1. DO NOW! Examine the photograph;
Identify the person in the photograph; and
Discuss with your partner how the person in the photograph might be used in today’s presentation.

2. Flipped learning in practice
LO: To understand key principles of flipped learning in order to analyse the experience of the History department in introducing flipped learning.
Photocopy examples of reading agendas.

3. Starter – Knowledge Dump3
Starter –
Knowledge Dump
Connect
GROUP WORK:
Consider your understanding of the term flipped learning and how it is used in the classroom;
Share your ideas with your group; and
Knowledge dump your ideas.
8 minutes
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning. 3 3

4. Flipped Learning In practice Definition
F = Flexible environment: shift to a learner centered approach. L = Learning culture: Student actively involved in knowledge construction. I = Intentional content: teacher creates relevant content. P = Professional educator: lesson time is used to conduct formative assessment.
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

5. How to flip learning?
Flipped classroom – video instruction at home or use of reading agendas;
Presentations on a topic; and
Use a Wiki or online forum/platform such as Moodle, Edmodo or Firefly.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

6. Flipped Classroom
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

7. Discussion GROUP WORK: Consider what you have discovered; 8 minutes7
Activate
Discussion
GROUP WORK:
Consider what you have discovered;
Identify what the opportunities and challenges of flipped learning could be for your department; and
Share your findings with the rest of the group and record it on your sugar paper.
8 minutes
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning. 7 7

8. Flipped learning: the experience of the History department

9. Original Reading Agenda
Key questions to help students understand the focus of the reading
Reading strategies
Overall conclusions from the reading
Key words to look out for or consider
Summary of findings
Preparation versus active reading – rather than just highlighting everything. Cornell note taking.
Questions or areas of confusion to be outlined
Signed by Guardian encouraging home involvement

10. Discoveries so far …
Commitment/attitude from students – part of the learning process/failure to complete the prep work will mean that they can not access the lesson; and
Standard of notes recorded; and
Overall standard – impressed by all.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

11. Impact on lessons – Blooms’ considerations

12. Hexagons
Summarising their findings and identifying and creating links between factors.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

13. The Great British Bake Off: Mel: ‘this week the bakers will be try to avoid political extremism’.
‘Your economy will need to be hot, hot, hot, as extremist parties thrive on the slightest economic temperature drop, drop, drop …’

14. Frankenstein essays – Practice: skill and feedback over content

15. Marking Stickers
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

16. Challenges – for teachers
Time spent on creating resources.
Monitoring reading agendas – have they done it and how can we tell? What has been understood and how can we tell?
Getting students to identify and RECORD things they do not understand or misconceptions.
Focus: reading agendas reviewed vs. folder checks – use of stamps.
Gaps in knowledge.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

17. Challenges – for students
Managing time to complete reading agendas with demands from other subjects;
Keeping folders organised; and
Confronting what they do not understand and being willing to identify what they did not understand – use of the buddy system.
Ensuring the systems of VESPA are embedded into our routines.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

18. Evolution … A reflection
Specific enquiry question modelled on exam language.
Inclusion of a SUMMARY section: focus for assessment in lessons.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

19. Moving Forward
History A Level is now linear - there needs to be a consistent review of the content learnt.
The reading agenda can form a revision guide.
We have included blank reading agendas for use in Year 13.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

20. Further opportunities: introducing flipped learning at KS3 and 4
New GCSE specification includes a lot more content and is much more rigorous.
Time in the classroom is restricted.
Experience of the independent student learning process expected at A Level.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

21. Results Is flipped learning working?
Informal evidence based on year 12s from 2015/16 compared to 2016/17 experience.
Teaching experience.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning.

22. VESPA and Flipped Learning:
A marriage made in heaven.
A – Level mindset.

23. Mini plenary – Knowledge Dump
2323
Mini plenary –
Knowledge Dump
Connect
GROUP WORK:
Consider your understanding of the term flipped learning and how it is used in the classroom as a result of this session;
Share your ideas with your group; and
Add to your knowledge dump.
8 minutes
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning. 23 23

24. Using flipped learning
2424
Using
flipped learning
Demonstrate
15 minutes
GROUP WORK:
Consider how you could use flipped learning in your subject;
Decide on what content of the curriculum you could flip; and
Create a plan on how you could flip the learning to suit the needs of your students.
PLUS 1:
Consider how other departments in your school already use flipped learning, and how you could work with them or the technology that might be available for you to use.
LO: To understand key principles of flipped learning in order to analyse the experience of the history department in introducing flipped learning. 24 24

25. Audience: Oh no. Not this again!
Any Questions?
Flipped learning!
Do it – or else!!
Audience: Oh no. Not this again!
There are benefits, but clearly there are challenges that we are trying to work through.