Best Practice

Effective approaches to flipping their learning

Jennie Harland reports on new research into flipped learning and identifies what this approach can offer students in terms of more active and personalised learning and improved progress

With increasing and more demanding curriculum content, teachers face the challenge of how to make the best use of the time they spend with their students.

Some pioneering teachers have been harnessing digital technology to “flip” the direct instruction of new concepts from lesson time to homework time, thus freeing up lessons for more active learning, extension activities and individual support.

The National Foundation for Educational Research (NFER) and Nesta were keen to understand more about the pros and cons for schools of using this innovative approach to teaching and learning.

To this end, they supported nine schools in England and Scotland to trial a flipped learning approach in mathematics with one of their classes of 11 to 14-year-old students.

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