Teachers Matter Magazine

Flipped Learning: Reasons You Should Bother

Abstract
This article will examine how blended learning, with a focus on flipped learning, is discussed in the
literature and how it may help address the current curriculum demands in Australia. As with many
educational systems throughout the world, the Australian curriculum is being reworked, revamped and
repositioned with a national perspective and engagement with 21st century skills. In particular, this
article seeks to assess the level of student engagement with and enjoyment of flipped learning, and to
understand emergent learning relationships (with peers and teachers). It is argued that adopting a
flipped learning approach will require a change in classroom environment, pedagogy and classroom
management. It is, however, beyond the scope of this article to examine the research regarding student
assessment and achievement being attributed to flipped learning. Thus, it concludes with how flipped
learning may potentially meet the needs of 21st Century learners.
Introduction
Flipped learning is an educational context that has the central thesis of promoting the needs and
engagement of students in active learning while providing a choice about when and where their learning
may take place. Tomorrow.org (2013) defines flipped learning as when:
Flipped learning: students watch videos of lectures or read content as homework, and class
time is spent on project-based learning and personalized remediation. (Tomorrow.org (2013, p.
4)
Students may be assigned homework that would cover content that has traditionally been a focus during
class and structuring the use of time in class to address misunderstandings of the student and provide
opportunities for tasks that promote higher order thinking and problem based activities.
Education systems, globally, are under constant and continual demand for change, as there are always
new initiatives, trials and programs that are proposed, examined and piloted. There is a never ending
push for improvement and progress for all concerned. Flipped learning has been touted as a new way to
meet such demands:
I believe that the concepts of blended and flipped classrooms are necessary for the US to
compete in a global society. These concepts improve student achievement by increasing student
engagement, real life application, differentiation of instruction, and 21st century skill
development. (Tomorrow.org (2013, p. 1)
Flipping, as it is becoming known, inverts the learning so that Blooms lower level of information
transfer remembering (Bloom, 1956) is done on an individual level and the higher order tasks and
activities can be done within a group collaborative situation. This allows learners to be ready, coming
pre-loaded with ideas and concepts that they can deepen or redefine in a purposeful way.

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The Australian Learning context

Learning in the 21st century recognises that a different need and approach to learning is required for
todays students. Many countries, including Australia, recognise the changes that are coming about in
the field of education and building their curricula to meet these needs.
The development of the Australian Curriculum is guided by the Melbourne Declaration on
Educational Goals for Young Australians, adopted by the Ministerial Council in December
2008. The Melbourne Declaration emphasises the importance of knowledge, skills and
understandings of learning areas, general capabilities and cross-curriculum priorities as the
basis for a curriculum designed to support 21st century learning. ACARA (2013, p. Welcome
Page)
21st Century learning is moving away from education as training for the industrial workforce and into
the realm of education for the student, in an attempt to be responsive to the needs of our time. Present
day students will require skills and attitudes to address an ever-changing future that will involve them in
a range of tasks that may have no parallel in the present time. Therefore, they must be capable of
motivating, directing and reflecting on their own skills to find solutions that no one has before.
most educational systems operate much as they did at the beginning of the 20th century and
ICT use is far from ubiquitous. McGaw (2013, p. 1)
The need to connect educational institutions to the real world and more natural experiences for students
is becoming more important. Creating a provision to allow students a range of learning experiences.
For the most part, curricula, pedagogy, school organization, and assessment are much like they
were at the turn of the 20th century. While people outside of school work flexibly in teams, use a
variety of digital tools and resources to solve problems and create new ideas and products,
students in schools meet in structured classrooms at specified times; teachers cover the standard
content by lecturing in front of the class while students listen; students work individually and
reproduce this knowledge on assessments; and their use of ICT is limited. This pattern is
global. McGaw (2013, p. 5)
Flipped learning vis a vis Traditional Pedagogies
The premise of flipped learning is in contrast to the traditional classroom approach where the teacher is
in complete control of the timing, delivery and content of material for all students. This teacher centred
approach is a common format experienced by most students in our current schooling model. This has
been based on an industrial concept of learning and education that has been adopted since the inception
of schools as society wide institutions, useful to serve the needs of an industrial age that required a work
force that had literacy and numeracy skills. Sir Ken Robinson, Robinson (2008) , spoke passionately
about the need for a revolution in education and the need for students to be creatively engaged in all that
they do. Current educational systems must focus on meeting the learning and developmental needs of
each individual and their current skills and abilities. This is important to the individual as well as society
as a whole. Education faces a future that few claim to be able to envisage, where needs and demands
are unclear and are likely to remain unclear. However, many educational message systems, including
curriculum and pedagogy, operate with an emphasis on 20th Century ideals and concepts.
What is learned, how it is taught, and how schools are organized must be transformed to
respond to the social and economic needs of students and society as we face the challenges of
the 21st century. McGaw (2013, p. 1)

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Within this framework teachers require innovative teaching strategies, full use of the capabilities and the
power of ICTs, to promote, enhance and develop the skills for the 21st century.
Systemic education reform is needed that includes curriculum, pedagogy, teacher training, and
school organization. McGaw (2013, p. 1)
Flipped learning supports these ideals, moving away from the traditional concept of education as a
passive gathering of knowledge and into a more active and engaged learning, requiring students to
become responsive and responsible for their own learning. Students and teachers are engaged in the
process of learning, both groups being actively involved. Redefining the roles that each will be a part of,
flipping also repositions each within the learning context and the classroom itself.
The flipped classroom model fosters the guide on the side mentality and role for the teacher,
rather than that of the sage on the stage. Andrew Miller (2012, p. Blog Post)
Providing choice to students, and giving an opportunity allows students to see themselves in control of
their learning and able to decide how they may proceed. Beyond being a semantic exercise, this is in
fact a major shift in attitude for teachers towards their students. This shift opens a way of thinking for
teachers and students that requires a new role for both parties.
In this model, some or most of direct instruction is delivered outside the group learning space
using video or other modes of delivery. Class time, then, is available for students to engage in
hands-on learning, collaborate with their peers, and evaluate their progress and for teachers to
provide one-on-one assistance, guidance and inspiration. The shift is from a teacher-centered
classroom to a student-centered learning environment. Arfstrom (2013, p. 4)
Factors affecting adoption of flipped learning
Teachers will need to reflect and evaluate their own pedagogy before they are comfortable with the idea
of flipping or actually following through with the physical changes that will take place in their rooms.
Andrew Miller (cited by (Ash, 2012a, p. 5) raises the issue that many have about the concept. Teachers
will certainly need to understand their reasons for wanting to flip their teaching, as they delve deeper
into changing their pedagogy. Without a sound knowledge of what they are about, teachers will find
themselves disillusioned with this latest fad. Such questions as: Why are you working this way? How
is it meeting student needs? What are your measures for success?
These questions will need to be a driving force for a teacher in order to solidify their pedagogy around
the idea of flipping as well as what it will mean to teach and learn in the 21st Century. It can be a
difficult and daunting idea for established and successful teachers, who lecture, to reflect on and change
or adapt their teaching.
A recent international survey of teachers in 23 countries in North America, Europe, Asia, Latin
America, and Africa (Law, Pelgrum, & Plomp, 2008) found that the three most common
pedagogical practices were having students fill out worksheets, work at the same pace and
sequence, and answer tests. ICT was rarely used and the applications used most often were
general office software, followed by tutorial or drill and practice software. McGaw (2013, p. 5)
Flipping is not a one size fits all panacea for education, it demands an educator who believes in the
power of the learner and is willing to trust that the learner will take responsibility and ownership of the
learning that is taking place. Democratising the learning allows the class to become learner-centred one
and with it, the teachers role then shifts in response to learner needs.

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the role of the teacher changes to one of being a facilitator of learning. Teachers provide
purposeful learning experiences that draw upon real life scenarios and problems. Neidhardt
and Stensness (2013, p. 22)
This approach then places new demands on a teacher and will dramatically change in the flipped
environment. Moving away from a content supplier to an active participant who is sharing the learning
process with students.
With flipped learning, students were actively doing math rather than passively watching
me do math on the interactive whiteboard.
Troy Faulkner, Math Department Chair, Byron High School Pearson Education (2013,
p. 1)
There is natural resistance to the concept and implementation of ICTs and innovative strategies that
diverge from the traditional classroom practices. Many baulk due to issues raised with haphazard
approaches to integrating technology in prior schemes for promoting student outcomes. The new ideas,
the latest innovations and ICTs in general are creating a culture of educational reform that will need to
be supported and handled across all facets of education.
With educational reform a constant reality, is it any wonder teachers are looking for new, better or at
least different ways to approach their ever-changing role. What makes them look to alternative
strategies? Teachers who have been involved in education for an extended period are also looking for
ways to create meaning and re-connect with the profession they have devoted to for many years.
Teachers who have implemented Flipped Learning also report feeling re-energized by their
heightened interaction with students (Baker, 2012). Hamdan (2013, p. 12)
Students have curriculum that is often difficult to fully cover, teachers are overwhelmed with curriculum
demands and external influences that impact upon the classroom such as; home/school relationships,
social networking issues, family pressures and commitments. Similarly, administrators have cost
restrictions and accreditation requirements to consider (Johnson, 2013, p. 7).
An overcrowded curriculum, student welfare beyond the classroom, organisational demands such as
clerical, administrative and budgetary constraints all add to the pressure within a school context.
Teachers often find themselves in a situation where they, as well as their students, have very little
control over their learning environment. Teachers can be overwhelmed and following the path of least
resistance, direct instruction becomes the easiest option as they deal with factors sometimes beyond
what they can control. They do need to be supported and provided time to adjust and evolve with their
own understanding of ICTs and what purpose they will serve for the teacher themselves.
Online learning teachers see significant value in the role of digital tools and resources to
improve student success as well as their own personal productivity. Tomorrow.org (2013, p. 2)
Even current policies and curriculum demands are not enough to promote a truly widespread uptake of
technology use. Due to these pressures, the default position is often how we were taught and what has
worked in the past. We now recognise that as educators we should not be teaching for a future that will
be a repetition of the past, we are responsible for teaching for the future. Skills such as collaboration,
cooperation and problem-solving are proving themselves to be the work currency of the future, the
educational prerequisites for all students.
This does not mean that teaching has adapted to the current needs for students in the 21st Century. The
traditional sage on the stage is alive and well in the many classrooms. The need to cover curriculum,

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can dictate a teachers approach as they endeavour to fulfil curriculum demands. Time allowances and
the accepted wisdom may not allow for anything more than a cursory coverage of material in a
traditional classroom setting. As an example, current time allocations according to the Queensland
education system, require teachers, at a minimum, to be spending approximately 21 hours of contact
time with students.QSA (2011, p. 9)
Technology and ICTs in particular have been seen as a panacea to achieve all that education currently
demands. It had been thought that they had the capability to replace teachers, deliver content and assess
progress with very little intervention by a teacher. Education departments and governments around the
world rushed headlong into this technological solution, often times without considering all parties
involved. Allocations of vast amounts of money to schools and groups to address future learning needs
purely with a technology focus have not lived up to the promises. This had left many educators
wondering why they bother when inadequate equipment, technical breakdowns, low ongoing support
and unclear directions have left many offside with the notion that ICTs were of any value at all. Add to
this the ongoing reforms that exist in the present climate that is education.
Teachers in Australia are operating with new prescribed national curriculum that insists upon clear
guidelines of what to teach, what sequence to teach and outcomes for students. This is reflected in many
educational systems around the world. The United States of America, with the introduction of Common
Core Standards, is grappling with building a solid foundation of the basics as well as meeting the
future needs of the individual and society. These influences determine possible methods teachers look to
as they work with new curricula being introduced. Teachers will need to look at providing more for
students in terms of individualised curriculum within the larger context of the prescribed national
approach.
Flipping as a strategy, has many proponents as well as a growing number of opponents who are, rightly,
voicing their own concerns. If we have learned nothing from the headlong rush into technology it is that
we at least must consider all options and possible consequences of this future of education that is being
proposed. Issues raised by Johnson (2013, p. 9), include the impact on budgetary allocations and
education systems always looking to reduce costs. Out-sourcing to less experienced low-cost teacher
who can monitor how students are progressing in their self-paced curriculum versus the value of
experienced, knowledgeable and skilful teachers is a key point. A Miller (2012)
It is to be expected that the concept of flipping does not appeal to all teachers. It does not promote a
traditional approach to teaching, students or even the space they work in. Flipping emphasises
collaboration and understanding, it assumes and expects that a learner will actively take the
responsibility for their own learning and want to engage more deeply. Not all learners will do so and this
is an issue that needs to be addressed with this model but it needs to be addressed with any model. As
Idit Caperton, Caperton (2012) discusses in her blog post, Before We Flip Classrooms, Let's Rethink
What We're Flipping To, we need to be aware what we are moving towards, what will it mean, what are
the outcomes likely to be?
Flipping to Differentiate
Within a 21st Century classroom, the concept of flipping content becomes a tool or strategy for teachers
as they search for valid educational resources to engage and motivate students towards become
responsible for their own learning. At a time when the role of the teacher is being questioned, it becomes
more critical that they reposition themselves as an integral part of the classroom environment. A key
participant in possible learning paths for students.
Despite some misconceptions, teacher input increases in a 21st Century learning environment.
Although the traditional presence at the front of the class is reduced, the 21st Century teacher is

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far from obsolete as they reposition as the facilitator of the learning that is taking place, as
opposed to being the beholder of the knowledge. Teachers may now focus on the individual
needs of students which results in both increased student engagement and achievement levels.
Neidhardt and Stensness (2013, p. 22)
Educators now have many more options to meet the needs of individual students. The current power of
technology may supersede any one teacher in regards to content delivery alone. A simple Google search
may supply most answers to most questions that students think to ask. Youtube has a vast array of how
to videos that allow for individual learning for any who care to look. Examples of people who are selftaught from Youtube videos and become proficient via the power of this technology, are becoming
common place. The technology is providing a real and relevant alternative to a more formal approach of
learning from a lecture. According to Bergman (2012), part of the story now is to harness the power of
the technology available to teachers and ensure they develop positive outcomes for their students.
more and more educators now recognize that the learning needs of students, rather than the
curriculum pacing guide, should drive their instruction. Educators are developing ways to
personalize learning, using technologies such as video, digital simulations, and computer
games. However, unless the traditional teaching model is altered, technologies such as these will
have limited effects. Arfstrom (2013, p. 3)
Engagement with Flipped Learning
Now with more time and perspective, individuals and groups within the education sector have begun to
discern more about the possible uses and pitfalls of ICTs and their use as purposeful tools for education.
The flipped learning model tends to lend itself to becoming a useful and worthwhile strategy in a larger
educational context. Blended learning and flipping may provide an avenue for teachers to meet the
needs of more students, more often.
teachers found that the technique allowed them to spend more time with students one-on one
and to provide just-in-time intervention when students needed it. Ash (2012a, p. 3)
These elearning ideals look to use the power of available technology to allow the student more choices
about their own learning and provide increased time to engage with others. Students now also see that
elearning is a real factor in the own learning journey.
Students are increasingly seeing online learning as a gateway to a new education paradigm
where they are in control of the learning process. Tomorrow.org (2013, p. 2)
Far from being disengaged from their learning, students are actively looking for ways that suit learning
skills and strategies that they already utilise and they are expecting these to be available to them
whenever they require it.
Students have ever-increasing expectations of being able to work, play, and learn via cloudbased services and apps across their mobile devices, whenever they want and wherever they may
be. Johnson (2013, p. 5)

As this is the case, teachers are looking to see what classroom strategies associated with flipping allow
for increased learner participation and success. 21st Century skills continually focus on collaboration,
cooperation and problem-solving however, common teaching methods and established classroom
arrangements do little to provide opportunities to promote these skills.

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skilled, professional teachers are critical to success in a flipped classroom. Teachers have to
know how to facilitate learning, and not just be able to proficiently communicate content.
Hamdan (2013, p. 16)
Some are certainly wary of the next educational fad that is presented, naturally so with flipped learning,
The key ingredients that all good teachers consciously and unconsciously consider; classroom
behaviour, time management and student relationships, all belong as integral to flipped learning as with
any roo, perhaps, even more so. Ramsey Musallam has been a supporter of the concept of flipping
however, not a supporter of the hype that surrounds the issue. He eloquently brought the discussion back
to the key role of the teacher in his 2011 blog post, Should You Flip Your Classroom? Musallam (2011),
quotes the earlier work of Parker Palmers 1998 book, The Courage to Teach
"Good teaching cannot be reduced to one technique; good teaching comes from the identity and
integrity of the teacher."Musallam (2011)
Any teacher who is willing to open themselves up to handing over the responsibility to the student and
build learning relationships on mutual trust, not authoritarianism, will need to be active, aware and
conscious of developing and maintaining a very good environment. An environment where learning is
valued highly and all participants are involved in the learning process.
The use of videos or other digital technologies to deliver content outside of class does not
guarantee that anything different will occur during class time. However, due to the emphasis on
students becoming the agents of their own learning rather than the object of instruction, the
Flipped Learning model can enable educators to make the shift from teacher-driven instruction
to student-centered learning. Hamdan (2013, p. 4)
There are inherent problems with flipping, namely that if it is merely a replacement of poor pedagogy, then it
will do little to address the underlying need for improving student learning outcomes. The teacher will need
to be a part of the process and an active facilitator who promotes the students changing role.

"My concern is that if you're still relying on lecture as your primary mode of getting content
across, you haven't done anything to shift the type of learning that's occurring(Miller cited
by Ash (2012b, p. 2)
Flipping and blended learning demand that a teacher is changing the expectations and running of their room
and the routines of students. Teachers may also need to consider the whether they can change or adjust their
own personal and professional attitudes to a future of education that is shifting the priorities to meet future
needs.

It is important to note that Flipped Learning might not work for all educators and students or
with all grades and subject matters. Not all educators will succeed with it and some students
may prefer traditional classroom approaches. In their book, Bergmann and Sams (2012) noted
that Flipped Learning might be appropriate for certain lessons or units in some lower
elementary grades, but not entire classes. Research that focuses on who benefits, in what ways
and in what contexts, from the Flipped Learning model, would help educators to understand
when flipping the classroom would benefit learners and when it might not be warranted.
Hamdan (2013, p. 17)
Teaching extends beyond curriculum content and delivery and the mere gaining of knowledge. Implicit
within the teaching process are the concepts and values of society and of the educational institution.

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This can be a benefit and a positive outcome of the implementation of flipping, factors more often
regarded as the hidden curriculum.
implementation of the flipped classroom also promoted social awareness, camaraderie, and a
spirit of cooperation among group members and their classmates. Frydenberg (2012, p. 6)
Another issue that may hinder the uptake of the method is the lack of thought and planning that goes
into classroom activities in the new approach. If the teachers view is to off-load the low-level, boring
stuff and then add busy-work in the classroom setting then this would be a poor use of the face to face
time that is more readily available.
Utilizing technology in learning and teaching is crucial to our students learning! The amount
of resources that are out there are amazing, and we are doing an injustice to our students by not
having all the resources at their fingertips. These resources need to be available starting at the
earliest of ages for each child individually. Tomorrow.org (2013, p. 3)
A well planned and managed room is critical, a teacher will face their own challenges within this new
approach that they will have needed to be aware of and address before they launch into a flipping
scenario. If not handled correctly overwhelm would certainly stop any attempts to engage learners and
teachers in this methodology:
Michael Gorman (2012) observed that any learner-centered educator would provide activities
in the classroom that are action based, authentic, connected and collaborative, innovative, high
level, engaging, experience based, project based, inquiry based, and self-actualizing. Gojak
(2012) noted that the right question is not whether or not to flip your classroom, instead,
professional educators ought to ask how they can use the affordances of this model to become
more effective as teachers and increase students conceptual understanding, as well as
procedural fluency (where necessary). The Flipped Learning model provides that bridge to a
learner-centered classroom environment, thereby enabling deeper learning (Bergmann & Sams,
2012) that educators are seeking. Hamdan (2013, p. 17)
The teacher may need to be more of an expert as the students delve deeper into their subject and a better
manager/administrator as students take on a more self-paced learning style. Acceleration, self -paced
learning and an individualised approach are capable of being utilised through flipping all or part of the
classroom experience. As students make their own journey, readiness will be more apparent slower and
faster learners completing tasks at different times:
When my students use online resources such as Khan Academy videos to supplement my
curriculum it gives them a chance to absorb the information at their own pace. Personalized
learning such as this gives students a chance to rewind, pause and re-watch without holding up
other students. Tomorrow.org (2013, p. 5)
The teacher will be a facilitator and coordinator of a room where seemingly different tasks and activities
are happening simultaneously. In this increasingly busy classroom, a teacher will need to be looking for
ways to use the technology for improved management assistance. Emerging trends in education are
focusing on utilising the power of the technology in a positive way to enhance student learning. The use
of technology to track and provide valuable data can be crucial. The power of ICTs as an aide to
teaching and learning at this stage should not be underestimated:
While the lessons online in my classroom are the same for every student in the class, the fact
that they each work at a different pace allows me to personalize individual lessons for certain

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students, which would not be possible if the entire class was expected to maintain the same
pace. Tomorrow.org (2013, p. 4)
Online tools and available data can be used in conjunction with flipping strategies to promote the
individualised nature of learning that many teachers are seeking. Increasing student teacher interaction,
focusing on areas for improvement, ensuring a more productive use of direct teaching time are areas that
data can help teachers to make more accurate decisions. These are the types of benefits teachers would
be looking for as an outcome of initiating a strategy like flipping. Critically analysing and reflecting on
their own practice will be a key component of the 21st Century teacher. The adoption of tools and
strategies to allow for that will require improved access to data and how to us it to the best advantage:
In the second adoption horizon, two to three years out, adoptions of two technologies that are
experiencing growing interest within K-12 education are expected to pass the 20% penetration
point that marks entry into mainstream practice: these are learning analytics and open content.
Johnson (2013, p. 6)
The widely known Khan Academy has been an innovator in this area, making content continually
available via video and beginning to tie in the analytic data available to tailor content and materials for
each learner. As more education systems explore the power of the analytics of data capture, specific and
focused programs will be more commonplace for students. This information can allow for a more
informed and data driven approach to meeting student needs in achieve learning outcomes:
The teachers in the virtual, blended and flipped learning classrooms are not only on the front
lines of digital conversions in their schools and districts, but they are also pioneers in the
research on the impact of online learning on their students success as well as their own
effectiveness as a teacher. Tomorrow.org (2013, p. 6)
Flipped Learning and Good Pedagogy
Current research is certainly investigating the usefulness of flipping. Educators are asking questions
about this approach. They really do want to know if flipping can improve teaching or is it just bowing to
the overwhelming drive of technology? Professor John Hattie (2009) discusses the concepts that affect
actual, real and measurable results being achieved by students. From his meta-study of a larger range of
studies he concluded that many of the trials, pilots and programs that are initiated simply do not bring
about the desired results, or a significant enough change to warrant their adoption on a large scale. His
emphasis is very much on the learning process and open communication for all participants:
Visible teaching and learning occurs where there is deliberate practice aimed at attaining
mastery of a goal, when there is feedback given and sought, and when there are active,
passionate, and engaging people (teacher, students, peers) participating in an act of learning.
The greatest effect on student learning occurs when teachers become learners of their own
teaching, and when students become their own teachers. When students become their own
teachers, they exhibit the self-regulatory attributes that seem most desirable for learners (selfmonitoring, self-evaluation, self-assessment, self-teaching). Bossi (2012, p. 1)
Therefore the role of the teacher is to work with the best available resources to address the need of each
student. Technology and ICTs do not figure in isolation, they must be part of a supported culture that
sees them as an integrated whole. Hatties ideas regarding visible learning influences, combined with
flipping are worth considering as they can have a very positive impact on student learning and
achievement. His own work, Hattie (2009), found there are a myriad of influences relating to ways to
improve student achievement. School and district based programs, teacher strategies and ideas,
individual teacher initiatives and parent involvement have ball been studied and evaluate in terms of
how they have produced an effect on student learning and achievement.

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Hattie studied six areas that contribute to learning: the student, the home, the school, the
curricula, the teacher, and teaching and learning approaches. Visible-Learning.org (2013)
Hattie (2009) uses the term effect size to gauge whether a strategy, resource or program has made a
difference to the learner. Effect size is an indicator of change in student achievement over a period of
time. The purpose of looking at this wide range of influences was to compare them with data driven
results. Does the data back up what is felt to be the biggest influences on student learning and
achievement? In some areas the answer is no. His work has allowed teachers to reflect on their own
practices and be a part of reviewing the needs of their students:
Visible Learning and Teaching occurs when teachers see learning through the eyes of students
and help them become their own teachers. Hattie (2009)
What can a teacher expect if they adopt this type of approach? Using Hatties Visible Learning
influences as a guide, flipping can assist in meeting many of his top areas. These areas are seen as
having the largest direct effect on student learning outcomes.
Student self reported grades may be addressed with time to reflect and build up ones own knowledge
and the support required to allow students to engage in this process.
a majority of teachers in flipped classrooms (54 percent) note that their use of technology tools
in the classroom results in students that are more self-directed, a goal that is also highly valued
by the Common Core State Standards. Tomorrow.org (2013, p. 8)
Providing formative evaluation to students combined with the flipping concept of ongoing quizzes,
group discussions and self -reflection can all be a valuable aid to students and teachers gaining valuable
insights to the learning process and progress:
the teachers in each cohort all note that their teaching approach has changed their
relationship with their students. Tomorrow.org (2013, p. 8)
Classroom behavioural concerns are usually minimised when teachers see their students actively
engaged in their own learning. Providing opportunities for the students to develop responsibility for
their own learning:
students are actively involved in knowledge formation through opportunities to participate in
and evaluate their learning in a manner that is personally meaningful. Arfstrom (2013)
Feedback, in a variety of forms appears to be a success factor within flipping, as teachers and students
are in personal contact on a much more frequent basis and learning is viewed as a partnership that
students want to take an active part in.
the ability for students to apply content and knowledge learned within instruction to real world
problems is at the heart of many of the new standards. And yet only a quarter of teachers
nationwide (27 percent) see technology as a way to meet those goals. Comparatively, twice as
many flipped learning teachers (54 percent) say that they are already seeing that as a by product
of their innovative use of online learning in the classroom. Tomorrow.org (2013, p. 7)
Teacher clarity has a place to play within an effectively run flipped class. The effectiveness of the
teacher and time allowed to discuss student misunderstandings can be vital in ensuring that time usage is
maximised.

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Following a similar trend as with student success, the teachers in the virtual, blended and
flipped learning classrooms see their technology implementations as having a direct bearing on
their own effectiveness. Tomorrow.org (2013, p. 8)
The strategy of flipping can allow this to happen by providing the time to develop and fosters student
and teacher relationships and address student needs on a more individualised basis. This ties in with the
concept of learning becoming an experience that a student needs to be actively engaged in, reflective
about and personally responsible for.
students are actively involved in knowledge formation through opportunities to participate in
and evaluate their learning in a manner that is personally meaningful.
Student achievement and teacher effectiveness can be closely linked within the flipped classroom when
they see themselves in control of the process and able to influence the outcome. The technology alone is
not the determining factor.
Following a similar trend as with student success, the teachers in the virtual, and flipped
learning classrooms see their technology implementations as having a direct bearing on their
own effectiveness. Tomorrow.org (2013, p. 8)
From current research in this relatively new field, there is a lot of support for flipping in a range of
areas. Higher education, secondary and primary levels all show success with the flipping concept and
model of teaching. As with any new initiative, program or trial, the participants are the key. Keen,
energetic and motivated teachers are the difference. Teachers who are willing to continually refine and
improve their pedagogy and teaching skills.
The primary reason is because it is forcing teachers to reflect on their practice and rethink how
they reach their kids. Hertz (2012)
A willing, able and capable teacher who is prepared to trust the concept and open their class to adopting
the philosophy and pedagogy is likely to do well and achieve improving results for their students.
Teachers who look to adopt flipping are certainly going beyond the norm and look to use the affordances
that technology can offer.
Flipped benefits students in two ways:
1. It provides multiple pathways to gain knowledge and understanding.
2. As a result of this pedagogical shift, new learning opportunities can start to
emerge.Holland (2013)
External support will certainly aid in promoting any student achievement. Parent groups, colleagues and
administration can all play an important role in developing the flipped classroom as a worthwhile and
successful arena in which students achieve positive outcomes.
A flipped environment is not to be taken lightly, however, any teacher currently looking at how best to
support and develop the students within their charge, should be engaging with technology and looking to
educate for the future, not repeating the past. In a rapidly changing world, where we as educators cant
tell what is going to be real, relevant or worthwhile in five years, demands that we place before our
students the best available strategies and resources currently on offer. The use if ICTs within education
and the wider world is now ubiquitous. Our students need to be fluent not only in numeracy and literacy
but also digitally. Flipping offers teaches a way of addressing current needs and equipping them for the
future that will demand that they know more, do more and are more.

Teachers Matter Magazine

the ability for students to apply content and knowledge learned within instruction to real world
problems is at the heart of many of the new standards. And yet only a quarter of teachers
nationwide (27 percent) see technology as a way to meet those goals. Comparatively, twice as
many flipped learning teachers (54 percent) say that they are already seeing that as a by product
of their innovative use of online learning in the classroom. Tomorrow.org (2013, p. 7)
Many would argue that it is a paradigm, a philosophy or theory of how we ought to be teaching and
engaging our students. Would I, as an experienced, practicing teacher, bother? Hamdan (2013, p. 12),
citing the work of Driscoll, states that up to 80% of students in a flipped classroom have a more
constant and positive interaction with teachers and peers, while 70% were more likely to have a choice
in learning tasks, collaboration, critical thinking and problem solving tasks. These are key drivers of
learning outcomes in 21st Century curricula and helping to democratise the learning environment.
Trying to answer many of the questions raised in this article, I have been wrestling with my own
professional stance. How will I deliver content? What is the best way for all of my students? How do I
meet curriculum demands and ensure that all students are having fair and equitable access to the
material? How do I discuss this with the wider community, my administration team, my colleagues, my
parents? Am I really doing a better job than if I stand and deliver? What will happen in my room if I
have moved the direct teaching of content out? How will I monitor it? How will I differentiate for all
students?
I continually return to the role of the teacher. No matter the latest innovation, the latest technical
wizardry, the teacher will be the last word in making a truly 21st Century learning space. Students will
respond to whatever education system is imposed on them, but the teacher can be the true change agent.
The teacher can be that vital link between what it will mean to be a learner or a true lifelong learner in
the 21st Century. Einsteins often quoted line regarding new thinking to solve old problems rings true in
this instance. We must go beyond our current ideas, revisit our own pedagogy, use the worthwhile, adapt
and build upon it to embrace the best way forward for our students. Teachers and teaching should be
exploring, investigating and putting all opportunities to the test. New, old and innovative should all be
open for review and reflection. Flipping certainly has a lot to offer any teacher. Any teacher who is
willing to be a part of a vibrant learning environment, with enough fortitude to cope with the initial
phase, could certainly reap great benefits for themselves and the students. I look forward to seeing
where the journey takes my students and me in the upcoming year.
The role of the teacher in the classroom is critical to any digital conversion. How that teacher
leverages digital assets within instruction, facilitates the use of those assets by students, and
enables the development of college and career ready skills during the process, is at the heart of
truly transformative teaching today. Tomorrow.org (2013, p. 4).

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