Flipping Learning!

In her #15MF last week, Science NQT Katie Evans evaluated the impact of her action research study into Flipped Learning using Show My Homework as a delivery tool. She blogs about it here:

During my lessons with a top set year 7 class, I noticed that pupils weren’t always completing the higher-order tasks I had planned for them and that this was mainly due to time constraints. I needed to find a way for all pupils to be accessing higher level work within the lesson, rather than spending a large proportion of the lesson ironing out pupil misconceptions. For these reasons I decided to implement a pre-class task for pupils to come prepared with the foundation knowledge to develop further in the lesson.

Case Study: Does setting a pre-class quiz support adequate stretch and challenge?

Pupils are expected to complete a pre-class task: watching a short informational video and answering a set of questions via Show My Homework. This task is designed to equip pupils with the basic knowledge required during the next lesson. The Do Now for the following lesson is then the same set of questions for pupils to recall what they had learned with a quick self-assessment task. My intention is for this to be a short, snappy task allowing for an easy transition to the next stage of the lesson.


When using this strategy, pupils are able to access the higher level work during the lesson as a result of doing their own study prior to the lesson, which was my aim. Pupils were held to account for their own learning and so the onus was on them to complete work independently. Once a routine was established with this new strategy, pupils have started to take a greater level of responsibility for their own learning as they are aware of what was expected of them, both within the classroom, and as a wider part of their learning.

The nature of the quiz being online means that a continual record of pupil participation is easy to keep. Pupils’ individual answers are also available to allow the starting point for my lesson delivery to be determined accordingly, and then allow me to plan for any targeted support with individuals or small groups. This gives me a more complete and accurate picture about where the class is up to.  In addition, it is a nice homework task – self-marking and completely reusable once set up.

Impacts in the classroom

To summarise, the impact of this strategy on my classroom has been:

  • Ability to quickly identify non-participants;
  • Engaged time with Do Now (as a result of the established routine);
  • Completion of work in greater depth and detail;
  • Pupil enjoyment;
  • A more productive classroom environment.


As yet, I have not been able to quantitatively assess the impact of this strategy in terms of pupil progress, but there has been a clear qualitative impact in the classroom, so this is something to reflect upon further after the current unit of work has been completed. There are also a few extra features that I’d like to see in Show My Homework! For example, a whole class analysis of percentage correct for each question would give me a deeper understanding of pupil misconceptions – both individually and generally. I have already started to roll out this strategy with another class, this time a middle ability class and it will be interesting to study the impact it has on this class also.

As with all new strategies, there are hiccups when trying to establish a routine and I have found the key to this, for me personally, was to persevere and be consistent with my approach. To begin with, the number of pupils participating was low(er), increasing with pupil’s familiarity with the task. I’ve also realised the need to communicate clearly with pupils how the task directly impacts upon their learning, to ensure they were on board.

Although the quizzes might initially be time consuming to develop and to implement initially, in the long run it is well worth the effort as you are preparing a homework and Do Now activity in one AND you are also promoting independent learning, curiosity in your subject area and an enjoyable way to test fact-based learning!


About Stacey Partridge

Assistant Principal responsible for Teaching & Learning and CPD, Stem, Transition & primary liaison. Applied Learning Quality Nominee, CEIAG, Prince's Trust and SMSC. Wellacre Academy Flixton, Greater Manchester
This entry was posted in 15MF, NQT blogs and tagged , , . Bookmark the permalink.

One Response to Flipping Learning!

  1. showmyhomework says:

    Katie, first of all congratulations on blogging and taking the time to reflect. It’s one of the key things to do during the NQT year and wonderful to look back on in the future. I found your thoughts interesting and flipped learning is starting to become more popular this side of the pond. As the CEO, I will certainly take back the feedback. Keep encouraging the routines and best of luck for the rest of your NQT year and the many years ahead teaching. It’s an amazing profession.

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