School Leaders are Flipping for Flipped Learning

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This guest post is from Kari M. Arfstrom, Ph.D, Executive Director for the Flipped Learning Network. Formerly worked with both AASA and AESA.

Over 403,000 K-12 educators participated in the 11th annual Speak Up online surveys (Fall, 2103) facilitated by the national education nonprofit organization, Project Tomorrow© in conjunction with the Flipped Learning Network™. School administrators were asked to comment on their current or planned implementation of this innovative strategy.

Amongst district administrators, 25 percent identify flipped learning as already having a significant impact on transforming teaching and learning in their district, surpassing other digital learning trends such as educational games and mobile apps (21 percent) and even online professional learning communities for teachers and administrators (19 percent). Even though digital textbooks and online classes have been part of the digital learning environments for a longer period of time, district administrators are optimistic about flipped learning as a transformative agent in the classroom.

One of the reasons that school leaders know about and are embracing Flipped Learning stems from the cover story of the March, 2013 issue of AASA’s School Administrator titled Flipped Learning: Upending time on task in school and at home.

The national research indicated that 40 percent of administrators said they were interested in their teachers “trying flipped learning” this year. Teachers were also interest in knowing more about how to flip their classes although, they acknowledged that they need more training to do this effectively with 16 percent of teachers have “learning how to flip my classroom” on their wish list for professional development this year.

This corresponds with what we hear from administrators about the challenges implementing many new digital learning initiatives in the classroom; teachers need new training to implement these approaches successfully in the classroom. School administrators’ interest in flipped learning however transcends their concerns about their current teaching staff. When asked to identify the technology experiences they think pre-service teachers should have before getting a teaching credential, 41 percent say that these teacher candidates should learn how to set up a flipped learning class model.

To assist school leaders with implementation of Flipped Learning, the Flipped Learning Network released a brief for school leaders with a definition of Flipped Learning, which is not synonymous with a flipped classroom. Included in the document are the Four Pillars of F-L-I-P™ and a checklist of 11 indicators that teachers can use to self-reflect on their practice, or administrators can use when observing their educators who are flipping their lessons.

Download the Four Pillars of F-L-I-P and 11 indicators checklist here.

Download the National Research Project Findings: A second year review of flipped learning here.

For more information about the Flipped Learning Network, visit www.flippedlearning.org including information about FlipCon14, the 7th annual conference for and by flipped educators June 23-25 at the Mars Area High School, Mars, PA.


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