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Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
Current trend coconut_grouppresentation_final
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Current trend coconut_grouppresentation_final

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  • 1. Current Trend in Instructional Design & Technology -- K-12 Education -- Flipping the Classroom Christi DiSturco, Cynthia Hanks, Kimberly Hoffman, and Bernice Taylor University of Central Florida
  • 2. Purpose The purpose of this presentation is to provide Instructional Design Technology (IDT) professionals insights into a trending K-12 instructional delivery method that transforms the use of time spent in class from a passive teacher-lecture approach, to an active-learning approach where students take control of their learning through the use of technology with direct guidance from the teacher.
  • 3. OBJECTIVES: By the end of this lesson, the participants will be able to: ● Identify key concepts of the conceptual framework for the flipped classroom. ● Name 3-4 benefits and drawbacks of the flipped classroom. ● Identify 2-3 best practice strategies for identifying and delivering flipped content. ● Investigate 2-4 strategies for ensuring that students perform the most cognitively difficult work during class time. ● Demonstrate an understanding of the Experiential Flipped Classroom Model by completing a short reflection at the end of this lesson.
  • 4. What is a Flipped Classroom? “The flipped classroom is a pedagogical model in which the typical lecture and homework of a course are reversed.” • Video clip: The Flipped Classroom Model
  • 5. The Concept ● Interactive group learning activities (inside) ● Web-based individual instruction (outside) ● Pre-recorded learning objects viewed at home ● In-class exercises and discussions ● Student collaboration and creativity ● Online quizzes and tests provide immediate feedback ● Expansion of the curriculum (Educause, 2012; Bishop and Verleger, 2013)
  • 6. The Strategy ● Best practice strategies ○ Give students a reason to know the content (Khan). ○ Use a model that is engaging (project, game, etc.) ○ Plan for the availability of technology ○ Provide a reflection activity ○ Make learning manageable for the students ● Teacher planning is key. (Miller, 2012)
  • 7. Diagram Student-Centered Learning Theories Interactive Classroom Activities Teacher-Centered Learning Theories Explicit Instruction Methods Flipped Classroom Requires Human Interaction (Class) Can be automated through computer technology (Outside of Class) (Bishop and Verleger, June, 2013)
  • 8. Theoretical Frameworks ● Constructivism and collaboration (Piaget) ● Cooperative learning (Vygotsky) (Bishop and Verleger, 2013. Photo provided by Flickr.)
  • 9. Benefits ● Students gain control of learning ● Ability to rewind and review ● Teacher is “guide on the side” ● Immediately able to see error in thinking ● Social interaction among students ● Notes available for absent students ● Parents actively engaged in student learning ● Greater gains in conceptual knowledge (Alvarez, 2011; Berrett, 2012)
  • 10. Drawbacks ● Time-consuming to prepare ● Less face-to-face interaction ● Temptation to “skip class” ● Equipment/technology issues ● Adjustment issues ● More research needed (Bishop and Verleger, 2013)
  • 11. Using Learning Objects in a Flipped Classroom Instructional designers and course developers have supported the use of learning objects for constructing online course material because of their range of use. (Smith, 2012)
  • 12. Learning Objects Range of Use • They provide the building blocks that enable teachers to develop instructional units in a quick, efficient and cost- effective manner. • They accommodate various student learning styles because of their flexibility to target visual, auditory, or combined visual-auditory learners. • Some online repositories of learning objects are sharable, without violating copyright laws, makes it easier for teachers to develop dynamic instructional units. (Smith, 2012)
  • 13. Online Repositories for Learning Objects ● MERLOT (Multimedia Educational Resources for Learning and Online Teaching) ● OER (Open Education Resources) ● Khan Academy ● CK-12
  • 14. Helpful Apps ● Teacher and Admin Apps - http://goo.gl/939Zku ● Khan Academy - thousands of videos - https://www.khanacademy.org/ ● Resources for the flipped classroom - http://www.edudemic.com/8-crucial- resources-for-flipped-classrooms/
  • 15. Conclusion “It’s a whole different paradigm of teaching. A good coach figures out what makes a great athlete and what practice helps you achieve that. They motivate the learner to put out intense effort, and they provide expert feedback that’s very timely” (Berrett, 2012).
  • 16. Getting Your Students to do the Work Review the following blog and video to investigate 2-4 strategies for ensuring that students perform the most cognitively difficult work during class time. http://www.peterpappas.com/2011/07/how- to-flip-flippingyour-classroom-get-your- students-do-work.html
  • 17. Rubric/Assessment http://rubistar.4teachers.org/index.php?screen =ShowRubric&rubric_id=2353254
  • 18. Feedback/Reflection http://www.surveymonkey.com/s/FR9H9Y8
  • 19. References Alvarez, B. (April, 2012). Flipping the classroom: Homework in class, lessons at home. Education Digest. p. 18-21. Retrieved from http://ehis.ebscohost.com.ezproxy.net.ucf.edu/eds/pdfviewer/pdfviewer?sid=2c713db8-dd3f-4f53-b74a- f490760a8e06%40sessionmgr12&vid=8&hid=15 Bishop, J. & Verleger, M. (June, 2013). The flipped classroom: A survey of the research. American Society for Engineering Education. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=2&cad=rja&ved=0CDUQFjAB&url=http%3A%2F%2Fwww.asee.org%2F public%2Fconferences%2F20%2Fpapers%2F6219%2Fdownload&ei=ro0zUs_IEomc9gSOrIDwBg&usg=AFQjCNG69ingmpzbDV9rV8j3wC1pjXYx6w Chrome Web Store (n.d.) Teacher and admin tools. [Web resource]. Retrieved from https://chrome.google.com/webstore/category/app/100-teacher- and-admin-tools?utm_medium=gdrive&utm_source=gdrive-intents-application/vnd.openxmlformats-officedocument.wordprocessingml.document Educause Learning Initiative. (2012). 7 things you should know about a flipped classroom. [Web resource]. Retrieved from http://net.educause.edu/ir/library/pdf/eli7081.pdf Edick, H. (March, 2012). 8 crucial resources for flipped classrooms. [Web resource]. Retrieved from http://www.edudemic.com/8-crucial-resources-for- flipped-classrooms/ GyanFinder. (2013). Flipped classroom photo. [Online photo taken on February 4, 2013 by GyanFinder]. Retrieved from http://www.flickr.com Khan, S. (2013). Khan Academy. [Web resource]. Retrieved from https://www.khanacademy.org/ Let's Think: Cognitive Acceleration (2012). Cognitive conflict. [Web resource]. Retrieved from http://www.letsthink.org.uk/ca_approach/cognitive_conflict.html Miller, A. (February, 2012). Five best practices for the flipped classroom. Web resource]. Retrieved from http://ticharter33.org/library/TIarticle36.pdf Miners, M. (2012). Montessori School of Raleigh. [Online photo taken on December 10, 2012]. Retrieved from http://www.flickr.com/photos/52159708@N04/8805782259/in/photolist-eq8Wh4-bmkp33-bWkscf-bmknUo-bzffmP-bmkoah-bzff7k-bzfgzk-bmkpr9- bmkpiC-bmkpbh-bzffJi-bzffua-bmkowo-bmknFd-bzfeSg-bzfeBK-bzffXZ-bzfev4-bzffRR-c8uFtJ-c8uFyQ-8vzFfv-3cJiQw-vx4A-aQmwrT-aQmwuk-9m5WkE- 6T8gEB-5Y5aJq-fhpx2-fhpWV-fuYY5Z-ea7sbV-ehQgYi-ehVYYL-99Vmtn-99VkCM-99VkMT-99dWeY-eaaPWE-eaaRt7-eaNPYm-ei3563-aQmg4r-eabSvj- ea8hVp-5KUtrC-5KQfJZ-5KUt5Y-5KQfEZ Pappas, P. (July, 2011). How to flip your classroom - and get your students to do the work. [Web blog]. Retrieved from http://www.peterpappas.com/2011/07/how-to-flip-flippingyour-classroom-get-your-students-do-work.html Smith-Nash, S. (2012). Learning Objects. Reiser. R., Dempsey. J. (3ed)., Trends and issues in instructional design and technology (pp. 290-297). Boston, MA: Pearson Education.

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