Keeping Up vs Moving Forward: Trialing A Flipped Learning Model

In any Learning Unit, we are met with a spectrum of prior knowledge. Take straight-line graphs: some students arrive with a rock-solid foundation, while others feel they are standing on shifting sand.

After reflecting on my own practice for my Master’s research, I realised that the traditional "one-size-fits-all" lecture was often a bottleneck. It prevented those who "got it" from going deeper, while leaving others feeling perpetually behind. I decided to trial a Blended Team-Based Learning (BTBL) model for our functions module, specifically to see if I could shift the focus from content delivery to social, affective learning.

The "Hub" of the Operation

The backbone of this unit was a simple Google Sheet "Learning Hub." Each tab was a curated roadmap: learning objectives, a video for Acquisition, a Google Form for immediate feedback, and basic practice questions.

The deal was clear: the video was the "entry ticket." By moving the initial acquisition phase outside of class, our physical room was transformed. We stopped being a space for passive listening and became a workshop for Discussion and Collaboration.

Why "Enjoyment" is a Pedagogical Tool

I leaned heavily on the research by Carvalho et al. (2011), which explores how perceived enjoyment in a blended learning course significantly impacts team effectiveness and individual learning. The research suggests that when students enjoy the modality, they are far more likely to engage in knowledge sharing.

To leverage this, I gamified our "pulse checks" using Blooket and Kahoot. These weren't just "fun" add-ons; they were designed to foster a sense of collective enjoyment that lowered the stakes. The leaderboards allowed me to see who had mastered the basics and who might need a "drop-in" session for support. This social, gamified element created a culture where students felt safe to discuss their mistakes rather than hide them.

Dealing with the "Data" Trap

One hurdle was the "perfectionist trap." Some students were upset when the Google Form marked an equivalent answer as "incorrect." It opened a vital conversation about metacognition: I explained that this data wasn't for my grade book—it was a diagnostic tool for them. The automated feedback was simply a prompt for them to use the booking link in my email signature for one-on-one support. It shifted the data from a "judgment" to an "opportunity."

The Human Impact: A Mindset Shift

The most rewarding part was the shift in student confidence. One student, who typically finds the pace of the curriculum overwhelming, achieved her highest grade of the year.

For her, the flipped model removed the "I can't keep up" anxiety. She could pause, rewind, and re-watch videos at her own pace—a crucial safety net for our international and ESL learners. By the time she reached the classroom, she didn't feel like she was drowning; she arrived prepared to participate in the knowledge-sharing culture we had built.

Professional Reflections:

• Trust the Model: If you re-teach the video, they won’t watch it. You must protect the class time for higher-level discussion.

  
  

• Enjoyment is Evidence-Based: As Carvalho et al. (2011) demonstrate, enjoyment mediates how well teams function. If they enjoy the tech, they share more knowledge.

  
  

• Depth over Facts: Use the saved class time to search for prompts that demonstrate depth of knowledge, not just content recall.

  
  

Have you seen a student’s mindset shift when they finally feel in control of the pace? How are you using "enjoyment" to drive team effectiveness in your lessons?