In this tutorial, we'll examine the role that flipped learning might play in professional development. We'll begin with the basics of flipped learning, sometimes referred to as flipped lessons. We'll discuss the benefits and the challenges associated with flipped learning. And finally, we'll explore what flipped learning might look like in a professional development context. Let's get started.
Here is a description of flipped learning that comes from the Flipped Learning Network. Note that while flipped learning can be used just as a general term, the Flipped Learning Network actually refers to this concept as a proper noun, so they capitalize both words in the name flipped learning. They say that flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
In a flipped learning classroom, what we would normally call homework now consists of electronic presentations of skills and of content knowledge. This would include things like podcasts and online tutorials or videos. Regular class time, then, is spent on interactive teaching and learning that is built off of the information that students learned outside of class. This technique is sometimes referred to as flipped lessons rather than flipped learning.
The concept of flipped learning was designed with students in mind, but educators are starting to use flipped learning in order to deliver professional development. So what are some of the benefits of flipped learning? First, flipped learning can help to facilitate professional development that is individualized and differentiated. There is less of a focus on workshops and lectures, so teachers tend to appreciate this approach, as it requires less seat time in those more traditional professional development environments.
Furthermore, teachers can review those online learning materials at any time. And this also allows them to catch up more easily if they happen to miss a part of the professional development experience. Whether for the purpose of review or in order to catch up on something that was missed, teachers can just go back to those videos or tutorials or other resources to review the content. This increases the ownership and the control that teachers have over their own learning.
One example of flipped learning would be a teacher evaluation model that includes online tutorials and resources built right into the model. So what might happen is that a principal or other administrator performs an observation and then an evaluation of a teacher. And as part of the conversation that happens between the teacher and the evaluator, the evaluator may make some recommendations for areas of improvement.
The teacher can then access this online set of resources and search for resources that are aligned with those identified areas of need. This facilitates that individualization and that differentiation that we want to incorporate into our professional development. Each teacher really can have their own unique experience through this process. This definitely decreases the focus on lectures or workshops and instead provides a focus on the individualized resources that are going to be most helpful to each teacher.
Teachers can always go back and review these materials anytime they like. In fact, they can identify other areas that they would like to learn more about, and they can access those resources as well. This absolutely helps teachers to feel more ownership over their own professional development and helps them to feel that they are more in control of their own learning.
While there are some definite benefits to flipped learning, there are some potential challenges as well. First, there is the fact that teachers are going to have to be responsible for accessing those learning materials outside of work. The facilitators of the professional development are going to need to trust that teachers are going to access these materials either at home or during some other time outside of the regular workday, and that may be problematic.
Furthermore, some teachers just may not see the value in this technique, in this concept of flipped learning. And in fact, that may be a contributing factor in teachers not actually taking that initiative and accessing those materials outside of work. In addition, you may find that some teachers are not sufficiently proficient with technology in order to actively engage with the professional development opportunities.
So it's important to understand that a flipped approach to professional development should be just one of many vehicles you are using to provide professional development to your teachers. This technique should not completely replace the more collaborative opportunities that provide the dialogue that is really necessary to create effective professional development opportunities.
Let's see how a flipped learning approach might support a professional development opportunity. Let's say that a school is focusing on implementing tiered assignments as a differentiation technique. Two weeks before the scheduled group or staff professional development activity, the facilitator of the PD would share links to online resources using Google Classroom. The expectation would be that this set of resources is going to serve as the background or the introduction to the professional development concept.
So the facilitator pre-selects the items, like videos and research and articles and formative assessments, and supplies those resources to the participants. Then on the date of that scheduled professional development activity, the facilitator is going to build on that new knowledge that the participants gained by engaging with these provided resources by giving examples of tiered assignments, by sharing exemplars of student work, and by providing those crucial opportunities for dialogue that will help teachers to build their understanding.
As a result of teachers coming to this workshop with that background information already in mind, this is going to significantly cut down on the amount of time that teachers have to spend sitting in the workshop, listening to the presentation of information. The facilitator can really focus during this time on integrating that background knowledge with the hands-on activities and with the opportunities for application so that teachers can, in turn, focus on building their self-efficacy through that process of active dialogue and peer coaching.
Finally, after the scheduled professional development activity is completed, those teachers can go back and revisit the online resources anytime they wish. So here's a chance for you to stop and reflect. Think about a professional development opportunity that you've experienced that could have really benefited from this flipped approach. How might providing teachers with access to resources before the workshop have impacted the effectiveness of the workshop on its regularly scheduled date?
To dive a little deeper and learn how to apply this information, be sure to check out the Additional Resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material. Thanks for watching. Have a great day.
(00:00 - 00:23) Introduction
(00:24 - 01:50) Basics of Flipped Learning
(01:51 - 04:18) Benefits of Flipped Learning
(04:19 - 05:48) Challenges of Flipped Learning
(05:49 - 07:57) Flipped Learning in Professional Development
(07:58 - 08:38) Stop and Reflect
Flipped Professional Development
This article and video provide helpful hints, strategies, and considerations for flipped professional development.
https://www.schoology.com/blog/flip-everything-you-know-about-professional-development