Putting Students at the heart of the flipped classroom allow them to be considered as learners with specific learning profiles, specific needs, expectancies, strengths and weaknesses. They are treated as individual partners rather than as a group of learners.. Engineering students have different learning profiles from Economy students or nurses for instance and therefore need different learning environments. Having in mind to integrate John Biggs constructive alignment in my teaching (Biggs, 2003) I always consider learning outcomes and assessment before starting to think about teaching strategies, in other words I take into consideration the backwash effect to build my teaching according to my students’ profiles. My students are intended to become engineers and usually have a former professional experience as they are enrolled in a university of applied sciences. Some of them have experienced traumatic former schooling which has lead them to stop studying for a while, as a consequence, their coming back to university may become very challenging for them. A flipped classroom creates a safe learning environment in which mistakes and misconceptions are welcome and exploited to build knowledge and foster deep learning. Thus we can definitely say that a flipped classroom environment promotes trust and self-confidence on the students’ side. In addition, such a teaching and learning environment gives teachers a lot of flexibility to individualize their teaching to fit their students’ needs, however, students’ learning profiles and learning outcomes must be clearly defined at a first step, giving then the opportunity to each one to make progress at their own pace.
When I first meet my students, at the beginning of each term, I invite them for an individual interview in order to get to know each other better and to have a chance to identify their expectations and former learning experience at the very beginning of our partnership.
Prior to the first day of teaching, my questions are: Who are my students? What are their needs and expectations? What are my course learning outcomes? How will I be able to tailor my teaching to my students’ needs and what teaching strategies will I apply? How will I measure their progression and how will I measure my efficiency as a teacher?
Biggs, J. B. (2003). Teaching for quality learning at university : what the student does (2nd ed.). Buckingham ; Philadelphia, PA: Society for Research into Higher Education : Open University