How will in-class flipped learning impact student independence in a fifth-grade digital learning class?

Seminar Title

How will in-class flipped learning impact student independence in a fifth-grade digital learning class?

Flipped Learning, Assessment, Differentiation, Empowerment

5th Grade

Elementary

Other

All Disciplines

“Wait, what are we supposed to do?” I doubt I am the only teacher who has heard this question after delivering engaging, well-planned directions to my students. After repeating my directions dozens of times day after day I decided it was time for a change. Cue flipped learning, an instructional strategy that will help students take control of their learning and become self-directed creators. My research on flipped learning focused on the concepts of assessment, differentiation, and empowerment and is applicable to all grade-levels and disciplines. Incorporating in-class flipped learning into my classroom has given my students the resources and skills necessary to problem-solve and self-monitor on their own throughout the learning process. If you want to explore how you can re-envision your class time and empower your students, this session is for you! Flipped learning is for everyone - whether your students are 1:1 or you have a handful of iPads, and whether you are a “techie” teacher or terrified of tech. I can’t wait to share and learn with you!

As a K-5 digital learning specialist I sensed the need to help my students discover how to be self-directed learners. With this in mind and through my research I developed the question, “How will in-class flipped learning impact student independence in a fifth-grade digital learning class?” I wanted to give my students the skills and resources to problem-solve on their own and decided to use the in-class flipped learning model to approach this need. While researching, I focused on how a flipped learning approach could impact assessment, differentiation, and student empowerment in the classroom. Through my research I found that flipped learning would allow me to improve my formative assessment methods and give me in-the-moment data to support my students individual needs, increase the level of differentiation by giving students power and flexibility with pace of learning and learning products, and give my students the skills and resources necessary to feel empowered and self-directed in their learning. The original flipped learning model truly “flipped” classroom instruction and homework. Rather than lecturing in class and giving homework for kids to complete on their own, teachers record their instruction and students watch it as home for homework and complete their work in class. I use an in-class flipped model where I make videos of direct instruction and have students watch them in class. Although flipped learning relies on videos, it is about reimagining class time more than it is about using videos in your teaching. I used three data-tools throughout my action research: student surveys, observation notes, and student formative assessment data. When collecting data I focused on how students were utilizing resources, self-monitoring understanding, and feeling empowered in our class. Flipped learning has given me and my students more flexibility with our class time and helped my students learn how to self-monitor their understanding and be creative problem-solvers.