The Flipped Learning Model:
The Most Effective Method for Online Learning
As a result of the most recent evidence-based online learning theories and our own observations, Benbridge Academy has adopted a three-part ‘flipped learning’ methodology.
Step One: Flipped learning (Independent Learning Before Class)
Before a class takes place, the teacher provides the student with independent learning resourcesl. This may take many forms. Examples may include pre-reading of key material, a research task, a creative engagement activity, visual stimulus such as documentary clips or still images, or even an assessment of prior knowledge quiz. The possibilities are too many to list in full. The benefits of this pre-class step are numerous:
- Having engaged with the flipped learning stage, students have already taken ownership of the material.
- This is a time-efficient method that means that face-to-face time is not spent delivering material but utilised to engage with individual levels of comprehension or acquisition of skill.
- The flipped learning stage enhances students’ learning habits. They become independent, proactive and engaged. They become ready to engage in the learning dialogue rather than being passive recipients of teacher input. This is a very real drawback at online schools. An over-reliance on teacher-led delivery of content can lead to students’ screen-fatigue and silence from their side of the process.
- Students become risk-takers; they become robust and resilient learners willing to commit themselves to the learning process; students are ready to engage with their own learning, becoming increasingly aware of their strengths and areas for development.
- Parents at Benbridge Academy can engage with their children’s learning journey from initial publication of stimulating prior learning material to active learning activities and third step consolidation tasks.
Step Two: Active Learning (Collaborative Learning During Class)
Referred to as the ‘Fix it’ phase by Manu Kapur and his colleagues at ETH Zurich, teachers facilitate active learning strategies to cement concepts, address general and individual misconceptions or stumbling blocks, developing a rich understanding of the learning material and/or further mastery of skill. The in-class step benefits from students’ engagement with Step 1: Flipped learning in various ways:
- Teacher-student and peer learning becomes a more efficient dialogue related to each student’s further development rather than a teacher-led dissemination of material prior to active learning. Teachers have more time to develop a deeper knowledge of individual needs and plan active learning strategies to ensure progress for all.
- Students are more confident having already gained levels of mastery through pre-class engagement with the learning material. The resilience and confidence gained over time as a result of enhanced independent learning habits means that students have the courage to vocalise their misunderstanding and share their mistakes.
- Having already gained levels of mastery during the flipped learning stage, students are able to engage in the deeper active learning strategies 1 to 1 and through peer dialogue.
Step Three: Consolidation (Continued Learning After Class)
Having successfully engaged in the first two steps, students will engage in a process of consolidation. This could take the form of related skills practice, extension tasks, optional challenges and assessment activities. This is an opportunity for individualised consolidation activities based upon each student’s learning goal. By this point, the advantages are clear.
- Students have engaged in preparatory tasks and experienced learning through independent and guided steps. This consolidation step enables students to cement learning and address their individualised areas for development.
- As a third stage in the learning process, this step is protracted to enable students to work at their own pace. Careful direction to the relevant activity (support, core and challenge) ensures that students of all abilities continue to move forward.
- For every learning objective, Benbridge Academy’s online learning platform will enable access to resources from steps one and two; these will be of great benefit in the consolidation.
Flipped Learning and the Benbridge Vision for Holistic Education
Of course, improved academic performance is at the core of our school’s mission. With that in mind, evidence shows that increased ownership of the learning process means that students perform better in assessment activities and in final examinations. Schools that did online learning well during the pandemic experimented with ‘flipping the classroom’ and the results spoke accordingly. Rather than highlighting a learning gap or deficits in performance, post-COVID results at these schools were well beyond expectation. Online schools have reported to the upon the successes of their ‘flipped learning’ programmes pointing to spectacular increases in A*/A Grades at A’ Level.
In line with our vision, flipped learning also enhances 21st century learning skills. Students develop independent learning skills, inquiry-based critical thinking and the resilience to take risks, recover from failure and enhance their understanding through collaboration in active learning activities. These are the tools with which students will go forward to become successful people in an increasingly challenging world.
In terms of our pledge to our community, we present flexible Learning models to ensure community wellbeing. Successful online students cite the flexible approach to time management afforded by the flipped learning model as key to improved personal wellbeing. With students able to schedule their studies, free from the constraints of an over-taxing online timetable, they have time to exercise, to experience the world around them, to engage in culturally enriching activities. In Stephen Covey’s terms, they are able to ‘sharpen the saw’ which brings them to each new challenge renewed and ready to grow.
Finally, and most importantly, by freeing teachers and students of the burden that content-laden teacher-talk brings to classes everywhere, we have the time for imaginative and creative active learning. We have the time to engage in something relevant, something vital. We have time to have some fun.
