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Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
Flipped slide show 2
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Flipped slide show 2

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Transcript

  • 1. Credit for ideas and graphics to: “Flipping the Classroom,” by Cynthia J. Brame, CFT Assistant Director, Vanderbilt University http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flippingthe-classroom
  • 2. Bloom’s Taxonomy (Revised):
  • 3. Traditionally, many of us have expected our students to do this: Work outside of class later Work in class
  • 4. The flipped model does this instead: Work in class later Work online before class
  • 5. #1 Accessible online input prior to class:
  • 6. #1 Accessible online input prior to class: • Be sure the students know what to do!
  • 7. #1 Accessible online input prior to class: • Be sure the students know what to do! • Break it down in manageable chunks.
  • 8. #1 Accessible online input prior to class: • Be sure the students know what to do! • Break it down in manageable chunks. • Make it entertaining and engaging.
  • 9. #1 Accessible online input prior to class: • Be sure the students know what to do! • Break it down in manageable chunks. • Make it entertaining and engaging. • Provide opportunities for help and clarification.
  • 10. #2 Assess understanding prior to class:
  • 11. #2 Assess understanding prior to class: • Online quizzes
  • 12. #2 Assess understanding prior to class: • Online quizzes • Forums
  • 13. #2 Assess understanding prior to class: • Online quizzes • Forums • Upload or e-mail written work
  • 14. #3 Provide incentives for doing the online work before class:
  • 15. #3 Provide incentives for doing the online work before class: • Weight it heavily in the course grade.
  • 16. #3 Provide incentives for doing the online work before class: • Weight it heavily in the course grade. (30% to 50%)
  • 17. #3 Provide incentives for doing the online work before class: • Use quiz settings to maximize a sense of control and achievement.
  • 18. #3 Provide incentives for doing the online work before class: • Use quiz settings to maximize a sense of control and achievement. (Open for a finite time; score is the average of the attempts.)
  • 19. #3 Provide incentives for doing the online work before class: • Be available to answer questions.
  • 20. #3 Provide incentives for doing the online work before class: • Be available to answer questions. (Check forums 2-3 times a day.)
  • 21. #3 Provide incentives for doing the online work before class: • Be available to answer questions. (Check forums 2-3 times a day.) (Respond to student e-mail within 24 hours.)
  • 22. #4 Spend class time on higher level thinking skills:
  • 23. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create
  • 24. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create
  • 25. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion
  • 26. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • process writing
  • 27. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • process writing • games
  • 28. #4 Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • process writing • games • group projects

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