Flipped Learning hasn’t been as divisive as many other education technology trends in recent history, such as MOOCS, but there are still many arguments from skeptics against what they say is a new label on an old teaching style.
“One thing that’s been lacking has been a consensus on what the flipped classroom actually is,” said Robert Talbert, a mathematician, educator at Grand Valley State University, and frequent contributor to The Chronicle of Higher Education. “If a professor assigns readings to do before class and then holds discussions in class, is that ‘the flipped classroom?’”
The Flipped Learning Network (FLN), founded by the two teachers who developed the flipped learning method, recently released a new definition of Flipped Learning, which they say is different from the flipped classroom, and the two definitions can’t be interchanged.
“Flipping a class can, but does not necessarily, lead to Flipped Learning,” said Aaron Sams and Jon Bergmann, founders of Flipped Learning. “Many teachers may already flip their classes by having students read text outside of class, watch supplemental videos, or solve additional problems, but to engage in Flipped Learning, teachers must incorporate the following four pillars into their practice:”
F: Flexible Environment- Students are allowed a variety of modes of learning and assessment.
L: Learning Culture- Student-centered inquiry rather than instructor-centered lecture.
I: Intentional Content- Placing content in the most appropriate context, such as direct instruction prior to class for individual use, video that’s accessible to all, et cetera.
P: Professional Educator- A reflective, accessible, and collaborative educator that’s also a lifelong learner.
A full list of the description of these pillars, as well as an educator checklist can be found here.
What these pillars prove, explained Talbert, is that “just because you’ve been giving reading assignments outside of class and holding discussion in class doesn’t mean you’ve ‘always been flipping the classroom.’
Talbert also noted that the pillars focus on student learning and not on course design, which many instructors often pay too much attention to.
“I do think the definition in this document should say something about the eventual goals of flipped learning,” he concluded in the Chronicle interview. “What kind of students do we want to create through their experiences with Flipped Learning?”
He explained that, ideally, Flipped Learning should create a self-regulated learner, or a generation of learners who are “confident problem-solvers who have the abilities and the desire to learn new things on their own, throughout their lives.”
(Next page: What research is saying)
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