Flipped learning is more than swapping around the work that is traditionally allocated for inside and outside of the classroom. Flipped learning goes beyond setting homework such as reading texts, watching an instructional video clip and completing background research in preparation for a lesson. It is not a way of delivering “catch up” or revision lessons, even though many of the strategies for delivering lesson material, such as curating and creating relevant or differentiated content, will enhance a standard programme. Flipped learning is not a work-around for limited access to technology or unreliable internet access.
According to the Flipped Learning Network, flipped learning is a pedagogical approach in which direct instruction moves from the group learning spaces to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where students apply concepts and engage creatively with the subject matter (www.flippedlearning.org/definition – FLN, 2014).
If you adopt a flipped learning approach, the physical learning environment at school will
need to change. Swapping when and where group instruction occurs does not mean a classroom can remain in conventional rows of desks. There is no avoiding the need for spaces and time frames that support both group and independent work activities. Students will need access to a range of physical resources – technology, flexible furniture, sufficient space within the classroom to create spaces for team activities, places for independent tasks and surfaces on which to display or plan.
Basically, Flipped Learning demands the same redesign of the physical classroom as any other collaborative, learning community or challenge-based approach requires.