Flipped Classroom Implementation

This past semester in China was my first time teaching university students since AI chat tools went mainstream. Here's what I learned: Assignments aren't the same. Students don't go through the same struggle anymore because they can paste most assignments' instructions into their favorite AI app and submit the solution it gives. Given that around 60% of my class didn't have strong programming foundations, the overuse of AI was a problem. Students who relied too heavily on AI to generate code for practice exercises also struggled the most during tests. So...should I have banned the use of AI? Well, that didn't work for me because: 1. Advanced learners were benefiting from the correct use of AI to strengthen their understanding.  2. I wanted to prepare students for the future, where collaborating with AI and leveraging it effectively will be essential. 3. I didn't want to spend my marking and admin time being an AI detective. Here's what I did: 1. I gave students some bullet points they could use in their AI prompts. Examples: - Prepare an outline of the code and don't give me the solution straight away. - Write code comments in Simplified Chinese - Use descriptive variable names - Don't use advanced concepts such as ... - Don't use external libraries 2. I used the flipped classroom approach. - I published study notes and practice exercises before class so students could learn at their own pace. - Class time was dedicated to hands-on coding and problem-solving. - I encouraged students to work in pairs to brainstorm solutions or debug code. - I gave extra time and attention to students who struggled with core programming concepts. 3. I conducted more quizzes. - The quizzes contained practical programming exercises that tested problem-solving instead of memorization. - Quizzes were done during class time on lab computers.  - I disabled access to the internet and preloaded the computers with class notes. - Students were allowed to bring handwritten or printed notes. #education #ai #teaching #computerscience

1 teacher. 50 students. 1 way of teaching.  Does that even make sense? For years, classrooms have operated on the belief that one teaching method can work for every student. But the truth is, no two students learn the same way. + Some understand best through visuals. + Some need hands-on, real-world applications. + Some thrive in discussions, while others prefer self-paced learning. And yet, we’ve spent decades expecting them to absorb information in the exact same way. This understanding is at the heart of why we champion personalised learning in our schools, where learning adapts to the student, not the other way around. Here’s how we make it happen: ✅ Flipped Classrooms: Learning doesn’t start in the classroom; it starts at a student’s own pace. We provide curated videos and teacher-created resources beforehand, so by the time students step into class, they aren’t passively listening, they’re discussing, debating, and applying concepts. ✅ Adaptive Learning: Some students grasp a concept quickly and are ready to move on. Others need more time and reinforcement. Instead of forcing everyone to move at the same speed, we let students progress only when they’ve truly mastered a topic. No one is left behind, and no one is held back. ✅ Multiple Learning Pathways: When students get stuck, we give them options. Some prefer 1:1 teacher sessions, others thrive in peer-led discussions, and some use tech-based tutoring. We let them choose what works best for them. And the research backs that personalised learning works: ➡️ 75% of students feel more engaged in personalised learning environments, compared to just 30% in traditional classrooms, as per Matsh. ➡️ Schools that implement personalised learning see a 12% increase in attendance and a 15% drop in dropout rates. That said, technology is just one piece of the puzzle. Students still need real-world discussions, teamwork, and critical thinking exercises in a classroom setting. The key is balance. The right mix of tech + discussion + discipline can unlock a student’s full potential. What’s one way you think education can be better personalised for students? #educationforthefuture #personalisedlearning #edtech

أول ما جتني الفرصة كمدرب مهارات في برنامج موهبة الاثرائي، كانها جتني فرصه عشان اثبت نظريتي للتعليم عندنا واغير مفاهيمه واجربها وقررت أطبّق ٤ استراتيجيات علمية في تدريسي، وراح أشرحها لكم تحت: 1. Interest-Based Learning Instead of a fixed curriculum, I asked the students what they wanted to learn — and built the content around their interests. What happened next? They started showing up early to class. Their attitude toward tech shifted completely — they were engaged, excited, and motivated, because it mattered to them. 2. Experiential Learning I cut down lectures to a minimum (just 15 minutes!) and dedicated the rest of the time to hands-on experiences. They were encouraged to try, fail, explore, and problem-solve — and only then, we introduced the theory that would help them move forward. This made the concepts stick, because they were tied to real moments they had just experienced. 3. Discovery-Based / Flipped Learning Instead of explaining first and applying later, I flipped it: We started with experimentation. Only when they faced challenges or had questions did I step in to guide or explain. This created deeper learning — because the knowledge came in response to their own curiosity and struggle. 4. Project-Based Learning (PBL) No traditional lessons. We worked on real projects — linking technology to things they love. Learning became personal, relevant, and creative #Education #Mawhiba #ProjectBasedLearning #STEM #TeachingTransformation #EdTech #FutureOfLearning.

Flipped learning... what is it good for? Well, getting outstanding exam results seems to be one thing. We had some fascinating exam results over the summer which I posted about then managed to delete the post - so here's an update on our accidental research from our A level programmes. We taught our EPQ course and most of our A level courses through flipped learning. Students work independently through interactive self-study lessons packed with short videos, written explainers, and lots of auto-marked practice questions. They then attend two live lessons a week, and have the option to book one-to-one time with their teacher if needed. Exam results from these courses were spectacular: 50% A*, 75% A*-A and 90% A*-B. That's 75% A* or A against a national average of 28%. However, we had a few subjects where we didn't have flipped learning self-study courses developed, so we added an extra live lesson per week instead, and set additional homework. The results were a marked contrast. No students achieved A*s, 17% were awarded A*-A, and 58% A*-B. One more live lesson a week, and yet the outcomes were significantly lower. I find accidental research like this hugely insightful. Half of our students achieved A*s on courses with flipped learning, and none did on our courses that followed a more traditional approach. Flipped learning can be hard to get right - you need high quality self-study materials and have to proactively support pupils to become better at independent learning - you can't assume they will have learnt these skills through traditional schooling. At Highgrove Education we do this through a coaching programme and weekly skills and mindset lessons. But when you've got it working, it produces incredible results. Why do we think it works? 👉 Pupils have to grapple with the materials in order to come to an understanding of them without a teacher explaining it in class, which makes it more challenging - and more likely to stick. 👉 Students can learn at a time and pace that suits, in an environment they find comfortable. They have control over their learning. 👉 In live lessons teachers can focus on application of knowledge rather than delivering content. Students use what they've learnt to solve problems and tackle exam questions, and hone their approach to this based on feedback from their teacher. 👉 It frees up teacher time, which can then be used for one-to-one support where needed. Each student gets the support they need without wasting class time waiting for others to catch up. Not only does it deliver great exam results, but produces students who have nailed the art of #independentlearning by the time they leave sixth form. I'd love to see more schools picking up this approach. Happy to chat if anyone is thinking of giving flipped learning a try... and always keen on connecting with others who are rethinking what exceptional education looks like 😎 #sixthform #indpendentschool #onlineschool #virtualschool #alevels

In today's rapidly evolving educational landscape, learners are not interested in the traditional lecture-based passive learning model. In contrast, a Hands-on activity-based active learning model is proving to be a game-changer. Recently, I tried a dynamic Flipped Classroom Activity for III Year EEE students of KIOT for the course “Control Systems”. Topic: Compensators Intended Outcome: Students will be able to choose suitable compensators for a specific application. To execute this activity, pre-class resources are shared with students via Google Classroom one week before the class. All students are instructed to refer to the resources given. Additionally, to make the slow and reluctant learners also to participate in this activity effectively, I initiated the Inquiry-based learning approach through the “Question” feature in Google Classroom and I asked them to post their queries in that forum. After a week, they are called for classroom-based interaction to clarify their queries. This innovative approach promotes active learning among all categories of students in my class. Almost all students participated in this activity enthusiastically and clarified their doubts in one or another way. It also allowed the learners to discuss in the supportive environment of their choice with course faculty to clarify their queries. All teachers who are interested in executing this activity can have a try...... It works out well. Appreciation to all III EEE students of KIOT for their active participation in learning compensators. KEEP LEARNING!!! #EEE #KIOT #FlippedClassroom #Compensators #ControlSystems #EngineeringEducation #ActiveLearning #StudentEngagement