Over two years ago, and with numerous sections of chemistry, Mr. LeBlanc, one of our science teachers introduced a flipped classroom design for his students. Before flipping his classroom he had used Moodle and then Google Classroom to support learning, but was seeking ways to better engage collaboration among his students.
In the flipped classroom design, Mr. LeBlanc’s science students accessed short video lessons in advance of their classroom experiences, on their own time and with whatever technology they had access to. The videos were readily accessible on various devices and allowed learners to help pace themselves in their understanding of concepts before entering the classroom experience.
During class time, learners were engaged in environments that looked much different than the classroom experiences they were accustomed to previously. Interactive experiences, collaborative conversations, readily accessible resources and lessons were incorporated to lead to remarkable success. The new format shaped purposeful assessment, established intentional uses of technology, and resulted in fewer classroom management matters.
Beyond Mr. LeBlanc’s science classroom, other teachers in the school saw this success and began to model his practice and Mr. LeBlanc became a coach for flipped classrooms in his department. Now, these teachers are extending their reach with new tools to support learning. As a result, the once recognized resistance to the “standard” learning model is now shifting to blended learning practices at Charles P. Allen High School in Nova Scotia.