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ECU AIG Presentation - PPTX
- 1. Head Over Heels Making the Flip to Increase Student Achievement
- 3. Flipped Classrooms Never Miss A Beat
- 10. Assessment
- 16. Platforms
- 22. Assess Assess
- 24. Questions? Thanks, Lauren and Andrew
Editor's Notes
- Andrew we stand at our doors welcoming our students, we see far off in the distance that student that missed our class the previous day. And during that seemingly endless, slow motion walk to class, we can’t help but prepare for that question of, “did we do anything yesterday?” While we are warding off the irrational desire to sarcastically tell the student, “nope, we just took a nap,” we soon come to realize the instructional juggling that will begin in class. We will be trying to provide that student yesterday’s material, while also providing every other student new material. At the flipped classroom’s inception, the design decisions were made to accommodate these students that were missing from class. The core ideas ultimately culminated into the flipped classroom and flipped mastery classroom models that we see today. These models focus not on videos, but on optimizing the potential for productive student and teacher face-time. As you saw in the previous video, there is great potential to provide instruction to students that are not only in different places physically, but also different places academically. In this presentation we will address the procedures that will move you toward a successful flip, which include creating flipped content, differentiation, and platforms that facilitating student and teacher interaction.
- Lauren
- Andrew then Lauren We want to first focus on flipped videos. While these are the most popular methods for flipped classroom instruction, we want you to realize they are not the most important thing in a flipped classroom. These should set up base knowledge that will support activities that use the content in critical thinking. We are going to focus on two types of videos, whiteboarding and screencasting. Whiteboarding is a more primitive process, where the teacher records himself/herself while writing on a piece of paper, poster, or whiteboard/chalk board. The benefits to this process is that you only need something to write on and something to record with. No editing software is necessary. Many teachers have found great success recording videos on their smartphones and uploading directly to youtube. The negative side to whiteboarding is that it has to be done in one straight shot, which means your mistakes will be seen. Yet, sometimes that is important for our students to see that we are not perfect either.
- Lauren This is where I’ll describe Curriculet, could lead right into TedEd since both of these have students review content and then do something with it Ts can use as assessments. If we leave this slide here, rather than using as a transition between content and content/assess, we can just mention is again when we talk about TedEd