Flipped Learning in the Elementary Classroom

Figure : Flipped Classroom from (https://skooler.com/the-flipped-classroom-supports-multiple-styles-of-learning/)

Community Engagement Project

In the past eight weeks, work has been going into the development of a community engagement project in our EDTC 6104 class in the Digital Education Leadership program. The purpose of the community engagement project is to dig deeper into a relevant topic and share your learning with your professional learning network, while addressing the ISTE Coaching Standard 4.3 Collaborator: Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes. 

Selection of Topic

For this project, I have chosen the topic of flipped learning in the elementary school setting. Knowing the positive outcomes of flipped learning in higher education, it was something that I wanted to try in my own classroom as an elementary school teacher. I have written about flipped learning in a previous blog post, and the more I read about it, the more I am convinced of its potential in elementary classrooms. Here are some definitions that gave me the most clarity: Flipped Learning, as defined by Steed (2012) places the teacher instruction, delivery of content and student assimilation as taking place outside of lesson time, while activities that strengthen assimilation and extend practice, as well as access to teacher support happen during class time. The Flipped Learning Network (2014a) describes the space created by flipped lessons as a dynamic and interactive learning space where teachers facilitate student learning through activities that are highly engaging. Skooler (2018) describes flipped learning as a pedagogical approach that offers an individualized approach to student learning by allowing students to learn at their own pace.

Event: Global Education Symposium, December, 2022

I will be sharing my learning by participating as a workshop presenter at the 2022 Global Education Symposium in December of 2022 via Zoom. I submitted my initial workshop overview on Aug. 17, 2022. On Friday, Aug. 26, the presenters were able to meet as a group via Zoom, present our workshop ideas to each other and get some feedback from the audience, which is composed of educators from all over the world and are situated in various academic institutions and hold different roles. Linked here is the full slide presentation. 

Length of my presentation

A 45-minute session is ideal for my presentation. If this is the case, I can show both an example of a flipped reading lesson and a flipped writing lesson. A 60-minute session will give me time at the end for questions and wonderings. However, if it is necessary, I can limit it to 30 minutes. In a 30-minute presentation, I can show either a reading lesson or a writing lesson.

Active and Engaged Learning

Blended learning components
  • This presentation is scheduled to be on Zoom.  Participants need to have access to Zoom in order to participate in the workshop.
  • I plan to include flipped learning components, such as activities/questions that participants have to complete before and after the presentation. Below is the Padlet that I will send out to participants prior to the symposium date.
Figure 2: Inquiry into Flipped Learning using Padlet
  • GoNoodle: In the middle of the session, I will invite participants to do a two-minute brain break activity with me using the website GoNoodle.
  • I plan to use Screencastify and/or EdPuzzle for my flipped lessons.
  • In the beginning, I will use the polling feature on Zoom to ask participants this question: Will flipped learning work in elementary school settings?
  • I will use send a brief Google Form at the end of the symposium to participants to ask for their feedback.

Content Knowledge

ISTE Standards
  • ISTE Coaching Standard 3a: Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.

This workshop addresses this standard as it explores a fairly new instructional strategy: flipped learning. As fellow educators take time to collaborate and learn a new strategy together, trusting and respectful relationships develop, which is necessary in any collaborative relationship or partnership. 

  • ISTE Coaching Standard 3d: Personalize support for educators by planning and modeling the effective use of technology to improve student learning. 

In order for flipped learning to be executed smoothly, we need to rely on using technology and the appropriate digital tools to inspire, improve and sustain student learning. This standard also supports standard 3a because as educators explore new strategies, it is inevitable that they also explore resources and tools that enhance students’ learning experiences.

  • ISTE Student Standard 1.3 Knowledge Constructor: Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts and make meaningful learning experiences for themselves and others.

During the flipped lessons, students will use digital tools (IPad, lesson recording is on Screencastify or EdPuzzle) to access lessons and they will use Seesaw to document their work and share it with their parents/teachers.

Common Misconceptions

I will address these common misconceptions about flipped learning.

  • Flipped learning is the same as blended learning.
  • Flipped learning is only used for older students.
  • Flipped learning can only work if you give students homework.

Teacher Needs

Digital tools and resources
  • I need to check that my Zoom account is set up appropriately, with all the needed apps and add-ons.
  • If necessary, I will need to arrange someone, either a colleague or family member to help me monitor the slides and facilitate the discussion time.
Accessibility of materials
  • I will create a one-page electronic handout that aligns with my slides. This can be distributed before the symposium.
  • I will use live captions to instantly convert speech to text for those that need this feature.
  • I will use this guide to help me make adjustments so that my slide presentation is accessible to everyone.

Collaborative Participation

Before the event: using the Padlet, participants can send their questions ahead of time. Using the Padlet allows participants to see each other’s responses and make connections.

At the end of the workshop: there will be a Q&A portion where participants can respond to what was presented. There will also be a Google Form sent out after the event to gather feedback about the presentation

Final thoughts

I am thankful for the opportunity to develop a conference proposal and to take part in the Global Education Symposium. I am also looking forward to investigating how flipped learning can be used effectively with elementary students.

Resources

Bārdule, K. (2021). E-Learning Tools for the Flipped Learning in Elementary School. Baltic Journal of Modern Computing, 9(4). https://doi.org/10.22364/bjmc.2021.9.4.05

Buitrago, C. (2019, October 4). Flipping writing Q&A. http://crbuitrago.com

Doubet, A. (2015). Flipping the Elementary Classroom. Creative Educator. https://creativeeducator.tech4learning.com/2015/articles/In-Class-Flip

Flipped Learning International Definition. (n.d.). Flipped Learning Global Initiative: The Exchange. Retrieved July 25, 2022, from https://www.flglobal.org/international_definition/

Flipped Learning Network. (2014a). FLIP handout FNL Web. https://flippedlearning.org/wp-content/uploads/2016/07/FLIP_handout_FNL_Web.pdf

Flipped Learning Network. (2014b, March 12). Definition of Flipped Learning. Flipped Learning Network Hub. https://flippedlearning.org/definition-of-flipped-learning/

Priyanka Gupta. (2016, July 30). Some Interesting Statistics on Flipped Learning You Must Know. EdTechReview. https://edtechreview.in/data-statistics/2457-flipped-learning-classroom-statistics

Skooler. (2018, December 5). The “flipped classroom” supports multiple styles of learning. SKOOLER. https://skooler.com/the-flipped-classroom-supports-multiple-styles-of-learning/

Steed, A. (2012). The flipped classroom. Teaching Business & Economics, 16(3), 9-11. Retrieved from https://ezproxy.spu.edu/login

​​The Definition Of The Flipped Classroom. (2014, January 16). TeachThought. https://www.teachthought.com/learning/definition-flipped-classroom/#:~:text=The%20flipped%20classroom%20was%20invented

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