Flipped PLD enables staff to access information and review the knowledge component prior to the face-to-face PLD session by watching videos or accessing resources online. This frees up PLD workshops for more personalised learning focused on the individual needs and contexts of teachers and staff.
Face-to-face PLD sessions can focus on:
Teachers and staff from Stillwater Area Public Schools (USA) discuss how flipped PLD has transformed their professional development.
Flipped PLD is an effective approach for PLD across school clusters or Communities of Learning because it can:
Flipped learning is underpinned by the principles of blended-learning. Flipped learning is not the same as doing an online course. "Combining technology-based learning with face-to-face learning results in greater retention and application of information than is the case with a purely online or face-to-face experience" (Burns, 2016 ).
When information is made available online prior to face-to-face learning, teachers can plan their preparation around busy timetables. They are able to revisit information following a face-to-face session and learn at their own pace.
Often, "professional development models the very same bad practice we exhort teachers to abandon" (Burns, 2016 ).
In flipped PLD workshops, there is less "expert-talk". If participants have accessed knowledge prior to the workshop, more attention can be paid to the individual contexts and goals of the participants. In workshops, more time can be spent on active learning – on designing new learning together, collaborative problem solving, and planning new strategies and interventions.
Because information is provided online before the face-to-face sessions, teachers can select or review the information they need prior to a workshop. In the workshop, participants can spend their time questioning, discussing, reflecting, and planning. Sessions can focus on followup questions or support teachers may need to extend their learning.
Staff can become familiar with new digital tools and technologies being introduced prior to the PLD session by:
This frees up the session for the important work of using new tools to transform their learning. Less time is spent on troubleshooting.
Having your PLD content online means that staff can access it anywhere, anytime. They can go back to review content as often as needed. Absentees are able to access the content.
Flipping PLD can be done in different ways depending on your professional context and intended outcomes.
Use a flipped learning platform that your staff are already familiar with. For example, develop a Google Site to share content online. Google sites work with Gmail accounts to ensure privacy and security through sharing options. You can, link to or insert Google docs, embed media, and organise information through your Google Site.
Do you want your PLD to involve formative and summative assessments for progress tracking, or quizzes and activities to reinforce learning? LMSs like Moodle allow you to embed content and media and build assessments around them.
Video can be an effective means of communicating messages and illustrating key concepts. Videos have been demonstrated to be more effective when viewers recognise the presenter. Putting your own voice in the video will help staff make a personal connection with the PLD.
Screencasting is a video recording of what's happening on your computer screen. Screencasting allows presenters to speak directly to viewers while presenting them with visual content through a recording of their computer's desktop.
More information »
Presenters can use their smartphones to make videos anytime, anywhere.
Andrew Ricciardi from Waimea College has a YouTube channel for maths instruction.
Now that the key concepts have been delivered to your staff, plan to get most out of the collaborative potential of a face-to-face session.
Information adapted from Flipped PD.org
Connect with your staff and reflect on new approaches. Gather evidence and evaluate the impact of your PLD.
Flipping teacher professional development
Mary Burns discusses the why and how of flipping PLD for educators.
Flipped professional development
Kristen Daniels from Stillwater Area Public Schools (US) shares stories and advice from their experiences running staff PLD using flipped learning.
Flipped learning toolkit: Let's talk tech
Edutopia article with examples of screencasting by Jonathan Bergmann.
Kathy Shrock's guide to everything: Screencasting and screen recording in the classroom
This section on Kathy Shrock's site has a vast array of links to resources, readings, and tools to help teachers screencast lessons.
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