to success was the time it would take to check resources and link them to the school curricula.
Despite the majority of students reportedly benefitting from the flipped learning approach, the increased independence that online resources gave students did not benefit every student. Independent and student-led learning. Collaborative learning.
This highlights that time properly researching the different resources available, as well as a clearly thought out plan for how to use digital resources, can play an important role in ensuring that the most appropriate material is used and both pupils and teachers benefit from them.
What I really enjoy is seeing the coming together of evidence and practice in very tangible ways.
This was corroborated in lesson observations in which researchers observed students in flipped learning classes moving more quickly onto task than students in the comparison group.
The schools were provided with support and materials including, if they wished, free Khan Academy videos and exercises to incorporate into their mathematics curriculum teaching for half a term. Some of these students had poor organisation skills and would not look at the videos for homework, whilst others who did would get frustrated when they could not understand something and were unable to ask a teacher.
Impact of flipped learning The report concluded that, where flipped learning was implemented successfully, there were a range of benefits for teaching and learning. The Research Mark is one way to affirm that we are part of a vibrant community of learning professionals.
One school in Scotland noted that a lack of consistent access to technology was the limiting factor that prevented them from adopting a flipped learning approach. They were also open to taking on the role of facilitator, mentor and coach, rather than instructor.
This freed up more time in the lesson for students to practice and apply what they'd learned, and for higher level discussion, collaboration, individual support including for those struggling or who required extension activities and independent learning. The approach encouraged students to take responsibility for their learning, to learn at their own pace, to deepen their knowledge and understanding, and to make faster progress than would otherwise have been the case.
Teachers were asked to use Khan Wedding speech winnie the pooh resources mapped to the curriculum, but some chose other digital resources that they felt better suited their students' needs. In flipped learning, homework time is used to introduce new concepts usually via digital resources and class time is given over to follow-up activities, where students can practice and apply what they've learned with support from the teacher.
Flipped Learning - Research Report. This freed up time for teachers to spend on a range of other beneficial activities for students including: Documents were created that nfer homework out the available videos and interactive exercises for the target age group to help teachers better understand what was a available and how it could be used.
Most teachers in the study saw flipped learning as just one approach in a varied repertoire of teaching strategies and intended to continue using it in this way. The use of technology in schools is still a heavily debated topic.
They prefer to retain responsibility for ensuring consistent explanations of topics and concepts and for tackling misconceptions. Individualised coaching support from the teacher. Additionally, this independent approach enabled students to gain a better understanding of their own strengths and weaknesses, with teachers reporting that students became much better at assessing their own learning.
References Straw, S. The report concludes that, where flipped learning is implemented effectively and the challenges it presents are surmounted, there are a range of positive effects for teaching and student learning.
First, there is the obvious and on-going desire of teachers to do the best for their pupils. One school timetabled one maths class a week in an IT suite with computers for all students, allowing them individual access to the resources within school time, and others used more traditional methods such as projectors to share resources to the whole class.
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As this teacher reported: You can download a free pdf of the most recent pieces via http: Tips for implementing flipped learning The report offers some top tips for schools, including: One of the most important impacts was increased student engagement. It is important that teachers consider what digital resources to use, checking the extent to which they match the curriculum and current topic.
It provides time, the most precious commodity in schools, for teachers to explore, absorb research, try something out and see how well it works. In addition, some students may lose confidence and interest if they do not understand a topic they are meeting for the first time at home, where they are unable to ask the teacher questions to clarify their understanding along the way.