materials and student activity monitoring tools, down into pre-prepared lessons, assessment

allowing teachers to flip their classroom if desired. preparation, marking and reporting, while also greatly reducing time spent on course

In such cases, with course content all on one online platform accessed by both student and teacher, the time that is freed up for teachers is significant, and enables them to focus their

classroom and facilitation to guide the learning efforts more strongly on teaching in the

experience for students. Technology can also

they can closely monitor progress, allowing them teachers and offer valuable data on students so introduce new, easier ways of reporting for

to see what works and what doesn’t. Benefits fo for learners Students can also reap benefits from blending

carrying out the same task, the variety of activities from one script” in a traditional classroom and classrooms. Rather than students all “reading learning approaches, particularly flipped

in blended environments mean that students can

room as other students based on their individual have bespoke, customised lessons in the same be more engaged. It’s possible for students to

levels and needs. This ability to go at different paces cuts out the frustration for students who have to catch up or slow down depending on the general speed of learning in the class, and it also

learning styles for each student. Lastly, the flipped enables the teacher to accommodate preferred

classroom model means pupils can become more

Flipped classrooms could also be beneficial for communicate with their friends or play games. professional environment, rather than to solely familiar with technology and how to use it in a

study in 2017 of 20,000 15-21-year olds found students from a mental health perspective. A

worst mental wellbeing out of twenty countries that young people in the UK have the second-

polled.While the thought of a student learning

picture of isolation, the truth is that the increased new material at home online might paint a

collaboration and teacher-focus in a flipped

connections at school and lead to improved peer classroom could potentially increase social


Yet despite the potential benefits, adoption of flipped classrooms has been slow. It’s partly because such a true blended learning environment requires active, relational and inquiry-oriented programmes, both online and offline, as well as the right digital tools to empower students. It’s a lot to get right, and teachers can be intimidated by the shift. So, what does the current evidence say?

Moving towards adoption

In 2017, The Education Endowment Foundation (EEF) carried out the first ever UK-based research into flipped learning in a school setting. The EEF used “MathsFlip”, a flipped classroom intervention that aims to improve the maths attainment of pupils in Years 5 and 6. Twenty- four schools took part in the study, with 12 schools being supported to adoptMathsFlip and the other 12 acting as “control schools”, carrying on their maths lessons as normal. Pupi home laptops and learned core maths

content at ls took

home, before coming into school and

participating in various activities to reinforce their learning. They were tested before the intervention in Year 5 and again a year later in Year 6 with Sats. Results of the study produced robust

evidence showing that those who use the EdTech intervention made about one month’s extra progress over a year’s study. Furthermore, the impact of flipped learning would have been more pronounced if the study, conducted between 2014 and 2015, had not coincided with a shake- up of the maths cur at the time.

So, with the pote


ntial benefits available, what’s riculum that was happening

holding back UK schools? Certainly, squeezed budgets play a large role. It takes time, effort and money to overhaul teaching methodologies, and, given how busy teachers are in the UK, there’s a sense that many will continue to teach the way they are used to. It therefore needs to be a strategic effort, carried out carefully on a case-by- case basis, underpinned by strong pedagogy. I would also caution against a top-down approach to implementing the flipped classroom across a school. Things don’t tend to work if teachers are told what to do – it must come from the teacher thinking a new approach might work for him or her, and that they’d Of course, not all

schools are ready to move to like to try it.

and student monito extent to support te example, already uti

such environments, but we are seeing a move in this direction internationally from research Pamojoja conducted in partnership with Polar Insight, showing that 93%of IBWorld Schools, for lise technology to some

achers with their lesson plans ring, while the proportion

using digital course delivery is expected to increase from 30%to 47%in the next five years. Nevertheless, successfully integrating new digital tools is a challenge, and teacher training and ongoing support remains vital for success. Ultimately, technolo supports the true es

sence of education and gy works best when it

aids teachers in helping students assimilate

comes to introducin skills, and this must

classroom. March 2020 never be forgotten when it 13 g technology into the

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