Flip the Classroom or Flip the System?

By | english, English, Flip the System | 3 Comments

I’m a big proponent of using new technologies in education. I’ve used new pedagogies like Flipping the Classroom to achieve more differentiation. Use social media for anytime/anyplace learning. Videogames and web 2.0 tools broaden the pedagogical palette tremendously. And social media has allowed me to reach out to other teachers, researchers, school leaders, policy makers and politicians to gain new insights and influence education on a national level. Without social media I wouldn’t have been able to publish a book (with Rene Kneyber), Het Alternatief,  which tries to offer a new way of changing education. Both for students and teachers new technologies offer tremendous opportunities.

Education worldwide is at a crossroads. One the one hand there is the tendency for more standardization, privatization, deprofessionalization. All summed up in what Pasi Sahlberg has called the Global Education Reform Movement (GERM). On the other hand we see a renewed focus on equity for all children, a broader holistic view of education and teacher voice as an alternative to out of control accountability. New technologies play a pivotal role in this. Not just because of their disruptive nature perse, but also because of their empowering nature.

But a focus on technology itself is not enough. We can only have real meaningful transformation if we focus on the needs on the relation between teachers and their students. Empower teachers, parents and students to make meaningful change and technology will automatically come up in the context of local needs. That is why we need to Flip the System. What happens in the classroom between students and teachers should be supported by the system, instead of teachers supporting the system.

We need to know why we use technology and we need to know why we do what we do in general. What is education for? That seems like an obvious question, but it is rarely asked and leads to superficial policies which are out of sync with classroom needs of teachers and students.  Thousands of iPads being pushed into classrooms in Los Angeles is very telling example. Individual schools operate in different contexts and might have completely different pedagogical outlooks. Why then choose for a whole district to have iPads? Usually because of managerial focus: teaching will be more efficient, cheaper and the educational process easier to manage, which in most cases turns out to be a mirage. Or the decision is based on good salesmanship on the part of the tech company. Or because iPads are being equated with innovation and pedagogy. Which of course it is not, I love my iPad, but it is nothing more than a tool.

It’s a brave new world out there. A sentence which holds both promise and threat. Take learning analytics for example. By digitizing and moving educational activities online we now have the power to gather huge amounts of data on our students. But if you read white papers of the tech industry this data equates learning and can even replace schools. Data is never the real world, the capabilities of adaptive learning are highly overrated and don’t take into account the importance of serendipity in education. Learning Analytics has the possibility to turn education in a standardized nightmare. On the other hand in the hand of a well trained professional this data is a powerful tool and huge opportunity for strong feedback on the learning process.

Source: Learning with E’s

The key lies therefore with the teacher, or better yet, teams of teachers deciding on how to shape education from a shared pedagogical vision. That means teachers also need to have a new set of skills. Teachers need to be designers. Balancing content (learning goals, cross-curricular, connected) pedagogy (direct instruction, project based learning) and technology (Web 2.0 tools, Maker tools, social media) into meaningful learning. Teachers need to be curators, picking up on new trends, research, pedagogies, technology, content and seeing how they can be put to use in a new context. Central to this is harnessing your own Personal Learning Environment and Network. A web of (digital) tools, on- and offline networks and people. That’s how we design and learn at my own school, UniC. It empowers both students and teachers.

source: Learning with E’s

Clearly schools, or teams of teachers, have to decide locally if, why and how to implement new technology. Only then can it be in sync with the needs of the school.  But also schools need to operate in a context. Designing means iteration and building on lessons learned. That can only be done in a meaningful way if the design is in the hands of teachers.  And by designing and researching themselves teachers acquire the skills necessary to implement new forms of education. Design, professional development and research form a coherent whole in design communities.  Instead of going around it in a top-down and compartmentalized way, without a buy in of the educational community

The question is, are our educational systems ready for this? Most aren’t. The necessary conditions are usually absent: real ownership, the power to set team and individual goals, being in charge of your own professional development, time, over the top accountability, to name a few, all stand in the way. So we can discuss implementing new technologies and pour huge amounts of resources into getting iPads into classrooms, or we can change the way we work and really achieve a transformation. To flip the classroom we need to flip the system.

Flipping the system is a necessary precondition and I hope you will join us finding an answer on how to achieve this. We are in the process of editing a new international book and help build and international teacher leader network. If you want to share your story, contribute, or like to know more please go to: www.flip-the-system.org and http://www.unite4education.org/ and follow #flipthesystem on social media



So where to start? On new technologies and pedagogies and educational policy read the following blogs:

www.hackeducation.com by Audrey Watters

Ol Daily by Stephen Downes

Learning with E’s by Steve Wheeler

Plan B by Donald Clark


And the following books have really helped me as a teacher to sharpen my vision and in my eyes are a must-read

Biesta, G. (2014). The Beautiful Risk of Education (p. 178). Paradigm.

Biesta, G. J. J. (2010). Good Education in an Age of Measurement: Ethics, Politics, Democracy (Interventions: Education, Philosophy, and Culture) (p. 160). Paradigm.

Fullan, M. (2012). Stratosphere: Integrating Technology, Pedagogy, and Change Knowledge [Paperback] (p. 100). Pearson; 1 edition.

Hargreaves, A., & Fullan, M. (2012). Professional Capital: Transforming Teaching in Every School [Paperback] (p. 240). Teachers College Press; 1 edition.

Hargreaves, A., & Shirley, D. (2012). THE GLOBAL FOURTH WAY : THE QUEST FOR EDUCATIONAL EXCELLENCE (p. 215). Boston: Corwin Press.

Hattie, J. (2013). Visible Learning and the Science of How We Learn (p. 368). Routledge.

Laurillard, D. (2012). Teaching as a Design Science: Building Pedagogical Patterns for Learning and Technology [Paperback] (p. 272). Routledge.

Willingham, D. T. (2012). When Can You Trust the Experts?: How to Tell Good Science from Bad in Education (p. 272). Jossey Bass.

Flip the System

By | english, English, Flip the System, Het Alternatief | 2 Comments

Flip the System is a forthcoming book and an international teacher-led alternative to test based accountability and privatization. We propose a powerful alternative to these issues by strengthening the professional position of teachers by means of a (new) educational vocabulary, global consciousness of teachers and through strengthening professional collective autonomy.

In October 2013 Rene Kneyber and I met online. We knew each other by reputation and followed one another on Twitter. Rene is a math teacher, authority on classroom management, author, columnist and blogger. I’m a history teacher, blogger and an expert on blended learning. Both of us are prolific Twitter users and teacher activists. But this was the first real interaction we had. The reason for our exchange was the latest in a long series of misguided government policy initiatives and statements. We took exception to the way education was used and portrayed and decided to write an opinion piece for a national newspaper. We’re at the opposite of the educational spectrum. Rene is more of a traditionalist and I work at a very progressive school. But we both recognized each other as professional educators.

We’ve been teaching for around 12 years and slowly became more aware of how ridiculously our educational system was organized: rigid, top-down, standardized, with more and more testing and getting worse. Most notable, at least to us, was the complete absence of teachers in the discourse and the decision-making process on a meta-, but sadly often also on a school-level. As a profession we found ourself reduced to implementing other peoples ideas and our classroom expertise was not being recognized for what it’s worth.

Rene and I were already both involved in several initiatives regarding professional autonomy. Not just complaining, but also offering alternatives to the way Dutch policy was made and implemented. Amongst others there was the Professional Pride (Beroepseer) foundation. Rene had already helped publish a book in a series they published. And since there were already a book on police professionals, we thought it was time to publish one on teachers and education: Het Alternatief (The Alternative)

There isn’t a lack of educational books in the Netherlands, but there is a lack of teacher involvement in writing those books. If they do involve teachers, they’re usually about classroom practices. Practical stuff. And for the rest most (well meaning) people didn’t find it necessary to ask active classroom teachers to contribute to policy and philosophical books.

Teachers, together with renowned researchers, wrote a large part of Het Alternatief. The book itself symbolizes the way forward. It wasn’t hard to find good teachers who were willing to write on a diverse set of subjects. Luckily it wasn’t hard to find well known researchers who were willing to contribute as well. When asked Andy Hargreaves, Dennis Shirley, Michael Fullan, Howard Gardner, Paul Kirschner and Gert Biesta amongst others graciously agreed.

The book was published on October 4th and the secretary of education received the first copy out of our hands. Het Alternatief turned out to be more successful than we could have ever imagined. It struck a nerve, especially amongst teachers. A few weeks later it was already discussed in parliament, national newspapers and it is part of the discussion shaping policy on a national level, but just as important, in schools as well. There are many similar initiatives and organizations. In that respect the book is part of the zeitgeist. Maybe not just in the Netherlands, but internationally as wel.

Call to action

That is why we’ve decided to write an international version of “Het Alternatief” as a follow-up, in English: The Alternative or Flip the System. One of the things that inspired (and worried) us are the educational struggles going on in the United States. But not just in the US. A move towards standardized testing, privatization, neo-liberal policies, corporatization, top-down accountability, value added assessment are to be found all over the world. Pasi Sahlberg rightly calls it the Global Education Reform Movement (GERM)

As the world is getting more globalized, so is educational policy. Neo-liberal economic policy has profoundly changed the public sector all over the world in the last twenty years, including education. International benchmarking by the OECD (the PISA reports) has further crystalized this trend. Politicians, policy makers, researchers all meet one another on a global stage.

At the same time, by means of that same globalization and through social media, alternative ways of organizing education have also gotten more attention, Finland being the most notable example. Researchers like Diane Ravitch, Andy Hargreaves and Pasi Sahlberg are global thought leaders in this debate. We think it is time that global teacher-leaders add their voice to this chorus as well. We need to have a voice on the global stage, that is where national policy is also being shaped and that directly influences our work with children in the classroom.

The aim of the book is to help shape that movement. With the help of Education International (eiei.org) and their Unite4Education initiative we’ve begun work on an international edition. A few well known contributors have already agreed to write articles or do interviews. At the same time there are already a lot of local initiatives and organizations putting alternatives into practice. National organizations like the Centre for Teacher Quality, NBPTS and the Dutch Onderwijscooperatie have already identified national teacher-leaders.

We want teacher-leaders worldwide to contribute and start a global dialogue. Use social media to extend our Personal Learning Networks globally. We want to explore inspiring case studies from all different continents. Just like the Dutch version it will be a quest to which we don’t have an outcome yet. Although there are big cultural, political and economical differences we firmly believe that learning and teaching have a universal quality. We hope you will help us get a little closer to a global teacher community by adding your voice to this global dialogue and maybe the book.

At the Teaching and Learning 2014 Conference there will be a panel discussion with Linda Darling-Hammond, Susan Hopgood (EI), Dennis van Roekel (NEA) Daniel J, Montgommery (AFT) and myself on “Leading the (Global) Profession of Teaching.” from 11.30-12.30 Room 207

For more information see www.flip-the-system.org and www.unite4education.org and follow @jelmerevers and @rkneyber