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Bloom’s Taxonomy (Revised):
http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom
Traditionally, many of us have expected
our students to do this:
Work outside of class later
Work in class
The flipped model does this instead:
Work in class later
Work online before class
Bloom’s Taxonomy (Revised Again):
We have expected our students to this:
The flipped model does this instead:
They are spheres, actually.
There are a lot of them.
http://blindmen6.tumblr.com/post/23685686786/the-direct-route-if-only...
Accessible online
input prior to class:
#1
Accessible online
input prior to class:
• Be sure the students know what to do!
#1
Accessible online
input prior to class:
• Be sure the students know what to do!
• Break it down in manageable chunks.
#1
Accessible online
input prior to class:
• Be sure the students know what to do!
• Break it down in manageable chunks.
• Ma...
Accessible online
input prior to class:
• Be sure the students know what to do!
• Break it down in manageable chunks.
• Ma...
Assess understanding prior
to class:
#2
Assess understanding prior
to class:
• Online quizzes
#2
Assess understanding prior
to class:
• Online quizzes
• Forums
#2
Assess understanding prior
to class:
• Online quizzes
• Forums
• Upload or e-mail written work
#2
Provide incentives for doing the
online work before class:
#3
Provide incentives for doing the
online work before class:
• Weight it heavily in the course grade.
#3
Provide incentives for doing the
online work before class:
• Weight it heavily in the course grade.
(30% to 50%)
#3
Provide incentives for doing the
online work before class:
• Use quiz settings to maximize a sense
of control and achievem...
Provide incentives for doing the
online work before class:
• Use quiz settings to maximize a sense
of control and achievem...
Provide incentives for doing the
online work before class:
• Be available to answer questions.
#3
Provide incentives for doing the
online work before class:
• Be available to answer questions.
(Check forums 2-3 times a d...
Provide incentives for doing the
online work before class:
• Be available to answer questions.
(Check forums 2-3 times a d...
Spend class time on
higher level thinking skills:
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
#4
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activitie...
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activitie...
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activitie...
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activitie...
Spend class time on
higher level thinking skills:
Apply, analyze, evaluate and create in
• group discussion
• RA activitie...
Flipped slide show 3
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Flipped slide show 3

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Flipped slide show 3

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