University of South Wales students research ‘Flipped Learning” at Doha College
As a pioneer in a number of educational fields, Doha College is the perfect setting for innovative research and experimentation of new teaching techniques. One of these is “flipped learning”, an approach that so far has yielded very encouraging results.
Doha College has welcomed two final-year students from the University of South Wales to test their method and assess its impact on children’s learning. Lucy Manley and Hannah Phillips completed some action research with Year 1 and Year 4 classes at Doha College, with the aim of topping their already excellent standards of achievement in the classroom.
During their time here, they conducted a pilot initiative of the innovative 'flipped learning’ approach. This concept is championed by many educational experts and integrated into the classrooms of some of the best schools in the world. This approach is most often seen in upper primary and secondary settings, so research into the efficacy of such use in Key Stage 1 is very exciting, and a rare opportunity that Doha College was keen to experience.
How does 'flipped' learning work?
At home, students use videos and other digital content created or assigned by the teacher to learn a new concept, or further consolidate a concept previously taught in class. The children complete questions or tasks within the videos, results of which are seen by the teacher, in order to offer specific support to their understanding and application of the skills during class time. Also, as children will have already been exposed to the content prior to the lesson, they should be able and confident to begin class activities much more quickly than those not utilising this approach. As a result, the teacher can begin activities almost straight away, leaving more time at the end of the lesson for their learning to be extended further.
What are the benefits?
- 21st-century learning that aligns with upcoming digital competency frameworks
- Increased student - teacher interaction
- Lessons can be repeated, paused and played back as needed
- Students pay closer attention to detail
- Increased hands-on learning time in class
- Lessons can be viewed by absent students
- Parents can view the lesson and learn along with their child
Students become active learners and practise self-regulation - which aligns with the High Performance Learning strategy here at Doha College, and will offer them increased independence. While viewing the videos, students may pause and rewind as needed to see or hear the information again and can also have this content available to them during lesson time, to refer back if necessary - ultimately taking control of their own learning!
So far, the results are beyond encouraging with a 30% increase in engagement levels, a 33% increase in the number of students able to be extended their learning in class, and a 55% increase in the difficulty levels of extension tasks being accessed. More importantly, the children are really enjoying arriving to class ahead of themselves in terms of preparation and confidence.
Lucy Manley shared her thoughts on her experience in our school, saying: 'Flipped learning may be a new concept to some, but here at Doha College, they are leading the way by allowing me to conduct such innovative research with and for the benefit of further developing their younger learners - with hopes of extending the opportunity to many other learners in the future.’
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