Shireland Collegiate Academy Shireland Collegiate Academy

Case study | Shireland Collegiate Academy | Flipped Learning

Sceptics may see buzzwords like “flipped learning” and worry it’s a bolt-on, a distraction from solid classroom practice. It was reassuring for the staff at Shireland CA to see that the background for the flipped learning craze at Shireland lay in a theory seen as foundational to teaching: Bloom’s Taxonomy.
 
Flipped learning allows for more of the higher-order thinking – where students are more likely to need their teacher’s support – to be done in the classroom. Flipped learning is used as a method for enhancing the feedback loop, so that teachers have an idea of where students are on a particular topic before they start teaching it.
 
At Shireland, teachers flip the classroom in order to personalise learning. Students often take a test prior to the lesson, based on their understanding of the pre-lesson
material, and teachers can adapt their planning to suit the needs of each student accurately.
 
Flipped learning at Shireland is digitally fluent, but carefully so. The team haveabided by the maxim, “Making technology work for us; not being dictated to by technology”. Learning is supported heavily by Shireland’s Learning Gateway, which is one of the most advanced learning platforms in the country, giving students, families and staff access to online utilities and resources designed to support and enhance learning. Staff and students use the Gateway as the main vehicle for teaching and learning as it is convenient and accessible both at the Academy and at home.
 
This year, every teacher is flipping their classroom – it is part of the observation pro-forma, and even part of CPD.

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