Flipped biology classroom at Florimont institute - secondary level … a shared experience

Corinne Roussel and Etienne Pionnier, March 2016.

3 years ago, we found ourselves facing students, most of which were adopting a disconcerting passive attitude. At the same time, we were less and less satisfied from our pedagogical practices and have therefore decided to challenge ourselves. After a year of thinking, sharing and collaborating, we started experimenting flipped classroom in September 2014.

After 2 years of practice, there were considerable changes in terms of:

• our work

  • collaborative work between educators
  • necessity to rethink and create new pedagogical scenarios
  • time-consuming classroom sessions preparation

• students

  • posture changes (side by side)
  • interactivity management
  • the teacher: cooperator of the students' knowledge construction

• students attitude

  • changes in every student’s posture:
    • the student becomes the maker, the producer and the actor of his/her learning process.

• learning processes

  • more autonomy for the student
  • better anchoring of methods and knowledge
  • the students are more committed and motivated

The flipped classroom required a great amount of motivation and commitment to be put in practice. The flipped classroom proposes new ways of thinking and pedagogical action but does not in any way impose a unique model.

This pedagogical practice, having fully met our expectations, incited us to create a workgroup « iCI » (informatique Classe Inversée), which aims to:

• support colleagues who are wishing to experience flipped classroom
• share our respective practice experiences
• pool our resources and our experiences.

If you are looking for solutions to manage your classroom, innovate, share, if you are lost, …, the answer is here - iCI - enrolments on the IFP website: http://www.ifp-ge.ch)

iCI is :

• for highly motivated educators,
• a place to share and get support,
• technological watch
• a few meetings per year.

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