Entry 2: Flipped Learning and Purposeful Design

Date: May 22, 2025
Quotation: "Flipped classrooms support students’ capacity to engage with content at their own pace and deepen their understanding through in-class collaboration" (Florence & Tammi, 2021, p. 1044).
Reference:
Florence, E. A., & Tammi, K. (2021). Investigating the flipped classroom model in a high school writing course. TechTrends, 65(6), 1042-1052. https://doi.org/10.1007/s11528-021-00662-0

Why I Included This:
This reading helped me critically reflect on my approach to blended learning. As a LINC teacher, I have always struggled with balancing synchronous instruction and student-centered engagement. The flipped classroom model stood out to me because it offers a framework that allows learners to take more control of their pace, which is particularly useful in classes with diverse language levels.

The idea of preparing content for learners to engage with outside of class time means that our synchronous sessions can be more interactive and less focused on passive instruction. This model seems ideal for language learning, where repetition, reflection, and practice are essential. I began experimenting with this model by uploading short grammar or vocabulary videos on Avenue and encouraging students to watch them before class.

What I’ve discovered is that this structure works best when learners feel confident using the technology to access materials independently. That’s where Entry 1 ties in flipped learning relies heavily on digital fluency. Reflecting back, I realize that my earlier focus on access needed to evolve into supporting autonomy. This transition from addressing barriers to promoting self-directed learning shows the change in me. Florence and Tammi’s emphasis on collaboration also pushed me to prioritize interactive tasks during synchronous sessions, turning our limited class time into a shared learning space.

This entry expands my understanding of technology integration by linking it to pedagogy and learner autonomy. It highlights a progression in my teaching: from recognizing digital barriers to reimagining the classroom as a place for active, peer-supported engagement.