Post on 26-Jun-2020
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Héloïse D. Dufour heloise.dufour@inversonslaclasse.fr
@classe_inversee
Flipped classrooms : a French point of view
@HeloisedDufour
www.inversonslaclasse.fr
@classe_inversee
2012 : the discovery
Journal of Engineering Educa0on, 2003 Foertsch et al., Vol 91, Issue 3, pp 267-‐274
Greg Moses
2013 : the documentation
A. Sams J. Bergmann
The flipped classroom a vector to really spread long known practices
« Education nouvelle », « progressive education », socio-‐constructivism, active learning pedagogies
M. Montessori
J. Dewey
C. Freinet
F. Oury
A. Vasquez
J. Piaget
R. Cousinet
L. Vygotsky
Collaborative work always existed…
The flipped classroom, a silver bullet for French education
1. relative advantage
E.M. Rogers, Diffusion of Innova0ons, FiSh Edi0on 2003, Free Press
The flipped classroom, a silver bullet for French education
1. relative advantage
E.M. Rogers, Diffusion of Innova0ons, FiSh Edi0on 2003, Free Press
2. compatibility
The flipped classroom, a silver bullet for French education
2. compatibility
4. possibility of trying
3. simple and easy to use
1. relative advantage
5. observable outcome
E.M. Rogers, Diffusion of Innova0ons, FiSh Edi0on 2003, Free Press
The flipped classroom, a true revolution, but which one ?
Not a pedagogical one
=>#teacherpower, grassroot movement
Acting to make the flipped classroom a natural teacher tool
documenting
publicizing
facilitating exchanges amongst the community
1. making sure teachers know what it is
Acting to make the flipped classroom a natural teacher tool
A centralized meeting : CLIC 2015, 07/2015
CLISE 2016 Week of the flipped classroom open classrooms + seminars/
workshops 170 events
Twice a month : tweetchat
February 2014
February 2015
A gradient of 3 types of flipped classroom
student’s autonomy
creator
producer
actor …
…
the teacher provides the students
ressources learning path
lessons learning path
learning goals
take control of the learning path
builds their own learning path
build their own knowledge
Type 1 : the student are actors and take control of their learning path
Geoffroy Laboudigue @MathLaboudigue
Type 2 : the student are producers and produce their own knowledge
David Bouchillon @DBVoltaire
+ differentiation
Type 2 : the student are producers and produce their own knowledge
Type 2 : the student are producers and produce their own knowledge
Marie Soulié @Marie34
Type 2 : the student are producers and produce their own knowledge
Type 3 : the students build their own learning path
Olivier Sauret @olliviersauret
Marie-‐Camille Coudert @ProfCoudert
Type 3 : the students build their own learning path
Type 3 : the students build their own learning path
Type 3 : the students build their own learning path
A variety of practices…
student’s autonomy
creator
producer
actor …
…
the teacher provides the students
ressources learning path
lessons learning path
learning goals
take control of the learning path
builds their own learning path
build their own knowledge
yet strong commonalities :
For 91% of the flipping teachers :
students are more autonomous and more motivated
autonomy
0 =d
ecreased
a lo
t
motivation
notes For 82% of the flipping teachers :
better grades for the students
10 = im
prov
ed a lo
t
grades
Source: Inversons la classe !, online poll, summer 2015 for teachers who flipped their classroom, 120 responses
autonomy
Flipped classrooms help more the students who need it more, but doesn’t hurt good students
Source, Inversons la classe !, enquête déclara0ve en ligne été 2015 auprès d’enseignants pra0ciens en classe inversée, 120 par0cipants
before after
More feedback for the students
Source: Inversons la classe !, online poll, summer 2015 for teachers who flipped their classroom, 120 responses
…but also more feedback for teachers
student’s autonomy
creator
producer
actor …
…
the teacher provides the students
ressources learning path
lessons learning path
learning goals
take control of the learning path
builds their own learning path
build their own knowledge
Future of the flipped classroom in France
problems : miscaracterization of the flipped classroom by intermediate part of the institution + mutualization of ressources
An output of the CLIC 2015, the French flipped classroom meeting
More information
CLasse Inversée : le Congrès 1st and 2nd of july 2016 (July 3rd tools workshop) www.clic2016.com
www.laclasseinversee.com
@Classe_Inversee
Consequences
learning environments : architecture of the learning space
learning environments : limit home/school
peer instruction for teachers
redefinition of the teacher’s role
schools editors