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Flipped classroom
Teaching Sciences 2 Project
By:
 Dania freij
 Hiba ammar
 Hanan Ezzdeen
 Aya kassem Almokdad
Presented to: Dr. Iman Shaban
June, 2020
What is Flipped classroom?
Why to Flip?
How to Flip a Class?
What flipped classroom focused on
Advantages !
Disadvantages !
Lesson Plan
 Is a model that combines online and face-to-face
learning spaces and experiences
Flipped classroom
Flipped classroom

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Flipped classroom

  • 2. Teaching Sciences 2 Project By:  Dania freij  Hiba ammar  Hanan Ezzdeen  Aya kassem Almokdad Presented to: Dr. Iman Shaban June, 2020
  • 3. What is Flipped classroom? Why to Flip? How to Flip a Class? What flipped classroom focused on Advantages ! Disadvantages ! Lesson Plan
  • 4.  Is a model that combines online and face-to-face learning spaces and experiences
  • 7. A flipped classroom is an instructional strategy and a type of blended learning  where students are introduced to content at home and practice working through it at school. Flipped classroom is one of the most popular trends in education recently It moves activities or homework into classroom and watching online lectures, collaboration in online discussion, or carryout research at home.
  • 9. • Personalize learning • Work with students one- on-one • Already prepared students Teacher • Instead of not knowing to help students In homework or solve it, they are watching and learning with their children Parent • Work at their own space • replay videos whenever they need • Fast forward and past the parts • pause videos when needed • write down notes and questions Student
  • 10.  If the problem is that students need help doing the work rather than being introduced to the new thinking behind the work then flip class  As teacher we must keep up with the times and use all the new educational techniques, as we educate Ss for time other than the ours  This generation is so good at using technology, they love it and use it every day in their life. We must take advantage of this love with technology in education.
  • 12. 1) Buy in: Get your students, parents and administrators on board with the flipped model 2) Creates recourses: these should be recourses for instruction such as YouTube videos, online worksheets 3) Classroom management: just like a traditional model flipped classroom requires classroom management, as a teacher be sure to spend time in cooperate expectation and procedure as this learning style maybe new.
  • 13. 4) Technology training: teacher should learn how to create videos through YouTube channels, make playlist, and students must be able to access and interact with on line content Now we get to the actual flipping 5) Assign content for homework: videos, hyperdocs ,interactive PowerPoint slides and much more, students supposed to be able to access it interact with online content 6) Students work on problems during class: students get to work on the application of skills in class where a teacher walks around the room and facilitates and help students as needed
  • 15. 7) Independent Learning : with a flipped classroom students become independent Learners and have the ability to move to a curriculum at their own pace 8) Peer Tutor: pair up your advanced students how mastered the content beforehand with students having a hard time completing the problems
  • 16.  Student engagement  Active learning  Mixed levels  Learner centered  Exploration  More personalized learning experience for pupils  Application-based activity  Independent learning  Peer torturing
  • 18.  Previously, students were only exposed to one source of information on a topic: that which the teacher gave them in class.  With flipped learning, they can explore much more.  They can access multiple sources, and equally you can direct them towards sources from other teachers, and more.  This diversity will only increase their comprehension of the subject.
  • 19.  After students have engaged with digital content at home, they can come to the classroom prepared with ideas and questions.  It’s a great way to involve students in shaping the classroom sessions, and thereby nurture their sense of responsibility.
  • 20.  While students complete their courses, assignments, and exams, the corresponding results and statistics are immediately recorded.  Instructors can use these statistics to better track the progress of students and find patterns in their results.  It makes it easier to have a clear idea of what topics student's, individually and as a group, struggle with the most.  Furthermore, it allows teacher to identify errors in their approach or concept application.
  • 21.  It used to be that, if a student missed a lesson, they missed learning something, but this is not the case with flipped learning.  Students engage with a lesson on their own time, and away from school, absence need not detract from them learning the material.
  • 22.  The project-based work that now takes place in the classroom need not be on an individual basis.  A flipped classroom enables students to spend more time collaborating with one another: not only a great way to learn, but also good for their team working skills.
  • 23.  Parents can easily keep track of their child's performance and have access to all of the learning materials.  Parents have the chance to help their child if he or she does not understand a certain concept.
  • 25. 1) Relies on student preparation  The flipped method does rely on students preparing for their classes ahead of time.  If the student is already a social loafer then this method will mean they don’t complete their own work or learn  Student with low technology skills will struggle
  • 26. 2) Increased screen time Activities and discussion required, computers or tablets tend to be used more using the flipped teaching method. Time in front of screens–instead of people and places–is increased 3) May exacerbate digital divide issues Not all families are from the same economic background  Lack of access to the internet or a home computer can result in a lack of access to the learning materials provided.
  • 27. 4) Time and effort for teacher Responsibilities include taping and uploading condensed lectures which take time& skills and introducing activities in classroom that will enhance the subject matter & motivate students to participate and prepare for class 5) Lack of motivation  It requires that they do work at home rather than be first exposed to the subject matter in school  Students may not learn best by listening to a lecture & watching instructional videos at home is till representative of a more traditional
  • 28. STUDENT PRE-CLASS TASK Watch the video: “Alveoli: Gas Exchange”. https://youtu.be/mZvzl8KH6iI  Answer the questions on the student homework task sheet. RESOURCES Poster paper (A3 sheets/coloured paper etc.) OPTIONAL: coloured pens, glitter... (any appropriate stationery for the poster) Small pieces/scraps of paper (for student voting slips)
  • 30. IN-CLASS TASKS  Poster + writing: “A tale of two gases”. Students work in groups to create a story giving first person accounts of the experiences of an oxygen molecule carbon dioxide molecule as it goes on its “journey” into the body.  Within each group, a poster is created to give a visual aspect to their story to aid when presenting to the class.  Students should be encouraged to describe the movements of carbon dioxide as well, which could be described in terms of what the oxygen molecule sees as it goes along its journey.
  • 31. Time (min) Students’ Role Teachers’ Role (before students enter) -Warmer Activity: Board: “In what ways are students entering the classroom similar to and different from gas exchange in the lungs”? 4 Discuss answers to the boarded task with a partner as soon as they enter the class. (See below for suggested answers). Monitors then elicits answers 2 In groups of about 4 or 5, review answers to the homework task. Monitors. 3 Review answers (and make corrections if necessary). Gives answers to the student task sheet.
  • 32. 20 Work in groups of 3-5 to create a first person narrative (referring to the oxygen molecule as “me” and “I”) detailing the journey of an oxygen molecule from air to blood. Students should be instructed that they will read out their story to the class, and need a visual aid (a poster) to support their story. They should be instructed that this is a competition, and awards (e.g. a merit / house point) are given out in categories (Most funny, most detailed, best poster). Monitors and gives support and ideas. 15 (depe ndent on class size) Take it in turns to read out their story in groups. They are encouraged to refer to their poster throughout. Monitors and offers feedback after each presentation For each presentation given, the observing students should rate the presentation out of 10 for each category: humor, scientific detail, quality of poster. 5 Refer to score sheets and vote for most funny, most detailed, and best poster. For each category, write group number/name on a small piece of paper and hand in. Collects voting slips and counts up. 5 Awards ceremony – collect house points. Announces the winning group of each category and gives out house points/merits.
  • 33. • They enter a room that is initially free of students, which is similar to going from an area of high concentration to an area of low concentration (diffusion). • They pass through a single doorway, analogous to a thin gas exchange surface. • There is a regular flow of students into and out of a classroom throughout the day, analogous to good ventilation in the lungs. Similarities • They use energy to walk in, but gas exchange is passive (diffusion). • They will exit the class at the end of the lesson, but oxygen is “used up” when it enters the body and doesn’t leave. • There is no “flow” of students to another room from this one, but oxygen will flow away from the lungs once it has entered the blood. • They only pass through one layer (a single doorway) but gases go through 5 membranes. Differences
  • 34.  Knowmia  Khan Academy  100 Incredible Science Lectures for the Flipped Classroom
  • 35. YouTube.com: https://www.youtube.com/watch?v=BCIxikOq73Q Teachthought.com: https://www.teachthought.com/learning/12-types-of-blended-learning/ Teachthought.com: https://www.teachthought.com/learning/the-definition-of-the-flipped- classroom/ Teachersource.com: http://blog.teachersource.com/2015/08/21/flipping-the-classroom-science/