https://www.youtube.com/watch?v=nWjEYlMZnhE SO THAT you can make the most beautiful butterfly
discussions to clarify possible misconceptions, debates, personalized learning, project-based or inquiry-based learning, collaborative projects, student-created content, peer teaching, reflection and assessment. In the classroom students can do scavenger hunts, simulations, create e-zines, podcasts and vodcasts, infographics and mindmaps and many other engaging activities
Flipped classroom doesn't teach for the test. So what assessment strategies should we implement in the flipped classroom model if we want to make sure that students excel in a test-driven society? Can we allow our students to show their understanding in a format other than a test, e.g. a game they invent, a video tutorial they record or a song they write?
The teacher can integrate a variety of formative assessment strategies in their instruction. ALSO PEER TEACHING AND REFLECTION Also we need to flip assessment – more peer- evaluating, reflection
How many times have your students come up with lame excuses why they didn't do their pen and paper homework? The same will most likely happen in the flipped classroom. There is no guarantee that students will watch the video and come prepared to the class. Their computer will unexpectedly crash just as they want to watch the video, or their routers will suddenly break down or a virus will delete all the files etc. etc. There will always be students who make excuses, no matter if they are learning in a traditional or flipped classroom. It might be a good idea to post your asssignments well in advance and give them at least a week's notice about due dates and upcoming deadlines.
As we all know, different students learn well in a variety of ways, and the resources we supply should provide multiple avenues for students to become engaged with the content. Ideally, resources should be teacher-created, or at least tweaked to relate directly to the student's class environment. Resources created by those outside the classroom may also be used but should be reviewed carefully to assure they meet the learning objectives.
"There are many teachers who do not want to record videos either because they don’t have the necessary skills or equipment, their classes don’t include a lot of lecture that can be captured in recordings, or they are camera shy." says Catlin Tucker. And there is no need to do it. There are many open educational resources produced and shared by fellow teachers from all over the world that we can use. Furthermore, we can also use a variety of other resources, such as interactive quizzes, interactive reading resources, creative writing assignments or we can engage students in creating their own materials, encourage them to learn by doing and provide them with time to reflect on their learning.
Which learning management systems do you use with your students? Link to list of LMS https://docs.google.com/document/d/1lBthTFWegaMBVhQOQt5Td0U33TDL2kGOnCBPXznjvLA/edit?usp=sharing View only
Whichh websites with educational resources do you recommend? VIEW doc https://docs.google.com/document/d/1zJLT1jVMkIWly5veKDnxZCKdx2XlauoRoJ5xKJvOGdQ/edit?usp=sharing
using a camera to record a video of yourself explaining a concept using screen capture software to record your screen, accompanied by your voiceover and a talking head - using a video or animation software to write OR DRAW on the screen and record a voiceover.
http://www.instructables.com/id/DIY-Lightboard/ tutorial how to build a lightboard
The optimal video length is six minutes or shorter Videos produced with a more personal feel could be more engaging than high-fidelity studio recordings Khan-style tablet drawing tutorials (screencasts) are more engaging than PowerPoint slides
View link https://docs.google.com/document/d/14feXOlVPLAGeZ-dlSXWaSKW30nMSokD8U_SvKn5Uk9g/edit?usp=sharing
Animated Explainer Video is the art of using Motion Graphics / Animation to depict or communicate a message.
View link https://docs.google.com/document/d/1MijCJP0KCdhXYfR4kXmCCiHPiLuXo7Awpjc9X6rt5DQ/edit?usp=sharing
IX. gimnazija, Zagreb
S a s t a n a k e Tw i n n i n g a m b a s a d o ra
P l i t v i c e
3 . 2 . 2 0 1 8 .
1991. – Dr. Eric Mazur – Vršnjačko poučavanje
1993. – Dr. Alison King – Vođeno recipročno vršnjačko ispitivanje
2000. – grupa znanstvenika – Izokrenuta učionica
2006. – Salman Khan – video kanal– The Khan Academy
2007. – Jon Bergman & Aaron Sams
- predavanje kod kuće
- domaća zadaća u školi
K AKO J E SV E P O ČE LO
UČENJE NOVOG GRADIVA
DOSTUPNOST OBRAZOVNIH MATERIJALA
Vrijeme provedeno za računalom
ZAŠTO NE OBRNUTI UČIONICU
MI JE POJEO
ZAŠTO NE OBRNUTI UČIONICU
ZAŠTO NE OBRNUTI UČIONICU
Znanstvenik Graham Brent Johnson:
Smatrate li da u razredu nemate dovoljno vremena za
provođenje aktivnosti koje biste željeli provesti?
Prevladava li u vašoj nastavi predavačka, frontalna
Imate li poteškoća s prilagođavanjem sadržaja i
nastavnih metoda svakom pojedinom učeniku?
TREBATE LI OBRNUTI UČIONICU?
Ne može se sve obrnuti!
KADA OBRNUTI UČIONICU?
Kvalitetni obrazovni materijali
NAPRAVITE I PODIJELITE
HVALA NA POZORNOSTI!
CARNet ICT Edu Modul 5: Suradničko učenje i Edmodo, preuzeto s
CARNet ICT Edu Modul 6: Obrnuta učionica i Google disk, preuzeto s
Roguljić L. (2016) Obrnuta učionica
preuzeto s http://mapmf.pmfst.unist.hr/~ani/radovi/diplomski/Roguljic.pdf