Wk 28- Applying a reflective model to discuss something that has happened during my Inquiry so far and how it impacts on taking action

Using Rolfe's Model of Reflection I am going to reflect upon my Inquiry and consider what might be the next logical steps.

What?
It has been suggested by the founders of the flipped pedagogy Aaron Sams and Jon Bergmann that we utilise the strengths of the relationship between teacher and student tocreate our own video clips to support the specific and individual needs of the students within our classes.  By creating specific content we are being culturally responsive by identifying individual needs and by creating video clips that support a personalised program of learning.  

When I embarked upon this Inquiry of flipped learning I had intended to create very specific videos, written and recorded by myself- the person with whom the children had a significant relationship. 

However, the reality has proven to be somewhat different than I had hoped.  Like most teachers I am very time poor.  Finding time between staff meetings, PTA meetings, appraisal writing, priority learner recording I have been left with minimal time to create the unique videos I had hoped to.  I have where possible found similar video clips on You-Tube but they do not allow for the significant relationship I have with my children.  Nor are they specifically designed with my learning outcomes in mind, more often than not I have to find a 'best fit' which compromises of the content and delivery.


SO What?
I still believe that there is a place for "flipped learning" in my classroom.  It fits our class and school culture really well.  Our school values identify "Owning my Learning"  as being an important part of being a KKPS KORU kid.    When I have found clips at the right pace and level of instruction, the children have responded really positively and have enjoyed taking on the challenges first before meeting the teacher.  As I had hoped when the are engaged by the clips, significant learning can occur.

Time continues to be a real challenge both in the preparation of clips and in the time the flipped learning is executed.  In theory, the disruptions to the classroom programme shouldn't have had a negative effect on the ability to flip if the flipping was done at home, but to address equity issues early on I had decided to encourage the flipped content to be viewed in class time.

Now What?
In retrospect the timing for this inquiry was far from ideal.  I would very much like to continue my inquiry into flipped learning in the 2020 year and beyond. 

1. I need to allow for more time during my weekly planing process to record the video clips for my weekly classes.  With our KKPS progression documents being so thorough and time invested in recording quality clips would be an investment in the future.  Providing I use school and NZC frameworks I could re-use such clips over and over.  So finding time over the longer holidays to create and curate would certainly pay off in the long run.

2. With KKPS progressions in mind, I will also share my thinking with others.  As a large Primary School we often have 4 teachers in each year level and we could consider sharing the load.

3. Continue to collect student and whanau voice.  If we are being truly responsive to need we need to consider if 'flipped learning' is a positive experience for the learners.  For if their experience is a negative one, I need to re-consider whether this is a pedagogy worth pursuing.