The Flipped Learning Network, Pearson, and George Mason University have been working together to review Flipped Learning. According to the Flipped Learning Model whitepaper, to achieve student engagement through Flipped Learning, schools must have flexible environments that allow for varying learning modes and student levels; a student-centered learning culture; intentional content that teachers have evaluated; and professional educators who understand how to observe students, get help from others, and “tolerate controlled classroom chaos.”
A review of the research finds that while Flipped Learning seems promising for K-12 education, there is actually not much empirical evidence about the technique. Surveys of teachers using Flipped Learning found that nearly 70% said student achievement improved, most felt that student attitudes improved, and about 90% said that their job satisfaction improved. Students surveyed reported favorable comments about the learning.
Concerns reported include the worry that teachers may rely on online videos, some of which may not be the best to use; the fact that some students may not have access to high speed Internet at home; the worry that face-to-face Socratic instruction will be missing because of time needed for activities; and according to journalist Gary Stager, “The model emphasizes traditional homework and lectures” simply flipped and is actually “a means of standardizing learning.”
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