Source: Globe, Clker, http://bit.ly/1CVSonk; Stick Figure, Clker, http://bit.ly/1JoIB83; Computer, Pixabay, http://bit.ly/1DEl1HC; Teaching Channel, https://www.teachingchannel.org; Meeting, Pixabay, http://bit.ly/1guN41j
Hello everyone and welcome. By now, you've most likely heard of the term flipped classroom or flipped learning. In this lesson, we will evaluate the role of flipping your professional development. Let's check it out.
Let's begin by clarifying what flipped learning is, as defined by the flipped learning network. 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 other words, some of the teaching that traditionally takes place in the classroom can be done online, outside of school, thus freeing up class time for students to fully engage in the content in activities facilitated by the teacher. Therefore, learners would access online tutorials and videos, podcasts and other electronic presentations of content, knowledge, and skills, which would replace traditional homework.
This model has become very popular with students of all ages. However, an exciting movement is taking place. Educators are beginning to use flipped learning to deliver professional development as well.
So why are so many districts considering moving towards a flipped professional development model? For one thing, it eliminates the need for any workshop lectures. It makes it possible to deliver individualized and differentiated learning.
If a teacher needs to miss any portion or all of a PD, they can catch up easily by accessing the content online. Teachers can also review the instruction whenever they want, just by going back to the tutorials and videos. This model gives teachers ownership and control over their own learning.
I have completed a professional development in this manner, and it was a very positive experience. My state recently implemented a new statewide assessment. As part of the training for school test coordinators, we were directed to a site that contained links to PowerPoints, guided tutorials, articles, videos, and more.
I don't do well at sitting and listening to someone speak at me for any length of time, so I was able to pace my learning into smaller chunks. I was also able to spend more time on the areas that I struggled with. Attendance was never an issue, since I was able to squeeze in my sessions at the times that worked for me. And it actually felt good to know I had access to the resources and information, should I ever need them down the road, and was able to share it with others.
Despite those benefits, there are also some challenges with flipped learning that I would like to bring to your attention. The instructor or facilitator in this setting must rely on teachers to complete the tutorials at home. This model may not appeal to all teachers learning styles.
In order to become actively engaged in flipped professional development, teachers must be somewhat proficient with technology. Flipped learning should never replace the collaboration and dialogue that are inherent in professional development. For these reasons, a flipped approach should only be one of the various vehicles available for professional development.
Here's another example of a flipped professional development that I was lucky enough to be a part of. The topic was co-teaching. Prior to the workshop, the instructor sent the participants an article on the topic and asked us to post a comment and respond to at least one other comment, via blog. We were also given links to videos from YouTube and the Teaching Channel. There was also an online questionnaire, where we were asked to fill out about our current role and our thoughts and opinions about co-teaching.
When we arrived at the professional development a few weeks later, I remember it was a very different feeling from traditional workshops. I felt that by reading their comments and responses on the blog, there was already a connection, and we were able to jump right into the work. The facilitator was also able to have us already grouped according to our roles, thus saving time.
One of the activities was that as a group we had cards describing a video that we had watched, and we were to determine the features found in the example. Having had watched the videos truly brought an authenticity to this activity. At the end of the session, we filled out the same survey we had previously and were able to see how our views may or may not have changed. All in all, it was an extremely positive experience.
Let's go ahead and review what we covered. We began by defining flipped learning. Then we went through a list of benefits and challenges. Finally, I described a flipped learning experience that I hope painted a picture for you of what it might look like.
And now for today's food for thought. Consider some of the benefits you read about in this tutorial. If you were to organize a flipped professional development, what topic would you want to cover, and how would you go about it?
And if you want more information on how to apply what you learned in this video, check out the additional resources section that accompany this presentation. The additional resources section include links useful for applications of the course material, including a brief description of each resource. Thanks for watching, we'll see you next time.
(04:35-05:21) Summary/Food For Thought
Creating Engaging Professional Development- Flipped-Style
This article offers practical advice and how-tos for creating flipped professional development.
Flipped Professional Development
This article and video provide helpful hints, strategies, and considerations for flipped professional development.