Flipped Learning Network The Four Pillars of F-L-I-P

What Is Flipped Learning?While often defined simplistically as “school work at Definition ofhome and home work at school,” Flipped Learning Flipped Learningis an approach that allows teachers to implementa methodology, or various methodologies, in their Flipped Learning is aclassrooms. pedagogical approach in which direct instruction movesTo counter some of the misconceptions about this from the group learning spaceterm, the governing board and key leaders of the to the individual learningFlipped Learning Network (FLN), all experienced space, and the resultingFlipped Educators, have composed a formal group space is transformeddefinition of “Flipped Learning.” Explicitly defining into a dynamic, interactivethe term may dispel some of the myths repeatedly learning environment wherepromulgated by teachers, the media, and the educator guides studentsresearchers. as they apply concepts and engage creatively in theThese Flipped Learning leaders also distinguish subject matter.between a Flipped Classroom and FlippedLearning. These terms are not interchangeable.Flipping a class can, but does not necessarily, leadto Flipped Learning. Many teachers may alreadyflip their classes by having students read textoutside of class, watch supplemental videos, orsolve additional problems, but to engage in FlippedLearning, teachers must incorporate the followingfour pillars into their practice.Citation: Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™ This work is licensed under a CreativeReproducible PDF can be found at www.flippedlearning.org/definition. Commons Attribution-NonCommercial-The Flipped Learning Network is a 501 (c) 3 with the mission of providing educators with the knowledge, skills, and NoDerivs 4.0 International Licenseresources to implement Flipped Learning successfully. The Four Pillars of F-L-I-P™ and the definition were written bythe FLN’s board members: Aaron Sams, Jon Bergmann, Kristin Daniels, Brian Bennett, Helaine W. Marshall, Ph.D.,and Kari M. Arfstrom, Ph.D., executive director, with additional support from experienced Flipped Educators.

The Four Pillars of F-L-I-P™Flipped Learning allows for a variety of learning modes; educators F.1 I establish spaces and time frames thatoften physically rearrange their learning spaces to accommodate a permit students to interact and reflect onlesson or unit, to support either group work or independent study. F.2 their learning as needed.They create flexible spaces in which students choose when and where F.3they learn. Furthermore, educators who flip their classes are flexible I continually observe and monitor studentsin their expectations of student timelines for learning and in their to make adjustments as appropriate.assessments of student learning. I provide students with different ways to learn content and demonstrate mastery.In the traditional teacher-centered model, the teacher is the primary L.1 I give students opportunities to engagesource of information. By contrast, the Flipped Learning model L.2 in meaningful activities without the teacherdeliberately shifts instruction to a learner-centered approach, where being central.in-class time is dedicated to exploring topics in greater depth andcreating rich learning opportunities. As a result, students are actively I scaffold these activities and makeinvolved in knowledge construction as they participate in and evaluate them accessible to all studentstheir learning in a manner that is personally meaningful. through differentiation and feedback.Flipped Learning Educators continually think about how they can I.1 I prioritize concepts used in direct instructionuse the Flipped Learning model to help students develop conceptual for learners to access on their own.understanding, as well as procedural fluency. They determine whatthey need to teach and what materials students should explore on their I.2 I create and/or curate relevant content (typically videos) for my students.own. Educators use Intentional Content to maximize classroom time inorder to adopt methods of student-centered, active learning I.3 I differentiate to make content accessiblestrategies, depending on grade level and subject matter. and relevant to all students.The role of a Professional Educator is even more important, and often P.1 I make myself available to all studentsmore demanding, in a Flipped Classroom than in a traditional one. During P.2 for individual, small group, and classclass time, they continually observe their students, providing them with P.3 feedback in real time as needed.feedback relevant in the moment, and assessing their work. ProfessionalEducators are reflective in their practice, connect with each other to I conduct ongoing formative assessmentsimprove their instruction, accept constructive criticism, and tolerate during class time through observation and bycontrolled chaos in their classrooms. While Professional Educators take recording data to inform future instruction.on less visibly prominent roles in a flipped classroom, they remain theessential ingredient that enables Flipped Learning to occur. I collaborate and reflect with other educators and take responsibility for transforming my practice.