Shift your lecturing out of your classroom!

In most traditional classrooms including higher education in Kazakhstan, the main focus is on presenting information in a form of a lecture where practice is left behind. In such classes students are given a little time to experiment with learned concept or dig dipper into the matter of this concept. The true reality is that students end up memorizing facts and figures for an exam not being able to absorb and therefore, apply those concepts in practice.

How can we our students to learn and comprehend newer material given by program, if they have not grasped the previous one yet? I do not want to fault teachers for it since they are given certain limit of time to deliver “everything-seems-necessary” program according to established curriculum leaving practice for homework. As a result, students are left to digest all that vast amount of information themselves not being able to ask questions to each other and a tutor, engage into discourse coming down to the brass tacks.

I think it is high time to change the landscape of our education by integrating innovative methods into learning process. Flipped learning is gaining more and more speed around the globe forcing us to look at our classroom beyond the hardened beliefs and norms. I was inspired by Aaron Sams, a Flipped Learning Pioneer, watching him to explain all the benefits that educators can gain from such type of classroom. The great idea of this innovation is that students watch video of their teacher’s lecture on their own time and at their own pace ultimately spending their class time more gainfully to employ learned knowledge during the lesson. Thus, passive delivery and consumption of a lecture is replaced here by rich discussions and disputes about the concept and subject matter illuminating new students’ skills and capabilities.

On the surface, it might seem to be alien to teachers, parents and even students, but deep down, such method will bring myriads of advantages in terms of devoting class time for more active learning not merely lecturing, along with assisting those students who missed your class for some reasons giving them a second chance to attend your “classroom”. Moreover, such videos or podcasts can be helpful for slow learners too as they will have opportunities to watch it as many times as they need.

I have become interested in applying this method one day in my classroom and I believe that flipped learning holds promise for future in Kazakhstan being not so costly and doable as flipping does not necessarilly mean using cutting edge technology.

Just stop by and watch “Teaching for Tomorrow: Flipped Learning” video by Aaron Sams and his students sharing their impressions about learning in this type of classroom.

And, what about you? Would you like to flip your classroom?


GOOD.IS. (2012, September, 28). Teaching For Tomorrow: Flipped Learning. [Video file]. Retrieved October 7, 2015 from


5 thoughts on “Shift your lecturing out of your classroom!

  1. Dear Aliya,

    Answering your question: Yes, I am willing to flip my classroom!
    Thank you for sharing the information how to lecture online and leave time for practice during the classtime.

    However the first thing that comes to my mind is that our bureaucratic system should use the digital innovations and flip the workload of schools too! How do you think?


    1. Dear Zhanna,

      I think this issue of bureaucratic system is quite logical. We are young country with fresh ideas and ambitions, constantly trying new reforms, and education is not exception. I believe that the issue of bureaucracy arises from the issue of trust. There always should be the proof of someone’s work, no matter paper it or digital version. No one believes you orally that you have done such and such project.
      However, I agree with you that flipping it would make teachers’ life easier.

      Thank you for your interesting look at this style of learning from different angle)


  2. Dear Aliya,
    thanks for sharing this video and providing strong arguments to persude teachers to use it.
    Last year we tried to implement some elements of flipped learning. We found grammar and other video materials nd posted them on the website that we created for our students (
    We asked students to watch materials on their own and then tested their knowledge or discussed the videos. Unfortunately, we could not make students to watch. Most of them did not want to spend 5-10 minutes of their time and then we stopped working on it.
    But I really want to start it again as I feel the necessity to change the way students used to learn and give them responsibilities for their learning.


    1. Dear, Aigul
      Thank you for sharing your experience with this type of learning. The first pancake is always a throwaway))
      It has always been difficult to change ones norms and habits. Yes, there will be resistance, unwillingness and even complaints on the part of students like: Why should we spend owr personal time on learning things that you have to teaach us?
      However, education is a key. And I believe that the solution is in increasing awareness among students and their parents about all benefits of such learning first, and then, applying it step by step.
      Certainly, students should try it. Without even one attempt they will never see all the advantages of this learning.


  3. Aliya, you’ve done a nice job touching on a similar topic taken by other students this week. This idea of a flipped classroom is very attractive to teachers to better use the time in class for student-centered learning, but as Aigul has mentioned, many students are already overloaded with homework and getting them to consistently watch the materials before class is a major challenge.

    Regarding your writing, I notice a lot of strong, organized, and natural language. I especially like your experimentation with phrases like “down to brass tacks” and your direct communication of strong points like, “Thus, passive delivery and consumption of a lecture is replaced here by rich discussions and disputes about the concept and subject matter illuminating new students’ skills and capabilities.”

    Well done!



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