Flip or Flop?

Hello readers! Today I thought that I would expound upon the differences between The Flipped Classroom and Flipped Learning. So, if you are thinking that these terms are interchangeable, you would not be alone, I too was a person who thought this! I did some research and found that these terms are indeed different! I will try to explain these differences and use some quotes from my research to make it clearer. As always, I will use some delightful teaching memes along the way!

(I might need to start dancing to make this happen)

(Pauly D knows the truth)

(Ryan Gosling gets me)

As you will know from your own education classes, The Flipped Classroom is when the teacher films their lesson, assigns the video as homework, and does the conventional homework assignments in class, either in small groups, individually, or whole group depending upon what the teacher feels is necessary. The idea behind this theory of practice in the classroom rather than the instruction is that for many students they can remediate during the class time, or extend in the same way. Students are more able to direct their own instruction and go at the pace that is comfortable for them.

According to Edtechmagazine.com "Flipped learning, however, 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." To make things a little clearer and make a distinction more evident, here are their requirements that they make. They call it the 4 Pillars, and 11 indicators. This is where the Flipped Learning vs The Flipped Classroom comes in. The Flipped Classroom can lead to Flipped Learning, but this is not always the case. 

The Four Pillars and 11 Indicators of F-L-I-P 

Flexible Environment:

 F.1: I establish spaces and time frames that permit students to interact and reflect on their learning as needed.  F.2: I continually observe and monitor students to make adjustments as appropriate.  F.3: I provide students with different ways to learn content and demonstrate mastery.

Learning Culture: 

 L.1: I give students opportunities to engage in meaningful activities without the teacher being central.  L.2: I scaffold these activities and make them accessible to all students through differentiation and feedback.

Intentional Content:

 I.1: I prioritize concepts used in direct instruction for learners to access on their own.  I.2: I create and/or curate relevant content (typically videos) for my students.  I.3: I differentiate to make content accessible and relevant to all students.

Professional Educator: 

 P.1: I make myself available to all students for individual, small-group and class feedback, in real time, as needed.  P.2: I conduct ongoing formative assessments during class time through observation and by recording data to inform future instruction. P.3: I collaborate and reflect with other educators and take responsibility for transforming my practice.


So far, I have really just presented the facts of The Flipped Classroom vs Flipped Learning. Now I am going to share my view on it, and the takeaway that I have for all of this information and the distinctions. I think that The Flipped Classroom is a method for teaching a course, or a unit, or even just a lesson. I think that Flipped Learning is an overarching pedagogy, methodology, and classroom culture. Because the Flipped Learning idea does not just incorporate the flip, it also adds in the environment, learning culture, intentional content, and what the professional educator's role is. It honestly reminds me much more of what we try to do, with our affordances of what we do- rather like the differences between a Lesson and a Lesson Design Document. It is the who, what, where, when, how, and why behind your decisions of Flipping and is much bigger than just flipping one lesson.