Student voice: Flipped Classrooms

In the ‘flipped classroom’ teachers provide a lecture or content for the students to read or watch for homework before a lesson, then set engaging activities for students to work on in class – the opposite of a traditional way of teaching. De La Salle College Revesby Year 11 and 12 students shared what they like about learning this way.

_CE27863 a Jack Hure, Year 11 Legal Studies:

“I’m a pretty structured and organised sort of person so I love the way it works. You learn independently and I think that’s important for the future. We do four lessons a week. The first is revision, the second is reading on our own, whether it be at school or at home, the third and we do the questions and he [Legal Studies teacher Gordon Bobin] helps us out where we need it with essays and case reports. He makes sure that if you do the questions on your own you understand the concepts. He’ll look over them and give you pointers, but if you have the confidence to do them on your own he’s not going to stop you.”


_CE27870 aChristian Gourlas, Year 11 Legal Studies:

“It’s a lot easier to learn compared to other subjects. I prefer doing independent reading then coming in and discussing things with the class. When a topic does become a bit harder you talk about it and it gets explained in detail. That flexibility is great to have because a lot of teachers don’t realise that you get a lot of work from other subjects and activities outside of school – sport, for instance, or family commitments. The fact that we have a weekly deadline we must hand it in by it allows us to work around those things at home. A higher quality of work comes from that increased flexibility.”


_CE27874 aLuke Radosevic, Year 11 Legal Studies:

“It’s good. It’s much better than most of my other classes. The way we learn is independent so you can go home and do your own stuff, and then come to school and go through the questions. It’s an advantage being able to do your own work and not be forced into a structure in class, or a certain order. Tuesday you get a study lesson and on Monday you go through questions from the week before, then Wednesdays and Fridays we go through different case law and reports.”



_CE27911 aMatthew Masetto, Year 12 Ancient History:

“Before the term starts our teacher has planned every lesson in accordance with the syllabus. He sets out a booklet and you write your notes into a box next to dot points on the syllabus outcomes. You have to link the information to ancient sources and artefacts. By the time you’ve finished you have a structured response that you could easily put into an essay or any question. No one ever falls behind. You go home, read first, and by the time you get into class and have a class discussion, everyone will bring in things that weren’t in the readings the night before. Personally I get this very broad understanding then. It’s the discussion part that brings it all together, then you put it all together on paper. It’s collaborative learning, it’s just awesome.”

_CE27898 aAnthony Harb, Year 12 Ancient History:

“I think it’s quite good. I get my best results from the structure that Mr Bobin has in his classroom. Because there is so much content to cover, instead of giving us a lot of work to do at home he’d break it up and do a bit of work in class then questions at home to bring in and discuss.

The main benefit of it is you get to work with other students more. It helps you to remember the content really well and you feel less pressure coming up to exams because you know the content really well. You’ve got all of it there in your head.”


  • Read more about how flipped classrooms work at De La Salle in the Term 3 edition of About Catholic Schools.

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