J. Ouellette | UBC-MET | ePortfolio
Scholarly Essay: Flipped Learning
ETEC 511Â | ARTIFACT TWO
One thing beautifully timed with ETEC 511 was the introduction and opportunity to inquire into the "flipped" instructional model.
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It was beautifully timed because my school at the time was making a big transition to Google for Education in their learning technologies. With all of these beautifully synergized tools added to my toolkit, it afforded me the opportunity to implement much of this theory, where some of the instruction is given prior to class, so more time can be spent facilitating within class, in authentic context.
(Ouellette, J., 2013a)
Through my research, I found out that the "flipped" approach is great when learning needs to be differentiated and lessons are more prescribed to topics. However, it has its limitations when approaching conceptually based inquiries, especially at the beginning when trying to keep some of the lines of inquiry student-led, too.
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I still use this instructional theory today, yet I tend to use it in my classroom most for maths based instruction, like learning about position. This seemed to be the natural fit in many studies that I came across in my scholarly essay, too.
Another great fit for flipped learning is during the middle of inquiries when students want to explore their own narrower lines of inquiry like, "What are some other body systems and how do they function?" I can link children to research, an educational video, or artifacts that I have created before class, then spend more of my time conferencing individuals and/or groups during class. This is easily accomplished by using student Evernote folders (with the help of Evernote's Web Clipper).
A maths example of the "flipped" approach to learning. The MET program has also taught me to make instructional videos much shorter now - 5 minutes or less.
J. Ouellette | UBC-MET | ePortfolio