In my Mindlab studies, I did my literature review on blended learning with a specific focus on flipped lessons. So I am aware of the various definitions for both. For my TAI I have favoured the following definitions:
- Blended learning where all resources are online and can be accessed anywhere anytime. But with face-to-face reassurance, reinforcement and real time collaboration.
- Flipped learning: Depending on the students, I use the traditional video-before-class setup. But I also enjoy using the in-class flipping as the students might require those particular self-help videos as they work in class.
HUNCH: I believe that we should use a variety of methods of instruction to suit a wide variety of working and learning styles.
My resources are varied because I do not believe that there is one way that suits all. Take me for example. When I want to try out a new dish I often watch a Jamie Oliver video because they are quick, easy to follow, and can be listened to while I’m busy with something else. But there are also times when I like to read a recipe, online or even in magazines. Why would it be any different for our students? So I provide longer, dare I say it more boring videos like this one, where I unpick and unravel an exemplar. In video format you do it once, then they can access and rewind as they wish.
I also provide shorter more snappy videos like this one. These are more instructional and give the students next steps in a very quick format:
Then I load up slides, links to NCEA information and exemplars in written format. It sounds like a lot of work but, because it’s all digital, once it’s done, you only have to do it once. In this way I believe that I am giving my students every opportunity to master the work. And it’s not a one size fits all approach.
METHOD: Create independence by placing the onus on students to drive their own learning.
I have really pushed the idea of independence. I say things like: I am only one person with one view. Get your peers, your parents, other teachers to read over your work. It didn’t happen so much at the beginning of the year, but now that we’re comfortable with each other I can hear meaningful and critical conversations taking place. One boy prefers to email his dad for confirmation. A few years ago this might have intimidated me: shouldn’t I be the go-to person? But no I shouldn’t. Students should be encouraged to check their progress in a number of ways before it finally comes to me.
One of my boys is particularly critical, and quite frankly I think he likes to play devil’s advocate. But he became quite sort after as a critical friend. A classic quote came from another boy in my class. I was feeling particularly superfluous one day and possibly asked one too many times if anyone needed my help. He replied with:
We’re fine miss, we’re independent.
It takes some guts to hand the reins over and trust teenagers to get the work done, without lecturing them. Of course there are times when I stop the lot of them because they’re all missing something. We have a teachable moment, and then move on. The difference is that it’s a moment, not half an hour or even as we perhaps did in the past, an hour of me talking.
RESULTS: This is based on the year 11 text connections internal assessment.
This internal is a biggie as it spans three terms and four texts. Students can make the mistake of overwriting because they simply have so much to say. So it was a process of getting their ideas formulated, and then spending a good chunk of time editing, which is a skill in itself. No-one, and particularly teenagers, wants to delete their own creations. This is where peer evaluation was critical. The results were as follows, based on the marking from a committee of teachers as is the practice at our school:
8 merits and 24 excellence grades. I was phenomenally proud of their efforts. And it was down to them. I give these students the freedom to work within a wide framework. But they need to put the effort in. They need to have the learning conversations. They need to establish their learning goals. They need to work out what works best for them and take charge of their learning journey. But they also know that I will support them along the way. I make it very clear that the blended, flipped approach is the way we work. They simply have to get on board. Results like these makes me think that they certainly did.