A requirement of the course is to create an online unit, implement the unit with students and submit a report on the implementation experience. Below are some example implementation reports.
When I told my trial classes about flipping their learning at the start of the semester, I asked them if they had felt in the past that the teacher was explaining something to the class that they could already do or if they sometimes needed more than one lesson to complete an activity when the teacher was moving on to the next topic. A lot of them agreed that this was the case. For the first couple of lessons, not much maths was completed as I was explaining how to the flipped learning would work and how they would access the content by completing a preliminary task and then this would open up their learning pathway for the unit. I also played the first video for the lower ability students, pausing and taking notes as if I was also a student before working through a preview of the following quiz with them in order to guide them through the process.
Since Canvas can automatically answer some types of questions, I was asking students to upload a photo or screenshot answers for questions that needed to be marked by me. This was a bit tedious for some students and students preferred uploading a page of work rather than each individual question. Upon submission I would try to give feedback in person, although some question types allowed me to provide general written feedback which became available after the first attempt.
Some students would work together on the same quiz which was generally positive as they could help each other whilst I was helping others, however I needed to be mindful of the lower ability students getting the answers from their higher ability friends.
After surveying the students, those that already have a good work ethic were happy with this method, mainly because of the reasons I mentioned at the top. The hard-working lower-ability students felt that they were having more success because they could work through problems at their own pace and retry activities until they were happy with their result. The students that were lazy before flipping were generally still pretty lazy, but at least they were no longer preventing others from getting on with their learning. The online system allowed them and me to see exactly how much work was being completed and can provide evidence if head teachers or parents were contacted. It also made report writing easier. Some students found it difficult to work this way for the hour period, so I would try and include a numeracy activity at the start of some lessons. In future, I would like to try and think of ways to vary the activities as they are a bit "samey".
Overall, this was a positive experience and one that I would like to continue. Members of the executive staff have also come along to observe some lessons and are keen for me to continue to experiment with flipped learning units. Implementation report by Glenn Pardy, Uralla Central School, July 2021
At first my Top Year 10 class were very concerned about completing a unit online. However once they found that I had created all of the videos they quickly came round to the idea. The students coped very well to the change in lesson structure and quickly got used to watching the videos at home and working through content in the classroom. The students all worked through the unit at very different paces, I tracked student progress by asking them to comment on each sub topic/page once complete. I also helped students by giving them deadlines for each sub topic to ensure they were keeping up with the content. The higher ability students loved the freedom of being able to go ahead and continue with the topic at their own place at the same time the less able students were appreciative of being able to watch the videos multiple times. Overall, the flipped classroom experience was relatively easy to get used to for both myself and the students. I had much more class time to individually assist students. I really enjoyed delivering the unit in this way, it did take time to develop but I now have the videos to reuse/improve for next year. I will definitely keep on flipping. Implementation report by Rebecca Shipp, Holy Spirit Catholic College, August 2017
I've always dabbled with tech out of my own interest, and I found it really fun playing around with different screencasting options for creating the instructional videos for my class. Reading up on all the different options and seeing what technologies work best for different people has been very enlightening. In the end I wound up using an iPad based solution to the screencasting and then iMovie for the editing, which I've used a fair bit in the past and was already comfortable with. Explain everything on the iPad was still fairly foreign to me though, so it was a good opportunity to get some practice in on that app. Implementing my flipped unit was a great learning experience. The timing actually worked out fairly well, with me being away from class for the second half of the unit. Despite their teacher's absence, the class were still able to receive some carefully planned instructions and witness some example questions being solved. Many students appreciated this added support, although there were also some good suggestions for improvements in the future. Some of the students found it difficult to make the connection between the videos and their work in some cases, and would have found some more worked examples of problems being solved helpful. The students were surveyed and some of their feedback is included below.
The big takeaway for me is really just how easy the flipped learning style is to implement once you get the hang of it. It frees the teacher up in class and gave the students plenty of time to work through their problems in class rather than at home. I will definitely flip more units in the future. Implementation Report by Tyrone Giese, Newington College, November 2015
I delivered the flipped classroom unit to one of my Year 7 classes, who are an extension class (across all subjects, so not necessarily in Mathematics). Here is a summary of the analysis of the survey results: * 88% saw the videos 'very clearly' explaining the material, 6% at 'somewhat clearly' and 6% 'extremely clearly' * 60% were 'very confident' with the material after watching the videos, 40% 'somewhat confident' * 75% saw the pace of delivery within the video at 'about right', 19% 'too fast', and 6% 'too slow' * 38% saw watching the video in their own time as 'very helpful', 32% as 'extremely helpful', 35% 'somewhat helpful' and 6% 'not so helpful' * The ease with which they felt questions could be answered outside of class was seen as 'neither easy nor difficult' by 47%, 'easy' by 33% and 'extremely easy' by 20% * 76% would like 'some of topics' delivered this way, 12% would like 'all of the topics' and 12% would like 'none of the topics' There were two 'in your own words' questions about the things they liked most and the things they liked least about the flipped classroom: * A recurring point was that they liked not having to write so many notes in class and they liked being able to do questions in class and get help when they had difficulty. * Many said they liked being able to rewatch the videos * One thought the videos were entertaining, lol! * Some mentioned not having time to watch videos at home - not really relevant, this is a complaint from some about any homework * Some mentioned not being able to ask a question if they were confused by the video, but this followed by 'until the examples' inferring that they understood the theory once they had seen the examples * A common complaint (mine also) was that there were a number of students who failed to watch the videos, this meant I had to reshow them in class. Those who had completed the task then had to watch again and mentioned this. Overall I think this trial was a success, certainly there are things to take away that can be improved. As my experience with producing videos and online learning increases, so will the quality of the videos and website. I am definitely going to implement flipped classes with my two senior classes next year. Implementation Report by Jo Greene, Kotara High School, November 2016
I have been trialing the flipped classroom since the beginning of this term and it has been a huge success. In fact it has been so successful that I am struggling to keep ahead and producing all the videos that I need. The students have really liked it and seem visibly relaxed in class as they are free to complete work and ask questions as they come across problems. It has left me time to help my weaker students as I am able to spend more one to one time to help them grasp some of the more difficult concepts. I have many students in the class who are very busy with extra curricula activities and this gives them time to learn as it suits them and to work on drill in the classroom without feeling like they are getting behind all the time. The students have told me that they want to continue this method as they much prefer it … I have also found that the students prefer listening to me talk rather than another person … It has been a massive learning curve but I have really enjoyed it and now I'm able to be more efficient in producing my videos. I'm still learning which is much like my students. Implementation Report by Katie Jackson, Ravenswood School for Girls, 27th October 2014
The flipped classroom for me personally freed up a lot of time to attend to individual student needs and also students were becoming more comfortable explaining solutions to their peers. The flipped classroom promoted peer instruction and this is something I would like to focus on now. I also found myself adding new videos as we went along, if there was a certain question or concept I felt needed more of an explanation. This was good as it was a trial after all and students did appreciate the effort put into making these extra videos for them. Implementation Report by Thayalini Rajamohan, Australian International School, Hong Kong, November 2013
We delivered this unit at the start of this term over a three week period (about 10 lessons). Three other teachers used the content we had prepared to deliver to their classes as well. Throughout the delivery of this unit we discussed progress and how each class was handling the work. At the conclusion we conducted a classroom survey and the results are summarised below. The key lessons for us in delivering a flipped unit were:
Set a minimum goal for the work completed by the end of the unit. Be totally relaxed if some students race through the work as they actually enjoyed that. The project at the end was a hit with those that progressed quickly.
Include answers to the set problems to help students check their own work
Have hard copies of worksheets available for times when internet / wifi connections are playing up.
Encourage students to ask questions during class time and limit their chances to watch videos – leave that for home
Better systems for monitoring progress and setting intermediate milestones rather than one big goal at the end
Road test the videos and other files on the media on which they are going to be accessed through a student account to iron out technology mishaps to edit.