I received news from the Flipped Learning Network today about …
- a formal definition of ‘flipped learning’
- four FLIP pillars
- eleven indicators to incorporate in practice
The formal definition draws a distinction between Flipped Learning and a Flipped Classroom. The definition proposed is:
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.
Flipped learning requires four pillars (in order to distinguish it from a flipped classroom) and eleven indicators:
- establish spaces and time frames that permit students to interact and reflect on their learning as needed
- continuous observation and monitoring of students to make adjustments as appropriate
- provide students with different ways to learn content and demonstrate mastery
- give students opportunities to engage in meaningful activities without teacher being central
- scaffold activities and make them accessible to all through differentiation and feedback
- prioritise concepts used in direct instruction for learners to access on their own
- create and/or curate relevant content
- differentiate to make content accessible and relevant to all
- available to all students for individual, small group and class feedback in real time as needed
- conduct ongoing formative assessments through observation and by recording data to inform instruction
- collaborate and reflect with other educators and take responsibility for transforming my practice
This news took be back to think about Stephen Downes’ recent presentation in Valencia about the MOOC of One.
In the presentation Stephen discusses being a distinctive ‘one’.
My hope is that a flipped learning environment stimulates discovery and experiential learning, values constructivism (making) and in Stephen’s words “create the ‘one’ by creating the conditions that lead to being ‘one'”. This uses these design principles (slide 21 of Stephen’s presentation)
Flipping does give me the opportunity to move to this outcome (Stephen’s Slide 27):