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Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
Flipped teaching in the third world
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Flipped teaching in the third world

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  • 1. LEARN CONTENT AT HOME USING TECHNOLOGY ONLINE/VIDEO DO HOMEWORK IN CLASS http://www.youtube. com/watch?v=v- y9vR7YTak&feature =related 9/29/2012 Brinda Surnam 1140524
  • 2.  Computer aided instruction allow to coach instead of lecture  can address several common misconceptions that would otherwise go undetected  Allows for differentiated instruction to accommodate a variety of student learning styles Which led to Invention of a new method of teaching “Flip teaching”
  • 3. FLIP TEACHING BACKWARD CLASSROOM REVERSE INSTRUCTION REVERSE TEACHING FLIPPING THE CLASSROOM
  • 4. • 1990-Harvard-Eric Mazur who developed Peer Instruction used computer aided instruction which allowed him to coach rather than teach • 200-J. Wesley Baker presented the paper "The classroom flip: using web course management tools to become the guide by the side" • Starting in Fall 2000,-the University of Winconsin-Madisons started using teach software to replace lectures with streaming video presentations that combined video of the lecturer with coordinated PowerPoint slides • In 2004, -Salman Khan began to record videos at the request of a younger cousin who felt that if the lessons were recorded she could skip through parts she had mastered, yet replay other parts that were troubling her to learn. Khan’s model is to essentially provide tutoring on a one-to-one • "The Classroom Flip" (2006)-, authors Mike Tenneson and Bob McGlasson demonstrate which choices teacher should make when considering flipping their classrooms.
  • 5.  Created by two chemistry teachers, Jonathan Bergman and Aron Sams who discovered a software to record Power Point presentation.  Recorded and posted their live lectures online for students who had missed the classes.  Their online lectures starting spreading and they were asked to deliver lectures to other teachers.  Other teachers started using online videos and video podcasts to teach.
  • 6.  Reverses traditional education on its head  Content learnt at home and “homework” done in class.  Teacher no longer on stage  Teacher becomes “the guide on the side”.  Active learning-Learners learn by themselves for themselves
  • 7. Traditional teaching/classroom set around teacher  Teacher says:  How to learn content?  What assignments to do to learn.  When to learn it  How to prove they have learnt the content.  Content in class/homework at home Flip teaching/teacher trouble-shooter/guide.  Teacher:  Does not stand in front of the class  content sent directly to students asynchronously at home.  Content at home/homework in class
  • 8.  Step 1-Teachers post self-created videos or existing online contents and post them online. Students can access them at home or at school  Step 2-Students learn the content at their own pace. They can play, pause and rewind as per their wish. It is recommended that they make notes and highlight problems.  Step 3- Teacher revisit concept students do not understand . Class time is spent doing interactive activities to illustrate concepts.
  • 9.  Tutor the student rather than to impart the initial lesson.  Use differentiated instruction and project based learning methods teach  Guide the students  Assist the students when they are assimilating information and creating new ideas "become the guide on the side"
  • 10.  Improves poor learning outcomes  Differentiated instruction- Takes care of the learners’ needs-learners learn at their own pace at home.  Students receive instant feedback  Teachers have more time to help students  Students do not get frustrated when the teacher is there to help them with the homework.  Decrease in disciplinary problems. Frustration is eliminated as:  Students do not need to keep pace with the teacher as in the traditional set up.  Weak students can learn at their own pace at home and enter the class at par with other peers.  Gifted children can also work at their pace and go as fast as they want.
  • 11. PROBLEM SOLUTION 1. Are we sure that the students are studying at home? 2. Students cannot ask questions, no extra learning takes place. 3. Student does not have access to internet at home 1. Teachers should ensure that the students come with notes in the class, those who are not well prepared should rework on the computer at school. 2. Teacher can create a Twitter account or Skype, where work can be done synchronously. Peer teaching will also help. 3. Students can work at school or teacher can burn content on DVD or download videos on USB
  • 12.  It is recommended that teachers create their own videos.  To personalize and contextualize their content.  Students are more at ease with their own teacher.  Teachers accountable for what they are imparting to students.  Click on link below . http://www.youtube.com/watch?list=PLD67C78BD8C0A40E2&v=jMfSLXluiSE&feature=player_detailp age
  • 13.  Not all primary and secondary students have access to the computer and the internet, however,  Most Mauritian families own DVD players, teachers can burn DVDs with their contextualised contents that they have created. They can use the following sites:  http://www.techsmith.com/jing  www.screencastomatic.com  Or download videos that suit their purpose from the following sites.  http://brightstorm.com  http://www.watchknowlearn.org/default.aspx  Discovery education among others.
  • 14.  However burning videos can be expensive on the pocket of the teacher and students.  Low cost internet facilities after working hours should be provided to students who do not have access to computers or the internet at home.  Parents should be educated on the importance and validity of flip learning so that they can help out their children to gain access to the internet.  The culture of students working on the content before coming to class, must be reintroduced and encouraged.  Tertiary students have access to technology in the university library and computer laboratories., so for them flip teaching is feasible.
  • 15.  Flip teaching is one of the teaching methods that can be used.  It is becoming a popular teaching/learning method.  It jumpstarts the learning process and is effective for all students of all levels.  Face to face or one to one interaction follows flip teaching, where the teacher can help the students solve he problems.  Peer teaching becomes integral to flip teaching as students interact online or face to face to solve problems in the interactive class room.
  • 16.  http://www.youtube.com/watch?v=v-y9vR7YTak&feature=related  http://en.wikipedia.org/wiki/Flip_teaching  http://4.bp.blogspot.com/-47K9lA_r6sY/T27lnLeFiAI/AAAAAAAAANw/Vd-Nfv8KpM0/s400/classroom.png  http://www.burlesonisd.net/learntech/wp-content/uploads/2010/11/technology-in-the-classroom.jpg  http://www.youtube.com/watch?v=E0EByIRrpk8&feature=player_detailpage  http://www.youtube.com/watch?v=4tYDiOYyjiw&feature=player_detailpage  http://www.youtube.com/watch?v=0ef8uY8AuWg&feature=player_detailpage  http://www.youtube.com/watch?v=AZyXcgAnBuo&feature=player_detailpage  http://www.youtube.com/watch?v=LqJPC-ryYds&feature=player_detailpage  http://www.youtube.com/watch?v=wmwU0GnOKHg&feature=player_detailpage  http://www.youtube.com/watch?v=9kh60v5PxMk&feature=player_detailpage  http://www.youtube.com/watch?feature=endscreen&NR=1&v=E0EByIRrpk8

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