In order to reflect on how my inquiry impacts on my classroom practice and future inquiries I would like to start by re-stating my inquiry question "Could a flipped classroom model help to provide a personalised programme for Learners in Maths or Reading in Toutouwai, and as a result have a positive effect in raising engagement and achievement ?
Initially, I believed that there was a huge potential for Flipped Learning to be an incredibly powerful tool in my kete. Having read many research papers into the flipped model, I initially believed that it would be a great fit for my classroom. I loved the fact that it would really help to:
- personalise learning for all ākonga
- support those learners who needed extra support
- provide challenge and stretch for those who needed it
- create stronger home/school links with whānau
- engage my ākonga
- promote learner agency in Toutouwai
- provide specific instruction to those who needed it
All of the above fitted in well with our whole school PLD in to Relationship Based Learning based on the work Russell Bishop (Culture Counts). Flipped Learning is a culturally responsive pedagogy promoting all of the above. As my relationship with the tamariki was the significant one, I felt it best for me to record guided videos and not just curate the from a number shown on You-Tube.
Step 2: How is the actual impact different or similar to the anticipated one?
I still believe strongly in the huge benefits of Flipped Learning however I had not taken into account the huge amount of time needed to effectively record and edit videos for flipped learning to occur. As a mum of 4, full time teacher who has many other hats in our school community the opportunity to spend time recording videos was almost none-existent.
The kids were thoroughly engaged with the videos I made and found. They fed back to me that they enjoyed being able to progress at their own pace. My mathematicians really enjoyed not having to wait for the teacher each time a new piece of learning occurred. They benefited by coming to group guided sessions ready for discussions and with questions of their own.
My reading groups too enjoyed the videos that I curated for them but due to constant disruption to our class programme and with limited class devices I did not see gains in their academic levels.
Step 3: What is the impact on future inquiry/practice?
I am a passionate teacher who really believes in the power of agentic personalised learning that is culturally responsive to the tamariki in my care. I still believe in the power of providing personalised programs. I believe in the power of strong positive learning relationships. I can reflect honestly and say that my inquiry into flipped learning has one main barrier and it has nothing to do with the children's ability to engage with the videos or to learn through them. The barrier is quite simply TIME.
Going forward the search continues for other pedagogies which are both culturally responsive and promote learner agency but that do not require as much time to be invested in them.
Curating videos and creating videos for some class lessons is something I will aim to do over the coming months and years, but to say that I am committed to a flipped program would not be accurate.
http://elearning.tki.org.nz/Teaching/Future-focused-learning/Flipped-learning
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