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This document discusses overcoming barriers to implementing new teaching techniques through the use of flipped learning in teacher development. The main barriers are resentment from teachers, assumed aversion to new procedures that may require more work, and lack of faith due to previous experiences. To overcome these barriers, the document recommends engaging teachers, asking for their support and advice rather than instructing them, and convincing senior management to give teachers autonomy. It then discusses a case study where flipped learning techniques were used in teacher development sessions and the observations of teachers who participated.

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H818 Conference 2015 Overcoming the Barriers to Implementation through Using Flipped Learning Techniques in Teacher Development
H818 Conference 2015 O A case study by Steve Castle
The Barriers O Resentment O (Assumed) Aversion O Lack of Faith
Resentment O Implementing a new policy or approach does not automatically mean that teachers act in the same way as management intended Janssen et al (2013) after Fullan (2001) and Maurer (2002)
(Assumed) Aversion O New procedures-more work O Opposite may be true
Lack of Faith O e.g. From previous experience
Overcoming the Barriers O Engage the end-users O Ask for their support and advice O Request rather than instruct
Overcoming the Barriers O Convince others (e.g. senior management) to let go of the reins
Overcoming the Barriers O Climbing Round or Breaking Down?
Overcoming Resentment O Dont let it build in the first place O Engage with staff/end-users O A mutual action
Overcoming Aversion O Engage O Discover/Investigate O Remedy
Overcoming Lack of Faith O Engage O Prove/Condition O Convert
Flipped Learning O A learning design that upends the typical division of student work Baepler et al (2014)
Flipped Learning Case Study O Eight teachers plus two administrative staff involved in project
Flipped Learning Case Study O Observation of teachers who attended physical teacher development (TD) sessions compared to teachers who used virtual (flipped learning) sessions.
Flipped Learning Case Study O Observations and Comments O Be wary of using small samples of data as a generalisation to prove a case.
References O Baepler, P. Walker , J.D. and Driessen, M (2014), Its not about seat time: Blending, flipping, and efficiency in active learning classrooms. Computers and Education (78) 2014, pp 227-236 O Janssen, S., Kreijns. K., Bastiaens, T.J., Stijnen. S, and Vermulen, M. (2013), Teachers beliefs about using a professional development plan International Journal of Training and Development 17:4, pp 260- 275

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