Flipping Out With Hybrid Learning

underlying principles Feb 04, 2021


Does the idea of hybrid teaching make you hyperventilate? How can I meet the needs of students online and in the classroom, while staying safe and sane myself? 

You’re not alone!

 Teachers across the country are currently tackling the challenges and opportunities of hybrid teaching models. A flipped classroom may be the key you’re looking for – without flipping out yourself.

 Since you spent the last year learning how to implement distanced learning, the easiest way to pivot to a blended model is to keep doing what you’re already doing. Retain your digital LMS. Post all assignments digitally. Then get ready to FLIP!

 What is a flipped classroom?

 The flipped classroom is a “pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter” (The Flipped Learning Network, 2014).

 In practice, it means all students receive some or all of the direct instruction outside of class through pre-recorded video tutorials, curated video content, articles, or other pieces of content you use to provide students with new learning. We reserve in-person/synchronous time for working with individuals and flexible groups.

 This allows teachers to engage students when they come to class with elements that have been difficult to implement during remote teaching, such as guiding students through assignments or projects, giving students direct feedback, or working with small skill-based groups.  

 Watching tutorials of direct instruction strengthens equity as students are able to re-watch as many times as they need and go at their own pace. Families are able to watch and learn together, keeping parents in the loop and engaged with what students are expected to know.

 How does this work with GLAD® instruction?

 Record all your direct instruction input lessons and post for your students to view during independent learning time at home. (See our tutorial video for online 10/2 lectures.)

 Assign a learning log after they view the pre-recorded input lesson.


 “On the TEXT side write and sketch new facts you learned. On the YOU side write and sketch at least one connection to the topic, and at least one question or comment about the topic.”

 The Learning Log prompts become the basis of the class discussion you will have when students come to class or during your synchronous group time. This allows you to go in-depth with the topic and engage students in higher-level thinking skills such as applying, analyzing, and evaluating. During the in-person class time you will also be able to guide students’ language development through the word card review and small groups, like the ELD review.

 This new season of blended or hybrid learning offers some exciting opportunity that may become a logical next step in retaining the benefits of the digital classroom while enabling individual and small group guidance and feedback back in your onsite classroom.

 Cheering wildly for you!

Jody & Sara

 You can find more about all the strategies referred to above in our Path to Proficiency online coaching programs for sites.

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