Testimonial (from related course)
The best aspects of this course included being guided through the process, being provided with the many and varied options for delivering a flipped lesson and exploring the technologies. I appreciated the warnings of what to avoid and pitfalls to be aware of. The course has been immensely encouraging, I intend to continue developing lessons in this format and further exploring platforms for delivery. I have been immensely encouraged by the positive feedback of the students who trialled the lessons. The online delivery has made this so much easier to learn and implement. Thanks very much for this thoroughly enjoyable learning experience! Iris Bramley, Willoughby Girls High School, July 2018
I really enjoyed the course. It was very informative, well-structured and the wealth of well-researched articles, tips and advice helps me to cut through the even-so-much-more information out there. Thank you Richard for always being supportive, encouraging and helpful.
I also greatly appreciate the flexibility available in terms of the course completion date and that takes into account some of the unexpected things that life throws at you. Thank you again for everything Richard. You are a champion! Juswan Ichwan, William Carey Christian School, ‘Flipped-Maths’ course, Feb 2018
I loved this course. It was definitely a natural progression from the unit 'Engaging and Motivating Students'. These two courses together have drastically changed the way that I teach. The 'Create Collaborative Online Units' course has made learning a deeper and richer experience for my students and both assessment data and anecdotal data proves that online collaborative units are the way to move forward. Every time I take one of Richard's units I improve as a teacher. Amy Wallis, St Andrews College, Marayong, ‘Create collaborative online units’, Oct 2016
I really valued the course. I know that the setup time for flipping a unit is large, but it is definitely worth it in the end. The various examples provided in the course were excellent as one of the hardest parts for me was working out what to actually include in the videos and what types of videos were best. It was also excellent for deciding what software as the information provided was clear and allowed me to make an informed decision. Matthew Ellis, Loreto Normanhurst, ‘Flipped-Maths’ course, April 2018
Possibly the most engaging PD I have done. The highlight of the course is that there is no irony in its delivery as the course is a Flipped Classroom. I was interested in the concept before doing the course, however, throughout the course I became inspired and I have since effectively invested significant time in to designing new units for my classrooms. John Hepworth, ‘Flipped-Maths’ course, Dec 2015
This is the best online Maths PD course I have done in terms of its immediate and practical application in the classroom. Frances Manning, ‘Flipped-Maths’ course, Oct 2014
Richard went out of his way to help me with some finer aspects to my unit. The Yr 12 music unit I developed has allowed me to differentiate my instruction and run multiple units concurrently. Michelle Loevendie, Nagle College, ‘Create collaborative online units’, March 2016
THIS is how online courses should be run. Having detailed, timely, individualised feedback from the course convenor at each step of the course was what gave this course value. The philosophy of 'just having a go' was a strong message and gave me the confidence to try things I might otherwise have put off. Rob Alexander, The King's School, ‘Flipped-Maths’ course, March 2014
This course offered me with a broader view to flipped classroom learning and teaching. I learned from other other teachers from their points of view on education and what Richard had to say. I would recommend this course to any teacher who is willing to utilise what technology has to offer in education and to any teacher who wants to have a new take in learning and teaching. Chi Nang Hyunh, Queenwood School for Girls, ‘Flipped-Maths’ course, Sept 2014
The practical nature of the course was excellent. The number of helpful hints and thinking through the concepts necessary to get a unit right the first time gave me a lot of confidence. Despite being an overwhelmingly large task, the task of creating videos and flipped units was easier than I thought it would be due to doing the course. Richard, thanks for the work you have put into the course and the way you have structured it. I leave feeling that I know both the theory and practise and have been taught all the tricks along the way that will help in future situations. David Ellis, Wagga Wagga Christian College, ‘Flipped-Maths’ course, Feb 2016
I really enjoyed the course. It was very informative, well-structured and the wealth of well-researched articles, tips and advice helps me to cut through the even-so-much-more information out there. Thank you Richard for always being supportive, encouraging and helpful.
I also greatly appreciate the flexibility available in terms of the course completion date and that takes into account some of the unexpected things that life throws at you. Thank you again for everything Richard. You are a champion! Juswan Ichwan, William Carey Christian School, ‘Flipped-Maths’ course, Feb 2018
I loved this course. It was definitely a natural progression from the unit 'Engaging and Motivating Students'. These two courses together have drastically changed the way that I teach. The 'Create Collaborative Online Units' course has made learning a deeper and richer experience for my students and both assessment data and anecdotal data proves that online collaborative units are the way to move forward. Every time I take one of Richard's units I improve as a teacher. Amy Wallis, St Andrews College, Marayong, ‘Create collaborative online units’, Oct 2016
I really valued the course. I know that the setup time for flipping a unit is large, but it is definitely worth it in the end. The various examples provided in the course were excellent as one of the hardest parts for me was working out what to actually include in the videos and what types of videos were best. It was also excellent for deciding what software as the information provided was clear and allowed me to make an informed decision. Matthew Ellis, Loreto Normanhurst, ‘Flipped-Maths’ course, April 2018
Possibly the most engaging PD I have done. The highlight of the course is that there is no irony in its delivery as the course is a Flipped Classroom. I was interested in the concept before doing the course, however, throughout the course I became inspired and I have since effectively invested significant time in to designing new units for my classrooms. John Hepworth, ‘Flipped-Maths’ course, Dec 2015
This is the best online Maths PD course I have done in terms of its immediate and practical application in the classroom. Frances Manning, ‘Flipped-Maths’ course, Oct 2014
Richard went out of his way to help me with some finer aspects to my unit. The Yr 12 music unit I developed has allowed me to differentiate my instruction and run multiple units concurrently. Michelle Loevendie, Nagle College, ‘Create collaborative online units’, March 2016
THIS is how online courses should be run. Having detailed, timely, individualised feedback from the course convenor at each step of the course was what gave this course value. The philosophy of 'just having a go' was a strong message and gave me the confidence to try things I might otherwise have put off. Rob Alexander, The King's School, ‘Flipped-Maths’ course, March 2014
This course offered me with a broader view to flipped classroom learning and teaching. I learned from other other teachers from their points of view on education and what Richard had to say. I would recommend this course to any teacher who is willing to utilise what technology has to offer in education and to any teacher who wants to have a new take in learning and teaching. Chi Nang Hyunh, Queenwood School for Girls, ‘Flipped-Maths’ course, Sept 2014
The practical nature of the course was excellent. The number of helpful hints and thinking through the concepts necessary to get a unit right the first time gave me a lot of confidence. Despite being an overwhelmingly large task, the task of creating videos and flipped units was easier than I thought it would be due to doing the course. Richard, thanks for the work you have put into the course and the way you have structured it. I leave feeling that I know both the theory and practise and have been taught all the tricks along the way that will help in future situations. David Ellis, Wagga Wagga Christian College, ‘Flipped-Maths’ course, Feb 2016
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