Discuss in your group the 2 videos of flipped classroom.

Answer the following:

1. What are the constraints does your school is facing to be able to start the implementation of
a flipped classroom? Discuss your answer.
2. What training do your teachers need to do this? Why?
3. As an educational manager, what ways will you do to implement a flipped classroom in your
school?
1. Flipped classroom is a specific model of blended learning that involves online delivery of
content and instruction while students are at home or outside the school. This model is
combined with a face-to-face teacher-guided instruction where students complete projects and
tasks inside the classroom.
CONSTRAINTS IN THE IMPLEMENTATION OF FLIPPED CLASSROOM

Technology issues

No access to internet means no homework. Once students don’t make their homework, they
get easily distracted by other things. And you don’t want that to happen. Nowadays, there are a
lot less technology options. So, this issue will become less and less relevant.

Organization

The first time you implement the flipped classroom, it will have to be a lot of organization.
Teachers have to introduce the students to the whole different concept. This can take some
time, because they go from a more passive learning style to an active learning style.

Lack of motivation

You always have to be motivated to do your homework and be prepared for class. If you don't,
you'd be easily distracted by other things. When you don't have the basic knowledge, it's hard
dive deeper into a subject. Teachers should really motivate students to do their homework,
otherwise there's no flipped classroom.

Not for every student

“Meta cognitive skills” seems like a difficult word, but is easy to explain. It’s about knowing how
to learn and on what learning style suits you best. The flipped classroom requires a lot of self-
discipline. Students have to know how to learn, this will come with time.
2. Training Needs of Teachers for Flipped Classrooms

 Training on the use of technology. Teachers must send home homework of maybe
watching a video or a tutorial online and answering some questions, so the students are
prepared for class the next day, where their new ideas are applied.
 Training on executing individualized activities/group activities/group dynamics.
Teachers can also look for opportunities to individualize learning by using different
groupings in the classroom. Maybe students that need a little extra help can use this
opportunity for some one-on-one time with the teachers. Or some small groups can be
formed to practice the material and engage further in that high level thinking.
 Training on how to establish a child-centered environment where teachers act as a
facilitators of learning. A teacher's role in the flipped learning classroom is to become
the facilitator of learning-- to make sure that students are getting what they need.
Maybe they're correcting misconceptions during this time or giving students that really
immediate feedback that they need, instead of the students having to wait until the
lecture is done, or even after their homework is done, to get those questions answered.
It's also important for teachers to make sure that they are really providing that active
learning environment-- those engaging activities, so that students can make sense of the
world around them and connect ideas together.
 Training on planning/executing flipped-classroom. In flipped learning, teachers must
find, or create themselves, materials and tutorials that provide appropriate content. So
here it's important for teachers, in their planning, to really find the appropriate and
effective tutorials or videos-- ones that students will be able to watch online, alone or
with a family member, and actually understand the content. Teachers might also think
about some kind of activity, that would go with these videos and tutorials, for students
to actually write down some of the ideas, or answer questions throughout, so that they
can bring this learning into the classroom for the activities the next day. It's important
that teachers must find and create follow-up activities for the classroom that allow for
that collaborative learning and problem solving.

3. Things to do by an Educational Manager in Implementing Flipped Classroom

 Establish the Vision and Goals.

The leader must play the role of the ‘Visionary’ to establish context for technology in the school
and understand how technology can be used to restructure the learning environment. In doing
so, leaders will help in the empowerment of teachers and will also help students use
technology astutely.
 Hold the Technology Banner.
If the goal is to encourage teachers and staff for adoption of technology then their leader is the
key figure they look upon. Leaders need to be knowledgeable of the technology standards and
use these as a basis of action in school.
  Model use of Technology.
If you use it, they use it! The leaders take the lead and make the team follow them. Use
technology in your workspace and set an example showing how effective and efficient things
get when technology gets in.
 Support Technology use in the School.
Leaders should attend training sessions on the use and applications of new technologies.
Practice the use of these resources so that you are able to discuss them with the technology
coordinator as well as teachers. Identify training opportunities for teachers through attendance
at these sessions.
 Professional Development activities focused on Technology Integration.
Leaders can provide opportunities for teachers to use technology tools to track student
achievement and attainment of learning goals.
Organize school level meetings or plan training programs for demonstration of these tools. Use
the teacher-to-teacher model for the demonstration of these tools. Give insights about how the
technology tools can be used to report student progress to parents and guardians.
 Secure Resources to Support EdTech.
Resources include examples of technology use and integration as well as hardware, software,
and other equipment to support technology use. The principal should provide a steady stream
of examples of technology use and innovation. These examples should focus on the various
academic areas and should be made available to all of the staff.
 Be an Advocate for Technology
Principals must be knowledgeable of the national technology standards and must use these
standards in the school. The leader must communicate the uses and importance of technology
in enhancing student-learning experiences to the school’s stakeholders.
 Benchmarking other Schools
As the new technologies are increasing, the schools should anticipate and be prepared for the
ongoing changes. Leaders can exchange information with other schools. Benchmark other
institutions that have a good reputation in the establishment of technology for their learning,
teaching and school management.