Blended learning? A new buzz phrase? Not!!!!
There has been elements of blended learning in our teaching for a long time. As educators, we have made use of many strategies which are yet to be coined with a name which will become the new buzz!
The Ontario Ministry of Education defines blended learning as a strategy through which educators use "the tools of the provincial learning management system (LMS) to teach and support learning in a face-to-face class." This definition just about reflects ideas of other resources reviewed to prepare this blog.
To fully understand the concept of blended learning, we have to first categorically state what it is not! Jennifer Faulkner helps us clearly make the distinction by stating that it is not the idea of technology replacing the teacher but incorporating learning management into a teacher's practice. Therefore, putting it bluntly, it is teacher+LMS. The following video offers more information on Faulkner's ideas.
Blended Learning (BL) & the Flipped Classroom (FC)
Contrary to misconceptions that blended learning is a method of having teachers replaced by technology, and calling for throwing traditional methods out the window, many writers caution against this view. Flipped learning/classroom, though sometimes used interchangeably with blended learning is a form of blended learning. If understood clearly, it definitely is NOT replacing the teacher with technology, but teacher+technologies and digital media. The FC is another form of blended learning through which learners are first exposed to new material outside of class time. It is usually done through an online presentation medium. When learners are present "in a brick-and-mortar setting," the time in this setting, is used to "apply the material in the form of problem-solving and discussion."
Visual/ Pictorial Representation of the Flipped Classroom
We should not get complacent though. Flipped learning is not an easy concept and is often termed as 'easy'. In his reflections of the flipped classroom, Paul Anderson (in his video below) explains that we should avoid oversimplifying new ideas and say exactly what it is not! It is not removing the physical presence of the teacher but a mix of what we have been doing with the new ideas and technologies.
Will Flipped Learning Help to Differentiate Instruction?
Many educators applaud the FC for its key characteristic of facilitating differentiation. The fact that the FC makes differentiation so easy has given rise to the term 'fliperentiation' which is a term coined by a US educator (Joe Hirsch). His view, the toughest part of differentiation is trying to synchronise learning activities of a whole group so that each learner can move at his/her own pace. The flipped classroom makes this possible hence the coined term. (Ober, 2015)
Paul Anderson, in the video above, solidifies the notion of the FC making room for differentiation by stating that the flipped classroom affords the teacher more time to help students with their learning. It makes allowances for achieving goals centred around equity, diversity and multiple intelligence.
Will the Flipped Classroom allow students to use inquiry-based learning and guide their own learning?
You bet it will! As a result of the differentiated instruction in the FC, students can move at their own pace and be purposely grouped with other students. In such student-centred environments (which is a key characteristic of inquiry-based learning), students can engage in various activities to meet their needs, while guided by the teacher. This gives rise to students taking ownership of their learning. Student-centred learning, in a FC context, is flexible and it allows for creative thinking on the part of students giving rise to multiple solutions to one problem. When students complete homework as part of a flipped learning model, they are able to re-view the lesson (video posted by the teacher) to help them as they learn, allowing them to work at their own pace.
Does the FC help to create an environmentally responsible classroom?
It sure does! There will be less use of paper (less copying) and less paper means less trees being destroyed to produce paper and less waste to be added to the blue bins, resulting in an eco-friendly learning space.
Does the FC allow students to connect with their learning and draw on previous knowledge?
The FC definitely makes provisions for students to connect their learning and to draw from previous knowledge and experiences. Paul Anderson also alluded to this stating that the FC operates on a mastery system in that, students do not move on until they have understood or mastered the learning material. There is room for them to learn at their own pace. Having the lesson portion be done outside of school allows teachers to "step aside" and allow students to hold the reins and guide their own learning. Hence, the FC facilitates student-centred learning. FC has been termed "A Vehicle To the Future". It causes a shift in focus because unlike traditional learning which taught students to look to the future and wait for it, the flipped classroom creates the future instead of having students waiting for it.
Thinking about flipping your classes? Take ideas from: The Flipped Class: Rethinking Space & Time
