Flipped Classroom and Group Work

Today we learnt about the Flipped Classroom – a pedagogical model that turns traditional learning and teaching practices in HE upside down. The traditional teacher focused lecture element is instead delivered remotely prior to contact session, e.g. a series of videos or podcasts available on an institutions VLE. The student-teacher contact can then be devoted to to the more participatory, engaging, collegial learning focused around checking for understanding, higher order thinking and reinterpreting the concepts.

Here are my class notes from the session which document our discussions about the pros, cons and applications to our course/module etc.

Flipped Classroom Class Notes 

Still not sure what Flipped Classroom is, just ask Aaron Sams, a Flipped Learning Pioneer:

We discussed how Flipped Classroom might be used within our own teaching context, with a course, module or programme of study. Here are a few pros and cons of potential applications to the my teaching practice on BA Crafts at Falmouth.

The Flipped Classroom model would work well within the context of a technical demonstration/workshop. The part where I stand in front of a group and demonstrate a technique could be recorded and made available as a video on the learning space to watch before a contact session. This would allow more contact time with individual students improving and advancing their technique. Technical videos would also prove to be a great resource for students further down the line as they often ask for refreshers in a given process – instead I can refer them to the videos.

There are implications to health and safety within the workshop/studio environment. Would students have an adequate level of competence in a given process without receiving sufficient face to face teaching. Some students may have a false sense of confidence with technical disciplines by just watching video demonstrations. The Flipped Classroom model would have to be carefully integrated with face to face inductions and supervision to ensure safe working practices.

Therefore I concluded that the best application for Flipped Classroom on Crafts would be towards the later stages of Level 1 or in Level 2 when they learn intermediate and advanced making techniques. By this stage the students should be coherent with workshop practices and health & safety procedures, and have a grasp of basic materials and technologies.

This short video gives some hints and tips on how to get over some of the hurdles of implementing Flipped Classroom into your teaching practice:

Cheryl compared the concept of Flipped Classroom to Blooms Taxonomy, where the bottom two/three tiers are the distance learning activities and the top three occur during teacher-student contact during lesson time.

Revised taxonomy of the cognitive domain following Anderson and Krathwohl (2001). Source: 


Jackie Gerstien Ed.D.

Jackie Gerstein’s blog post summarises the concept of flipped classroom and compares the model to David A Kolb’s experiential learning cycle.



We also briefly discussed group work today; the benefits and disadvantages to both students and teachers and the different forms it may take. Finally we shared our own experiences of facilitating group learning. It is not something that I have done that much of within the context of my teaching, but it did make me consider how I might incorporate more group work into my practice.

The class were in agreement that group work shouldn’t be used for group works sake. Students are learning a very specialist set of skills through participation in group work. Group work is not just another teaching tool that should be used to ‘mix things up a bit’. Group work should be appropriate to the context of the subject specialism. For example, it could be argued that a craftsperson/maker/sculptor that works exclusively on their own in their shed would require less group work skills than someone working in an animation studio or in business and management.

Group Work Class Notes


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