What examples can we see?

In the traditional classroom, the teacher delivers new learning to the students face-to-face, students in turn engage in activities to consolidate and build on the learning. In the flipped classroom, students do the basic learning by accessing teacher created or sourced content (usually videos) prior to working with the teacher. They can view and rewatch the content as much as they need to - this then ‘frees’ up teaching time to focus more on active, deeper, personalised forms of teacher interaction. Enabling e-Learning: Flipped Learning

For over two years, Ashhurst School (Palmerston North) have been examining their pedagogical practice and undertaken training (as part of the Flipped Learning Global Initiative) to adopt a school-wide approach to sourcing, creating and sharing flipped content, in order to free-up time to better meet the needs of their learners. Flipped Learning at Ashhurst School Enabling e-Learning (TKI).

Changing role of teacher:

Teachers are no longer bound to delivering whole class or even small group instruction. Having flipped lessons running on videos means teachers spend more time focusing on engaging with students, having rich one-to-one conversations tailoring teaching specifically to the gaps that they have in their understanding of the learning concept. Students are then supported to apply new learning concepts in a deeper more meaningful way. Flipped learning and the changing role of the teacher.

I’ve started to think less of myself as being the source of the initial knowledge, the only source of support for people who are struggling and now more as something exists beside them within the learning process. I think that’s, that’s changed the way that I teach. It’s changed the way that the kids move throughout the learning process as well.

– Sara Lambert, Year 3-4 teacher Flipped Learning at Ashhurst School Enabling e-Learning (TKI).

This has resulted in:

• More accessibility to learning within and beyond the classroom
• Meeting personalised, diverse learner needs
• Learners moving through their learning more quickly
• Measurable shifts in engagement and achievement in literacy.

Can you see the potential for different languages, cultures, and learning preferences to be catered for and honoured throughout this process?

How can the Ten Trends been introduced/used?

The Ten Trends offers a broader interpretation of the changing role of the teacher, which means schools can dive into any aspect and examine this more deeply against their own pedagogical practices across the school.

There are some generic questions around the changing role of the teacher (Ten Trends 2019 PDF p. 28) you can use within your school/s. Why not comment below and share one way you could change the way you introduce/share knowledge with your students?

 

We’d love to hear more school stories that celebrate personalised, inclusive, accessible learning for students. Simply join the CORE Ten Trends group to contribute below.