Flipped learning, what is it good for?
Well, getting outstanding exam results seems to be one thing. We had some fascinating exam results over the summer which I posted about on LinkedIn so here’s an update on our ‘accidental’ research from our A level programmes.
We taught our EPQ course and most of our A level courses through flipped learning. Students work independently through interactive self-study lessons packed with short videos, written explainers, and lots of auto-marked practice questions. They then attend two live lessons a week, and have the option to book one-to-one time with their teacher if needed.
Exam results from these courses were spectacular: 50% A*, 75% A*-A and 90% A*-B.
That’s 75% A* or A against a national average of 28%.
However, we had a few subjects where we didn’t have flipped learning self-study courses developed, so we added an extra live lesson per week instead, and set additional homework. The results were a marked contrast.
No students achieved A*s, 17% were awarded A*-A, and 58% A*-B. One more live lesson a week, and yet the outcomes were significantly lower.
I find accidental research like this hugely insightful. Half of our students achieved A*s on courses with flipped learning, and none did on our courses that followed a more traditional approach.
Flipped learning can be hard to get right. You need high quality self-study materials and have to proactively support pupils to become better at independent learning. You can’t assume they will have learnt these skills through traditional schooling. At Highgrove Education we do this through a coaching programme and weekly skills and mindset lessons.
But when you’ve got it working, it produces incredible results. Why do we think it works?
1. Pupils have to grapple with the materials in order to come to an understanding of them without a teacher explaining it in class, which makes it more challenging – and more likely to stick.
2. Students can learn at a time and pace that suits, in an environment they find comfortable. They have control over their learning.
3. In live lessons teachers can focus on application of knowledge rather than delivering content. Students use what they’ve learnt to solve problems and tackle exam questions, and hone their approach to this based on feedback from their teacher.
4. It frees up teacher time, which can then be used for one-to-one support where needed. Each student gets the support they need without wasting class time waiting for others to catch up.
Not only does it deliver great exam results, but produces students who have nailed the art of independent learning by the time they leave sixth form.
I’d love to see more schools picking up this approach. Happy to chat if anyone is thinking of giving flipped learning a try and always keen on hearing from others who are rethinking what exceptional education looks like.
By Heather Rhodes, Founder and Principal.
