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Flipped slide show 3

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  • http://blindmen6.tumblr.com/post/23685686786/the-direct-route-if-only-id-thought-of
  • Transcript

    • 1. Bloom’s Taxonomy (Revised): http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom
    • 2. Traditionally, many of us have expected our students to do this: Work outside of class later Work in class
    • 3. The flipped model does this instead: Work in class later Work online before class
    • 4. Bloom’s Taxonomy (Revised Again):
    • 5. We have expected our students to this:
    • 6. The flipped model does this instead:
    • 7. They are spheres, actually. There are a lot of them. http://blindmen6.tumblr.com/post/23685686786/the-direct-route-if-only-id-thought-of
    • 8. Accessible online input prior to class: #1
    • 9. Accessible online input prior to class: • Be sure the students know what to do! #1
    • 10. Accessible online input prior to class: • Be sure the students know what to do! • Break it down in manageable chunks. #1
    • 11. 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. #1
    • 12. 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. #1
    • 13. Assess understanding prior to class: #2
    • 14. Assess understanding prior to class: • Online quizzes #2
    • 15. Assess understanding prior to class: • Online quizzes • Forums #2
    • 16. Assess understanding prior to class: • Online quizzes • Forums • Upload or e-mail written work #2
    • 17. Provide incentives for doing the online work before class: #3
    • 18. Provide incentives for doing the online work before class: • Weight it heavily in the course grade. #3
    • 19. Provide incentives for doing the online work before class: • Weight it heavily in the course grade. (30% to 50%) #3
    • 20. Provide incentives for doing the online work before class: • Use quiz settings to maximize a sense of control and achievement. #3
    • 21. 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.) #3
    • 22. Provide incentives for doing the online work before class: • Be available to answer questions. #3
    • 23. Provide incentives for doing the online work before class: • Be available to answer questions. (Check forums 2-3 times a day.) #3
    • 24. 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.) #3
    • 25. Spend class time on higher level thinking skills: #4
    • 26. Spend class time on higher level thinking skills: Apply, analyze, evaluate and create #4
    • 27. Spend class time on higher level thinking skills: Apply, analyze, evaluate and create #4
    • 28. Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion #4
    • 29. Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • RA activities #4
    • 30. Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • RA activities • process writing #4
    • 31. Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • RA activities • process writing • games #4
    • 32. Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • RA activities • process writing • games • role plays #4
    • 33. Spend class time on higher level thinking skills: Apply, analyze, evaluate and create in • group discussion • RA activities • process writing • games • role plays • group projects #4

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