Developing a Flipped Classroom
Facilitated with ICT
Dr Katya Toneva, eLearning Advisor University of Roehampton
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ID: 10063131
What is the Flipped Classroom?
The use of a reversed teaching model that delivers the
content and instruction at home through interactive videos
and other learning resources, and moves homework to the
classroom.
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ID: 100159199
Flipping Puts Students at the Centre – Two Case Studies from the
International Community School, London (www.icschool.co.uk)
Start small (flip one or two lessons) - Choose your own balance of lessons
and activities – Use your existing material and create videos – Students like
watching videos on their own devices (laptops, tablets, smart phones, etc.)
– Share your case studies online
Case Study 1 (2011-12) – in Mathematics – The teacher prerecorded video materials illustrating and explaining complex concepts that
students were required to study at home. In class, the students were
given the opportunity to complete specific exercises reflecting on the
materials studied at home, to develop discussions, and to receive help
from the teacher and peers.
Case Study 2 – in English (a cross-school project
called “FlatClassroom”):
Flat Classroom Project (FCP)
Dr Katya Toneva (ICT Director and Project Manager)
Sarwat Siddiqui (Leading Teacher)
International Community School, London: www.icschool.co.uk
September-December 2011
Flat Classroom Project
During the first term of 2011/12 academic year, the International Community School, London took
part in the global Flat Classroom Project that uses web 2.0 technology to join-up students from
around the world.
The idea being to “flatten” the classroom walls so students can communicate and work with their
peers online, across the world.
The school took part in the project on a particular topic: “How ICT could improve people’s lives”.
This was linked to the English curriculum. The idea was that students could develop their English
language proficiency and academic language skills through researching, collecting, analysing,
evaluating, reporting and presenting information via the virtual Flat Classroom.
The required final product was a video storyboard on the project topic.
Why consider the potential of innovative technologies that
support language development and collaborative learning?
• New technologies can be powerful tools for using and acquiring
language skills.
• The nature of work is changing.
• We need to prepare our students to compete in a new global economy.
• We need to prepare our students to be effective 21st Century citizens.
Our FCP aims:
■ Transform the learning environment into an
inspirational learning space where students
interact, create, collaborate and build up
knowledge whilst using language for these
different purposes.
■ Develop students’ skills of cooperation,
communication, collaboration and competition,
and their use of topic vocabulary.
■ Introduce our students to global communities
with similar interests and provide the opportunity
for them to communicate and collaborate.
I
Using integrated Web 2.0 technologies to
facilitate the flipping learning
The teacher required from the students to research the
content at home and used her class as a place where
students carried out meaningful activities instead of listening
to “a lecture”.
The teacher used the lesson time to guide students in their
learning instead of being the authoritative “instructor”.
For example, the students needed to contribute to wiki
spaces to introduce themselves and to plan their projects.
They needed to use Flatclassroom Ning space, online
forums and Google docs to share examples, to
communicate with other Flatclassroom students across the
world and to provide peer support and feedback.
Students used Animoto and YouTube to edit and publish
their video storyboards. They used Elluminate webconferencing software to present their final products.
ICS FCP Students:
TomaB
ICS
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ICS
AlixS
ICS
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ICS
GabyL
ICS
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The teacher’s and students’ comments on the project development are
available on the
.
Links to ICS students’ final work are published at the
For example, please watch a student’s
.
The Flipped Classroom
Approach and 21st Century
Learning Skills
Our “flipped classroom” approach promotes the shift of the
ownership of learning from the teachers to the students. The
“flipped classroom” encourages learning through activity and
enhances the interactions teacher-student-teacher and studentstudent.
The students needed to understand the principles of working
online and to adopt new skills and behaviours, including
skills for online communication, collaboration and
networking – these are core 21st Century learning skills.
Flipped Classroom – Pros and Cons (Summary)
Pros:
•Create a collaborative learning environment.
•Build sound student-teacher relationships.
•Allow students to reflect on your videos and other learning
resources.
•Share information with other departments, teachers, students,
and parents.
•Build an online library of video lectures and other learning
resources for students to review anytime, anywhere.
Cons:
• Not everyone learns best through a screen.
• Disadvantage for students who have not the Internet
access at home.
• Teachers need to invest extra time to create video and
other learning resources and make these available online.
However, do teachers really need to do this? – Let’s see
what one experienced teacher thinks about the Flipped
Classroom approach:
Getting Started with the Flipped Classroom
1. The Flipped Classroom Network:
2. The Flipped High School:
3. Flipped Teaching:
4. The Flipped Learning Network:
5. Khan Academy:
/
Useful Tools:
FREE:
1.
- records your screen
2
is a good resource for storing your videos on the web.
3. Editing
.
4. Screenshots: check out
COST:
1
(PC & Mac) A full suite of professional tools that records
your screen and turns PowerPoint into video.
2
(Mac only) Publish directly to YouTube.
Thank you for your interest!
For contacts:
Email:
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