I remember my first experience with being introduced to a Flipped Classroom. The PL was not organized, fast-paced, half a day, and there was no additional support. We read about the advantages of implementing a flipped classroom, but we were not exposed to videos, collaborative discussions, a plan on how to begin, or guidance after leaving. I left deflated and uninterested. This PL was a learning experience and I made sure if given the opportunity to lead one, I would not make the same mistake. This program has provided us with tools to turn around and implement learning for staff and teachers in an engaging way.
The BLIT and I now have the opportunity to provide PL sessions on blended learning in an innovative way. After viewing Modeling-Based (Flipped) Professional Development,(2015) I understood how it could be done, what it looked like, and the engagnement throught the session. There was learning happening at different levels and fully engaged participants.
The inclusion of a flipped classroom within the PL had more of an effective to giving learners thinking time to process and formulate answers or questions based on what they are learning.
The idea of adding valuable learning time by pre-recorded lessons that are 60%-80% shorter offers different opportunities to learn. Having recorded lessons offers learners time to review, and reflect. The ability to revisit content to reinforce your skills and understanding is powerful for the learner to delve into or extend lessons.
I was able to see the benefits of a flipped classroom as an additional strategy we can implement to lead engagement along with the walk and talk to activate their learning and moving.
Reference
McCammon, L. (2015, April 15). Modeling-Based (Flipped) Professional Development at Rutgers University. YouTube. Retrieved April 28, 2022, from https://www.youtube.com/watch?v=PBAmcveOnIM
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