Chris Budhi is a classroom teacher at Bar Hill Community Primary School. In this guest blog, he describes his experience of using flipped learning as part of our Lab Classrooms programme in 2020/2021.
From February until June 2021, we trialled a flipped learning approach to Maths. We encouraged the children to watch videos and discuss pictures that had been sent to parents in advance of the lessons the next day.
We tried this in a class of year 5 mixed ability children. Lessons are slow due to lack of knowledge in Maths as well disruptions caused by the first lockdown in 2020. We had found that they were not able to cover the amount of fluency needed in lessons. We needed a new approach that sped up lessons and allowed deeper discussion. We also needed to make connections across the Maths curriculum as well as address misconceptions that the children have before the lesson so that we could move the lesson on swiftly and bring all children with us.
Pictures or videos were sent out prior to the Maths lesson to parents who then watched with their children and talked about the concepts being taught.
One thing that surprised me over the trial period was that the children’s eagerness to access the material before a lesson increased. Children were enthusiastic about the approach, especially for those that weren’t confident with their Maths. The children wrote down their thoughts prior to the lesson and handed them to the teacher with questions they had or what they observed when they came into school. This gave us time to look at the comments and get a feel for what needed to be addressed for the lesson.
We will continue with this flipped learning approach next year, and hope to send devices home to help develop the project further and produce outcomes which show development.