Throughout the past 9 months as a flipped learning educator, I have been asked, “it sounds great, but does it work?” My answer, usually just managing to sidestep the pedantic “define work?”, has been so far quite vague. I will refrain from blaming the question, because as teachers we know what this means generally…does the flipped classroom ‘raise attainment’? Well, it hasn’t lowered it, thanks Ken for the witty repartee!
I have mentioned in the past, and on Radio Edutalk, that as teachers, we care. We do not want to change for changes sake, we want to know that the effort that we put in on a daily basis for young people will yield results for them. Yet the puzzling thing about all of this is…is that we rely on someone else to tell us what works, what will have an effect on learning, engagement, attainment, results?! The mere mention of finding out for yourself has not yet taken hold in the majority of practitioners minds…yet.
Think of it like this…you go to the doctors, feeling stressed and run-down. the doctor breaks out this:
It’s a ‘scarifier’ from around 1810 or so, and the doc casually mentions that the treatment is blood letting! You do this…