Flipped Learning Model Best Practice

good evening all my name is James thank you so much for joining me first of all this evening really excited about tonight it’s going to be it’s gonna be a really good session but the first thing I actually want is all to do if if we can’t actually got to put a very brief poll out to you and it’s going to appear on your kind of little toolbar that you’ve got on the left-hand side of your screen as you look at it and I’m just wonder if you could possibly complete that very simple puddle for miso just gives me a little bit of indication as to your level of experience with things like flipped learning and just to give us a bit of sort of food for thought really so I’m gonna I’m gonna put that out to you right now so that that should be that should be appearing forth for you pretty much an imminent it should already be there as it is a short delay on this recording and while you guys and go about answering that question what I’m gonna do is I’m gonna start giving us up a basic introduction as to what we’re going to do to that I promise you we will be no more than 45 minutes sighs absolutely the longest that we will go tonight and we’re gonna have got quite a discreet session I want I want to leave at least or 15 minutes at the end for some question answer and getting a specific sort of responses that you guys you know looking for so let me first of all share my screen with you I’m going to show you a couple of specific things and once we’ve done this in terms of an intro I’ll then come back and share those poll results with you okay so first of all I hope you’re seeing now the the black screen of what is effectively a canvas and what we’ve got here is I’ve just put together a very very very simple agenda that we are gonna follow for this evening so the first thing we are going to do no yawning at this point we are gonna have a look at the briefest of brief as history of lit loan where this concept has come from is it really a newfangled faddish thing or is it based on principles that really existed for a long time secondly we’re going to have a look at the main assumptions behind flip the flipped learning model and the flipped classroom we’re going to sort of try and understand what it is that people assume that the flipped learning is in fact what learning actually is so that might give you an indication of where we’ll go over this thirdly I want to address some misconceptions that I think they’re pretty common with regard to flip learning and will come to those is our third part of our agenda and finally and certainly well within a half an hour we’re gonna have a look at some notions of best practice okay so that’s what we’re going to go through today or this evening i should say oh well what i will do ever so briefly though i’m going to come back into the webinar room and what I’m going to say is that in terms of the responses that you’ve given me the majority of people are in that in the session I’m by the way there’s many of you that are in time it’s absolutely fantastic thank you being here the majority of you are saying that you know your relative novices to this there are some people who are a little bit more experience but the majority group are saying it’s the first exposure or no you’re giving it a try you’ve given it a bit of the world may be on an occasional to and therefore also of tone my presentation towards that sort of consideration okay so thank you very much for completing that if you have just popped in and you don’t want to talk about with that pole it appears on the left hand side and do feel free to add your weight to that pole so all that being said let us get cracking well look i’m going to talk to you ever so briefly about this history of flipped learning this history of flipped learning now it’s actually a relatively short thing i mean just drag you down on the canvas just down to here i’m going to talk to you about four major influences this is not meant to be exhaustive uppity up the idea of this is not to say this is all the research has ever been done but what it collapsed Irsay’s these are some key things that you could after the session go and read or investigate google them whatever works for you and find out maybe a bit more about these stages certainly what i would say is a forerunner to all of this you know when we talk about maza for example we’re talking about your pretty recent stuff actually about 1997 but what we can say about flipped learning is that this is not a modern concept if you get chance tomorrow go and have a chat with people like geography teachers and they will say to you that they have been flipping their classroom for many many years and what they do in humanities for example is that they expect the students and they will have done many tons in their own training development expect the students to read the film at the field notes and the guide information and then the lesson is all about discussion and use of that information so that’s certainly not a modern concept okay so there’s no reason why we have to see flipped learning as this very newfangled faddish thing but what we can say is that we’ve got these for really significant people that had an impact on flipped learning the first one is this guy Eric matter I’m probably really bastardizing their pronunciation of his name then I’m sorry if that’s the case of someone knows better than me that’s how I say and this this guy harvard university professor effectively he

wrote what was a really instructive guide and is called peer instruction a user’s manual and his main point was this and I think this whether you’re interested in learning specifically or more generally looking at reflecting on classroom practice his main idea was that the teacher is not necessarily a deliverer so the way I’m gonna sort of summarize that is that he argued that the teacher is not necessarily the role of a teacher is not necessarily as a deliverer in the classroom so I would ask everybody that’s out there tonight think about the classroom you teaching most regular known as many pt’s in tonight and that may well be the sports field the gymnasium but think about this from a sort of a theory teaching perspective what is it that that classroom is set up for is it set up is it structured design built resourced for delivery transmission or is it resourced for things such as group work interactions social interaction creativity and what we tend to find a majority classrooms is that the classroom is actually structured on the assumption that the classroom is there for the delivery of some kind of lecture and all I’m doing here and saying you should throw that idea away and just highlighting the possibility that maybe a classroom doesn’t have to be at least just that all right the second influence we’re going to talk about was a colleague called Allison king and again mid-90s we’re talking about roughly here Allison king and and I think she actually publish what was a really interesting paper I’m not gonna write in for you cuz it’ll take me too long and it you’ll get borders watch me riot but it’s called from sage on the stage to guide on the side from sage on the stage to guide on the side so can you see straight away how this notion of the teacher doesn’t have to be a deliverer was agreed upon largely by by King in this manner and what we’re saying here is or what King would have argued is that the teacher if we ask them to transmit information the classroom we can actually go as far to say is that is one of the most mechanistic roles that we can expect a teacher to actually do planning delivery and marking again if we reflect on the current state of education what percentage would it be of all teachers time delivering sort of planning delivering mocking I think the number would be quite high and Alison king challenge this idea and she really was the one who developed the idea of active learning which now is a pretty common term in education today the notion of active learning you actually learn through exposure of doing building argument debating constructing breaking project work etc etc etc rather than being a passive recipient of a transmission again I would encourage you to reflect on that not necessarily telling you there’s only one way I’m encouraging you to reflect I never know how much these names either a tie with our next influence we’re now into the mid two thousand members rightly I think we’re around about 2007 here for large platter telia and these colleagues they produce the first reference to inverting the classroom inverting the classroom which is of course has in the last few years become the notion of flipped classroom and specifically they describe this is a gateway to creating an inclusive classroom and they specifically specifically talked about the idea of the lecture at home their lecture at home so now we can start the sea as see where the influences are what the role of video for example and recording of slides and of presentations has become very prominent and linked closely within the global notion of flipped learning so large plant elia really they they advocated and practice the idea of lectures at home through things like video tutorials with a development growth of the internet made that possible and that’s where we get the idea of the video but certainly for me personally as an individual the real major influence I have had on my practice is that of Salman Khan and if you don’t know salmon salmon cons work at the khan academy I cannot emphasize strongly enough the importance of going and don’t have a play on that website register yourself register your children enjoy taking part in those activities I would also recommend to you that you get yourself a copy hopefully secondhand then you can get it on a nice nice price but I would encourage you to read Salman Khan’s book the One World schoolhouse it is one of the most influential things I have ever read and i would highly recommend it to any teacher some Karnas the most-watched teacher on earth he is the creator of the Khan Academy he has delivered some billions of lessons via videos by a lectures at home in the class anywhere and really flipped

learning has been strongly related to Sal Khan who really started making videos as attuned to his family although you know he never planned it to become an educational tool it certainly has become an educational tool so we can see that these are massive influences on the concept of flipped learning now they’re not all of them they’re not exhausted they’re just the ones that I wanted to highlight for you and if you want some wider reading as a result of this session those are some great places to go so let’s go back up to our agenda we have ticked off a history of flipped learning what I’m going to do ever so briefly before we move on what I am going to do is I’m going to go back into the webinar room and just to invite you really if you do want to ask me a question as we go through if you post that into the chat I will do my very best to answer that so for example if I’ve talked about Sal Khan laconic anything on what what is that thing I want to know more feel free to put that in there so I guess what I’d like to get to is the nitty-gritty of the information but than me there might be specific things that you want me to address or two you want to cover all you want me to describe and I’ll do my very best to do those as honestly as I within the time frame as we’ve that we’ve got so do feel free to ask me those things so and all that being said what we’re going to do is we’re going to have a look at the main assumptions behind flipped learning if you were gonna go tomorrow and say right as a teacher as a department with this specific pilot class maybe when we’re going to start this split learning process what would be the assumptions that you would be expecting there to take place that would actually invoke invigorate you to actually make that decision so let’s let’s get cracking with that let’s actually look at that concept straightaway so I’ve put a couple of punching him by the way I’m going to come back to these pictures it for use in a few moments climb but what I’m going to do now is I just want to drag you down here just a couple of main assumption points that I put it on I talk you through them again by the way you will get recording this food feel like you have to scribble everything down all in real time but certainly one of the things i would say is that flipped learning has an assumption at its core that the classroom is a social place okay so i would ask every colleague who’s in the webinar this evening is an attending time to reflect on your own experience of classrooms as a student as a teacher and how social are those places how much interaction do we encourage and of course the answer to that is gonna vary greatly but what we can say is that if let’s just take an individual lesson if we have set a homework which is flip that might be a video it might be some reading it might be some data trapped quizzes you know there’s bear the various possibilities here then perhaps what’s more possible in the classroom is to use that information to discuss it to debate it to do project work to argue it to construct an idea to do all those things which are in essence more social and I’m going to make a slightly more philosophical point here and it’s this what do we expect to happen when a group of 20 25 30 people enter a room we shouldn’t be surprised if they want to look at each other’s eyes if they want to engage with one another if they want to tell stories and jokes and listen to each other that is a very human thing to do so perhaps flipped learning is a model by which we can actually encourage those natural behaviors to be possible within the classroom and create more learning so my second main assumption about flipped learning is that classroom is exactly the place where errors should be most frequent okay so this may well upset a couple of people I don’t know i mean let’s have a think about this my point is this whatever the most whatever the toughest experience of a course of a GCSE and a-level i’m sure there’s more international alternatives on to my british qualifications their fuel in my Britain and I apologize that only the qualification structures elsewhere but where would we want the student to do their most challenging rigorous tasks that might be essay writing that might be a research that might be producing an amazing piece of coursework or project at work where do we want that to happen primarily a my point is this that that most rigorous of experience would happen should happen in the classroom because of this next book next point here because that is where most support is available that support comes in the form of other learners it comes in the form of the teacher it comes in the form of the resources that are around the room those resources people and also the physical resources of the space they should be there at the exact time when the student is most challenged when they’re doing that most rigorous thing and let’s all acknowledge now that being a passive being a passive student within each transmission within a classroom know someone delivering a PowerPoint not that that’s bad but if we are passive as

a student within that classroom activity we have to because we are being delivered material to then we have to acknowledge that we are losing time for the most rigorous place where errors should be celebrated and should be indicators of success I’m going to pause on that just a second errors in learning are the very indicators that learning is about to happen once you just don’t make any mistakes we can actually say that there’s no learning happening we can actually say that all they’ve done is demonstrate something they could already do so my point is this if we can take the passive part of a typical classroom let’s broadly refer to that as the lecture just for one of a better term the passive part is the lecture you know someone presenting information to you and if we can make that at home if we can make that repeatable if we can make that available from anywhere then the level of the accessibility and acceptance of errors the toughest challenges in the classroom the most challenging experiences within the learning structure can happen with the most support available in the classroom so I’m saying for me this is not about technology this is not about videos this is not about even though I do make a lot of videos myself this is about fundamentally challenging the idea of what fashion is ok my sort of penultimate excuse me assumption about flipped learning I think it’s a really really good one is the idea that a classroom need not be structured for this broadcast lecture and obviously I’ve already talked about this not be structured for a broadcast you know if we were to truly ask the question of why those classrooms do have the presentation area in the front why they have those tables and chairs often in rows or similar why is that we you know we have a box shape room that we you know loosely have to close the door and keep silent proof why is because a teacher is broadcasting information that is the basic assumption that drives those structures aren’t saying we can challenge that i’m not saying to you reject that tomorrow may not work for you tomorrow because it you know you’ve got to put some philosophy and thought and discussion and project work into these sort of ideas but we can challenge these ideas of it and finally on these shunt assumptions I think the flipped learning model makes this assumption very clearly that the classroom is everywhere so let’s go back up to these pictures no longer do we have to accept what I believe is a very exclusive concept very exclusive concept that we will teach you you know someone’s teaching these people presumably you know someone quite frequently presumably stands at the front here and does some kind of teaching someone is a teacher over here delivering material to these people but it is a very exclusive concept to say we are I will deliver material to you at nine o’clock on a thursday morning for 30 minutes or whatever the equivalent is why can’t we say the delivery of my lecture to you is available every minute of every day without exception and I think that becomes a very interesting question all right I’m going to pause there because I’ve took quite a long period of time and it’s going to come back into the webinar room and again and just wondering if people have any sort of questions that you want us to genuinely ask them I’m you know please don’t be embarrassed to do so I really would like to to answer the questions that people have got so we need someone to be brave and we need someone to ask the first question unless you literally think I’m telling you all the information you could possibly know which is the chances of that are literally zero so do ask questions and I’ll try my utmost to answer them maybe while those questions starts come in I probably didn’t say nothing about why I do this at the start or about the context I work and many of you know my work I think so you’ve got broadly and understanding certainly those of you that working p you know what that i do and i produce flipped learning videos blended learning videos i have an online platform which is a self-paced learning site and that has become quite popular so you know those recordings those sorts of tools i watch some millions of times each each year and that’s a very exciting thing and people seem to engaging with it so as a result of that i’ve moved quite dramatically into this sort of understanding and knowledge of flipped learning and for actually for a period of time i actually took quite a big decision in my last teaching job in secondary school to flip all of my theory class it is now i’ll come back to how practical that that is in a few months time but it’s certainly something that you’ve got and really think about before you do I was a bit impulsive and just enough all right I’m doing this let’s see what happens I wouldn’t necessarily say you do it in that way you’ve got to have some clear philosophy behind it okay so questions coming in so from San Angel how does the flip Matt come into play the flipped learning man that I don’t if you’re asking specifically about the one that Paula p for learning is

produced or if you’re not beauty to buy the web sorry this which I map heated tube is general the flipped learning that is the note-taking tool so rock my personal view I’ll show you mine oh my personal view is that students should make whatever notes that they feel that they they should but that should be a quality process too and you want to interact with them over that people have produced brilliant flipped learning mats and then magnet I don’t have an example of one here I probably for showing the screen but it’ll just take me a few times to root around my focus fine one but if you go speed for learning and have a look at that flipped learning that’s a beautiful beautiful document and its really engaging the young people so that’s the note taken till so Sally Jones the name of the book was the One World schoolhouse I cannot cannot advocate that highly enough by the way I’m not on Commission I wish I did know Sal Khan I love that man but I don’t so I’m non-commissioned from him but are that but what that is good and it will fundamentally challenge you in the assumptions that we all make an education and loads of people say books and things like books change this and change that I mean that but for me is is biblical in my context so I would really encourage you to reflect on that James another James James if you’re doing the flipped learning with resources available at a stepper homework the information gathered part is the home task well that just flipped up their colleges is the information governor part is the home test are you focusing on the exam part in class yes and I would say James um the exam is the product of the education ride this certification and the examinations French we we will live in a real word work we have to print we have to develop that for young people but for me there’s something in between right so the homework into exam prep it wouldn’t happen a lot with me there would be some interim period and I would really encourage people to read about the Khagan structures I’ve done a lot of material on my website 40 teachers who are already enrolled looking at engaging with owned and active learning them can actually engage in this one of the things that can become challenging with learning is that you cannot children we have learners moving at significantly different paces that’s not bad in fact that’s beautiful so that needs some management but certainly I wouldn’t just go flipped homework exam papers for me the monotony and that would become a tease experience I think there’s got to be a really active engaging project fun thing in between and then you focus down on the examiner I’ve got a lot of material into that so I think I perhaps perhaps give you some examples later James thanks changed as well for the comment about online school house the one will school house by by canceling thank you there and how do you deal with peoples who did not watch the video before the lesson I’m glad you opted me Taylor glad you asked that for me personally I track that interaction with the resources to the click so every time they fat let me show you it um let me just yeah let me the screen just gonna go over so funny just for a second here and okay here we go I’ll show you on Mike platform and I’m not saying you should use my I’m not here for sales but by the way really folks I’m really not here for sales okay on display with and sorry about this go there we go that’s got a bit crazy that screen sorry about that so am I platform every interaction with this sort of the software that the student uses within what’s called a learning management system is trapped so not only do you know if they’ve done that homework but you know when they’ve done that I work if they’ve repeated it and you also know for example if they’ve mastered that homework okay face though I’m just going to show you the quiz activity here so this is if it was done on quizzes at home for example all right so what we could say is right we’ve done like we said quiz for homework and for up for argument’s sake the quiz was the ATP and energy quit okay and we can see which students haven’t have done that we can also see when they did that we got to see what score that they got as well so I would say that you track that and the other screen i showed you ever to briefly this one’s very simple we can see here we can see which learners have mastered that area so taken the lecture and mastered the quiz together so we see here Luke Skywalker has got a gap in his knowledge and we would want to work with Luke to find it did he complete it if so what went wrong which bit as he struggled with but its razor-sharp data right you’ve literally got like mastery level data he hasn’t mastered these things and that’s not just he did it he mastered it so I really believe that I’m not going to go any sort of further onto that tonight because it would be going into a bit of a different direction but it’s certainly something I’m happy to talk to you about a bit more detail if we set a fib homework of reading the book you have that challenge right now other than is anything wrong with reading the book is that homework but how you manage the process probably becomes more challenging the way I like to do is have the date eccentric environment the data flowing in knowing they’ve done it not maybe not hoping knowing and also the day before they come in for lesson if

someone hasn’t done it you know you whatever process you go to your school call home the texting service that you might have the students and parents you might be if you’ve got your lesson Friday morning first thing you might be at the door of that students classroom at the last period end of last period on the Thursday afternoon get that work done tonight and it comes in real time so all that technology is possible now I want to make a critical point here right I’m not making an argument for technology in education I have literally no interest in technology in education for those people doing computing ICT courses is something absolutely right there’s huge relevance for me the only relevance technology and education is to humanize the classroom the fact that we have that data flow means that I can be specific with how I interact and intervene with students who might be struggling so that’s what it is for me so humanizing process paradoxically with the technology so this is not a technological presentation i’m not interested in technology i’m interested in a humanizing effect of technology son listen I really don’t thank you for that by the way I really don’t want to get sales in this so I can we let’s have a chat after with Sam okay so let’s find that away i’ll contact me by remote we’ll talk about that I’d oh I really want this to be a that sort of process so Paul what is the name of the program software the one I use my websites online p exam but i don’t if you’re a PE teacher call so please excuse me for saying that i was strongly recommend you look the Khan Academy got all goes well formats and sizes beautiful there’s lots of alternatives that have British styled as well and but really what we’re starting to talk about now is a concept of blended learning blended learning is the concept of taken the best possible thing from the classroom things that we all like doing you know interacting group web project work exam questions mark schemes refining essay writing all those things setting the best into the classroom setting the best things of the internet things like self-paced lectures online quizzes data and smashing them together so you have a blended environment what and I don’t know if we’ve got a senior leaders in the in the webinar inside believe we have actually one of the things that must never drive the move to flip learning or toward blended learning his cheapness it is actually quite a cheap model it can be done relatively cheaply despite the technology but that shouldn’t be the driving force the driving force should be an educational philosophy but every learner shut constant access to learning so that they can aim for mastery level learning around the stock another um I Tom brush thank you so much for that point that’s one of the things I’m gonna come back to with common misconception is what if pupils don’t have access to technology at home this is called the digital divide its and you’ve got to be very wary odd when you go down a technological route if you use that a flipped learning so I totally agree with you on that song this is where for me the school policies and the protocols have to be sharp okay so if you’re gonna blaze a trail with learning or blended learning and you have a Cleon tell where perhaps you’re gonna have a significant number of students who don’t have access to that sort of technology then that is going to handle you if you go the technology for route but let me repeat again flipped learning is not technological process it can include that but it needed me but I guess some of the practical aspects of it for being that you could if for example the Internet is that is the issue you could burn it onto DVD and see if that was in fine different ways of getting that technology getting that appearance there for the student but I agree with you that digital divide is a major issue so I don’t think which then the play that I think it’s an absolutely variable time crew punt on by the way time it’s really great to see you here as well your dive really respected on Twitter for a long time she’s absolutely lovely to have you here so I’m just a little bit constant time so I’m gonna I’m gonna go back to my black screen and we’re gonna just make some progress is some typical misconception by the way we’ve actually dressed a couple of these already from the Magnificent questions that you guys have already answered look at ominous clear screen with too little structure and let me just turn my nose page as well so for me some of the misconceptions I think is really really critical to spell out at this point I’m going to say to you that flipped learning which I’m going to suggest called FL is not a learning model ok so if you think about learning models such as pedagogy andragogy want to go G flipped learning is not a learning model flipped learning is what I would call a tool or a resource so if like I did badly for a period of time if you were to flip everything that you did it would become really difficult there’d be a heck of a lot from em work you would have you would you would have the real possibility of you know reaching boredom levels quite quickly I think so flipped learning is not a learning model but I like to summarize it like this that it’s one step one step excuse me one step on

a journey to self-paced learning now that is quite a bold statement ok and some of you will may be taken aback a little bit by that all the evidence coming out about how human beings actually learn is that true deep intuitive learning only ever happens when it’s self-paced that’s not to say that things like two tours and let just can’t be really significant they can but to really deeply intuitively understand something there needs to be a self-paced element to get to that level so what we’re saying is that learning therefore can produce you at all that maybe helps you move towards that self-paced learning model I’ll just leave that I want said that too much further right now but it’s an option and it’s one consideration to make the other thing I’d say about flipped learning and this really becomes a criticism i think is it’s still what I would call still one pace fits all ok so what I’m saying here is because it’s not ultimately a intrinsically self-paced model we still going to be in a situation where perhaps we do topic 1 and week one topic to and week to topic 3 and week 3 because the guide is still the teacher do this lecture do this task do these works with whatever the combination is it’s still one piece fits all so in the one place pixel model of Education which is very prominent in Western education on this planet but in the one fits all model one piece fits all model i should say the greatest achievement really of the model comes about differentiation which i was a problem spelling such a bit embarrassing differentiation so the optimal achievement becomes a process of differentiation and really what i’m suggesting here is that flipped learning can take us closer to a model such as blended or point2 good gaggia galore sorry about that word learning which actually allows us to have a differentiated model not a one piece fits all model with some differentiated differentiation added on to it but differentiated model in its structure okay so i know i’m sort of throwing out a few bates here that people might want to think about longer term oh we can talk about that longer term and i also would say that flip learning is not a solution okay so there are no learning models there are no devices there are no apps there’s no websites not even mind that our silver bullets that are going to solve all of our problems and flipped learning neither is that it’s a tool be to put in your teacher belt and to play with the trying to perfect just like the brilliant question technique just like the brilliant group work methodology just like the brilliance structure you’ve got in your classroom it’s not the solution in itself it’s a tool that we need to apply I am gonna make the monotonous point because you know when the idea here of misconceptions if you do it every session with every learner constantly constantly constantly the same method it can become monotonous ok so again use it as a tool not a learning model ok so I would really recommend that you consider that deeply the other thing is that it can conflict with other subjects now this should not be you know undervalue this point if you do go down a sort of a Headly flipped learning route and your students are still got I’ve got the traditional model in their science then Matt’s that history jog here mummy is picking up so this just in general then of course what you’re going to get is this notion of conflict you know you’ve got time a certain skill have taken two tools at home you’ve got time so the skill of being disciplined to do the reading to read the field notes for example to actually benefit from this so if those skills aren’t being broadly developed across the school or educational experience you might come up against a barrier there and the last one I think this may be is one of the most exciting things that we can say tonight is it’s not just not just for students now I think we’ve got a brilliant example of that in the room tonight you know you guys are picking up taking part in this lights like you’re going to get the recording of this afterwards and you can watch it at your own pace you can watch your home you can watch it when you’ve got that free moment and then you can apply it in the classroom so I really think there’s a journey to go on with regard to teach a CPD netbooks teacher CPD now I’ve put my two penn’orth worth into this by recording over an hour hundred tutorials for teachers in this sort of style including this one tonight and I’m sort of trying to contribute to that all right I’m gonna come back into the webinar rooms if there’s any other questions that people have posted okay um alright I think I’m gonna go a bit Darryl deve Darryl Hinds assist do you find that you have to chase after many students to have them complete the lectures at home I’ll say less so in this model then when they’ve got to do the essay for example all the questions think about it in an inner philosophical way if we’re taking the toughest challenge which is writing the problem

set that sa the exam question and we’re saying do that at home that’s the part they gonna get stuck us total word they’re gonna get most stuck on all right there like most problems on that’s once they bring that bit into the classroom the more passive bit which is the lecture perhaps if we’re going to go in that room that can be done at home there’s less chance of kind of failure in that because of course ultimately self post so I think that you’ll get a better take a break I’ve got a brilliant Werth and that sends brilliant I’ve got a blog post on my pubes under all because it’s called a little story back John I’ll encourage you to read that actually okay a bit in science that one Jennifer what methods of learning work best of areas with high deprivation but good question i mean i think that’s a fantastic question i would be guessing i think if i get if i present to you that I’ve got a clinical answer that I’m gonna be misleading you so I don’t think I do I would look at the movement that the Carn academy that had done for example called Khan Academy light I would have a look at that it’s actually been designed for use in parts of the world not just in parts of the country but parts of the world that are particularly deprived so I think they’ve got some brilliant answers and I would encourage sort of refer you to Khan Academy light for that sort of consideration and James Caan how do you overcome this one piece fits all while not scary fying the the POS I’m really sorry I’m really bad I don’t know what POS is so you need to explain how I maybe I’m being really depth i don’t know but i don’t know what you mean by POS for new can you clarify that from in on try an answer or acing a differentiation allows people to reach a stage in the learning where their understanding on that topic at that time maybe a c-grade for example this is a big topics on it so quickly James why in education would we ever sell for aiming for anything other than mastery of concepts skill behavior and knowledge ever I I don’t understand why we do that this notion of working towards a c-grade for me I largely reject that concept and funny enough once you do that and you’ve got a variable seat time experience with in class or an arm blending into other concepts here then you can really bring in an ocean of mastery learning i’m not saying to you every student can always get an A that’s not my argument but why I’m saying is that in topic one whatever topic one is you can ensure because there’s variability of access there’s repetition there’s real time data you that there’s there’s really razor-sharp intervention you can make sure that all students master takut one and then top big two and lost people therefore argue well you’ll run out of time actually blended learning models which when I’m touching on the data coming out those always shows the same thing that you do initially get this slow progress start the blended learning structure while the suit for learners one of the better nerf life resistance but it shows time and time again that these ones once they developed skills knowledge and particularly confidence they catch up and often overtake so I’d encourage you against comic-con got some great research on that and by the way of differentiation I’m not criticizing differentiation if you a good differentiation you are Top of the Pops teacher for me but what I’m saying is you’re doing that in spite of the system not because of the system and I think that’s a problem we need to address an education Sarah green IT problem has occurred this often happens the classroom I webinars just started from the beginning again how kind forward to where it was um I don’t know how to answer that one for you Saracen and I’m really sorry I don’t even know when you’re gonna get two cities answer so I can’t I don’t know the answer that one sorry ah James program and study so I’m gonna go back yeah always been deaf or night how’d you ever come this one place of its full well not scared friend that the program study what is it I just that’s what a program of study is I know what it is but my point is that you know who’s decided that students get limited access to things like lectures content experience quizzes worksheets papers questions and watching why does that have to be limited to what the program is that it says where I can’t let go for wouldn’t back as often as they need to to suit the individual and that’s really one of the main points that I would present to you and what do you use to create online quizzes I use learning management software so for me Google fashioning that doesn’t cut it for me personally so I use the soccer who learn dash which you know you’ve got quite a few steps towards getting to that point certainly things likes operative and Nearpod and I was very popular I’m not advocating any of these by the way I personally don’t use them things like Google bonds yeah they’re okay but you’ve got to do a lot of tweaking with the wording and how the data comes in and so on and sacrificing thank you for highlighting that for me change but anyway come back to your point Paul it was my software I use called learned that is called an LMS a learning management system so it’s more than just quizzes it’s also the data trapping as well alright I am going to finish on time tonight so I’m determined absolutely something to do that but

one so 100 is I’m going to quickly go back to our agenda just remind you of what we are going to finish off with I want to talk to you hear about the notion a best practice now look these are just going to be my opinions okay others will have difference i can only give you what I believe my sub so I’m going to give you a series of points which I think a best practice considerations or things that maybe let’s actually put it in terms of next steps okay let’s put it into that sort of content of that sort of context by the way I know my handwriting’s dodgy you don’t need to tell me and so today look this is the first thing I think that all attendees should do as a resolve this session number one stop and think and reflect I can’t emphasize enough how it porn is to just let these ideas sit in your mind some of them you’ll agree with me on some of them you’ll think that as a lunatic that’s fine but give yourself the time and space to reflect is one of the things i think in education we keep very very poorly in our structures and our systems teaching is one of most frenetic experiences imaginable and i would encourage all of you to try and give yourself some time i’d also encourage you to actually discuss this with other people when you get the recording show them it and share with them other things that i would like to say about best practice and these might seem like very trivial things but i think that they’re really important what happens when we start something new we make mistakes so when you do this expect the first session to be a bit ropey and the second one only slightly bear maybe the third or fourth or fifth you’ll start to perfect it expect errors when you roll this sort of process out if you are going to do that and of course those mistakes they sharpen our processes they sharpen our protocols they shop and on decision making the other one it’s a fairly obvious one that I would say is why not try and lead a pilot okay so this is not to say that you dramatically change that off of what you’re doing the school but why don’t you just look at one group maybe one group there is less engaged maybe one of the group that things don’t seem to go that well with why not try something different lead it with it with a pilot’s that he made me do it for six weeks see what happens in that six weeks you might flip the classroom three times three times not give it a go see what happens with that group and take the learning that comes out of it if you learn what with what comes out of it it’s been a valuable experience now then if you if you only the part you might be thinking about resources if you are thinking about a recording say a video unless it has to be video just be aware someone else has already done it no I’m not saying that means that you have to use theirs but just have a little look cuz there’s a heck of a lot I mean if your mathematician the stuff that Colin have it is done of your scientists that sucks are constant PE for me there’s loads of other stuff as well as people are out there that you can but you can latch onto I said already recognized that flipped learning is one step on a journey to self-paced I want to repeat that hitters for me that’s very important and remember as well that all deep intuitive learning is self-paced okay so if we if we make that leap to accept that notion that all deep intuitive learning is self-paced we have we have to be prepared to apply that to children to student learners and I just asked the question I’m not some of the answer what proportion of a child experience in British education system today is paced by them the child the student the learner that over of the qualification that people that ultimately has to live with those grades and I we do as teachers as well I believe me I know but are they the one that’s pacing the progress that they the one that’s owning the expense and they the one that’s going through those present if they’re not maybe we can change things and I just want to make one last point I haven’t really left myself much space but tack in education tech in education and this is really important must must humanize the classroom ok so if tech and education can restrict the need for the sitting in rows experienced passive listening to the teacher at the front fingers on lips sometimes can be a bit antagonistic when it’s not done very well if we can use technology to limit that the need for this sort of experience this more passive element in the classroom and make a much more engaging activity in the classroom such as group work using the material project work questions interactions 12 ones if we can make the classroom more about that then we are using technology if that’s the version we use and it doesn’t have to be to humanize the classroom all right so I’m going to come back into the webinar room and I’ll do my very very utmost to answer all of your questions so let me let me have a little look at this Paul done thank you x + CP setting Paul honestly mate I love doing this I don’t know what I don’t know how I stumbled upon this but I I am in my element honestly both thank you for you for joining I love doing it I I think we’ve

got a community of people I’m proud that we come together sadly it has to be a Wednesday night in our own time but we come together we talk about these things we agree we disagree we find solutions I think is beautiful so honestly pleasures mine really um Paul Gallagher thought-provoking session plants taken Joe Jeff yeah absolutely paula i’ll send you the recording as well i’ll send you some materials to back that up as well Jonathan baby thank you fix my man by pptp done it never stops Jonathan there’s always room for more Jonathan bonita now go and reflect piscataway yeah absolutely i’m gonna do the same so i could be heard a jonathan another question you you’re on fire me sorry quick question have you seen this used in primary but be careful how much I good away here uh I’m I what can I say you’re about to see that okay and yeah is the answer and I’m actually directly involved with some process maybe if we talk about that question again in the years time we’ve gone I have one echo conversation because there’s movement in that direction what we must never ever aim for is more screech screen time for children this is rather humanization but is really important the technology this is not about giving kids more screen time I already think that they’ve got too much if anything the screen time that we do use if we use that model should be used to engage the parents know think about that primal level think about for example having flipped learning for parents think about guiding parents to say six seven eight nine ten year olds to for example how to coach a young person to improve their SAT score 24 example look at the notion of what is the role of errors in the learning process if we can get that model out or man i mean we could be onto something really really powerful so yeah watch this space on that one because we’re going to we’re going to really move on that one ton brush lovely stuff thanks honestly time I really delighted you hit and I thank you so much we give the time I know you’re a busy man so thank you please he’ll thank my pleasure Saladin’s thanks James another question i know sally we’ve done a bit of work together the past and then we’ve got an ongoing relationship as well so brilliant to have you in here Jennifer that Jennings will the video be available to share further yes once you’ve got the copy the video and I will be mailing it round excuse me talking about half an hour to render and I’d like to put on to vimeo which i just find a better platform on youtube for what i do at least you are using each other a lot but i’ll send it round from it distribute it as widely as you can sort of be great if this gets her some resonance beyond this room tonight poor belly in current school i’m finding it hard to engage them as they are so used to passive learning so changing them and tell it is my first time and it is a p+ on earth Paul I’m with you on a CI I really agree with you I would really encourage you to come read that blog post on my website for the little story about John I would look it talk about exactly this concept and I’d really encourage you to have a little look at that John I’m sorry if I’m being cryptic look I’ll put it this way if you John my children primary school now and let’s just say I’m not a satisfied parent I want to make changes in nothing to do with learning by the way not directly at least but it is to do with getting quality access and opportunity to really high quality resources teaching Lecter’s all of that stuff available 24 hours a day 7 days a week so that’s where I’m driving from with that so you can probably feel as I’m sorry if I’m being a bit cryptic I desperately want to tell you but it you know you get letting Mike I other bags a little bit of a trick one um yeah good uh my players here James absolutely absolutely my pleasure Elaine great to see you by the way I haven’t heard back from your head teacher yet so and rind it remind them that that they’ve gotta respond but thank change you’ve inspired me with this love hard thank you and I know you’re signed up for the mighty example one again to encouraging people to use that it’s there contact me about that if you’re interested by this is I don’t miss to be a sale session about that but you know it’s there if people envy your interest is not talk about that another time a lot of detail and yeah late you’re a really valued colleague so you know keep keep talked we keep in touch and let’s go from that Simon had great stuff thanks and thanks for the whole my piece unpack is no problem a um yeah I love coming you can thank me but it’s me that needs to thank you because it did people then use it literally is nothing right so uh no I’m really proud of it i believe in it I’ve had to step out of education so the classroom delivery at the moment because to build this thing but I’m going back and I can’t wait to go back and so literally revolutionize things and that’s partly a split learning concept but it’s much more about the learning well blended learning point Akagi if you if you’ve never read about photo/koji I’d really encourage you to to read about that political joke i will i’ll spell that for you so crazy spelling pointer Raji go and do some reading on point Akagi which are just

quoted into the chat there I’d really and really encourage you to read though they and I find that sort of the rotatable information but it fundamentally challenges so many assumptions we make in classrooms Darrell how long ago did you start doing this about four years ago for me though it was very young it was very skating basic I mean there’s still like the original videos I made on a white screen maybe my little fat finger end on ipad screen ipad or even pretty new then as well and the thingy husband terrible but i made them for this guy student of mine on it was doing a s3 sit from a two course and i can describe the circumstances his dad wasn’t a very nice man and this young man struggled to get into classes from that against probably so I’m making videos for him in that scenario and it’s all went from there we host them and YouTube and people started watching them and it so I just went from there so what we mustn’t do with sort of like that then blended learning for example it’s a right we’ve all gotta make videos and yours ago be different tomorrow might you know everyone’s go out there that’s just crazy we’ve gotta have systems whereby we get the best teaching possible I don’t know I’m just one of the first people did i’m not the best it we the best teaching possible available to all young people despite that digital divide which art which I appreciate Tom mentioned earlier so yeah about four years and I’ve recorded now 1200 and video tutorials in PA and teaching and some various other things as well and in primary education yeah and I what what positive effects have you seen I think probably the primary one is that it is going from a fixie time model to a variable seat time model gives a lot of confidence the young people so that if they get stuck on something if they don’t understand the concept rather than being about say so Miss I don’t know and can you go through me which many students aren’t brave enough to do they’ve always got the opportunity to go back and also those students who already can also go forward and this is a lot of people say oh we don’t want lectures on videos and I understand that right but let me tell you what a student can never ever do when we’re up at the front and I love being at the front of you probably tell from what do tonight but what they can never do is pauses and drag us back they can’t do that neither can they players again seven months after we delivered content to them so those advantages structurally are major advantages so we might lose some kind of notion of who like being at the front of the live in those things I’m not saying you abandon that by the way but just do it like razor sharp waves in small group context but we gain is a variable C time so for me confidence dramatically improves and learners think about the difference between a thing about the ratio times you say in your classroom be quiet or listen to me those sort of messages to for example these are the resources you need to succeed what’s the ratio between those things in a transmission classroom you have to say be quiet be silent listen to me sit down since the over and over again some studies show that six times more common than any other message probably different classrooms but it’s very me common compared to these are the resources you need to succeed which one of those rate which one of those should have a greater presence in classroom and I say it’s the ladder when I judge my teaching I literally judge my teaching by that ratio how many times do I say be quiet which is method of social control and I want that to be as low as possible and how many times do I say things like these are the resources you need to succeed specifically this is where you need to be to get that mastery for me that’s how I judge my teaching so I’d encourage you to reflect on it as just a personal thing for me on the saying it she’s brilliant mark lloyd thanks for this very keen to show my departments ghost ways forward good man yeah and come back to me talk to me about it there’s things that we can do that let’s talk about it thanks for doing this session Gracie BD Christine thank you so much for that I said I love doing it and and Jonathan thanks again communal brilliant ugh I said I said I was gonna finish in time is 24 min his past people need to go and be with our family so I’m gonna stop I will be on twitter my twitter handle let me just put it in in a bar for you I’ve already done it wrong Oh 19 me alright so my twitter handles now on the on the chat if you want to contact me in twitter i will be on there pretty much immediately although i’ve got over but i’m at dinner but you know come and come and have a chat with me and I’ll try my best and then the recording will come out so I will wish you a pleasant evening and have a lovely day tomorrow and i genuinely appreciate you being here taker