Basic Civil Engineering first year Notes- Chapter 4 Building.pptx
El modelo flipped classroom
1. El modelo Flipped
Classroom en la asignatura
de Inglés de 2° de ESO
Presented by: Anna Ledesma
Project III Academic Forum
Pamela Bermeo Maurat
2. Problem and justification
The student must be the protagonist of his own learning-teaching process and his role must
be active.
The teacher must fill the role of facilitator and guide in the process of teaching
It is a matter of knowledge-based society to integrate ICTs in the
classroom
Change the obsolete traditional teaching method by the
innovative Flipped Classroom
3. Objectives
General objective: to explore and get to know the Flipped Classroom
model and its possible application is the English subject
Specific objectives:
• Justify the need to make changes in the educational system in order to
adapt it to the students’ needs.
• Use of models and methodologies based on the student as a model of his
own teaching-learning process
• Define and characterize the Flipped Classroom method
• Develop a lesson plan based on the Flipped Classroom method
4. Theoretical Framework
knowledge-based society:
integration of the ICTs from a
perspective of cultural, social,
economical, transformation. To
transform information into
knowledge as education.
ITCs:
Information and Communications
Technology. They are resources to
design develop, and implement
innovational educational projects.
5. Flipped Classroom Model
It is a pedagogical model which transfer the learning process
outside the classroom, optimizing the time inside the class.
The transfer of knowledge is carried out from videos and on-line
material, that is from a virtual platform.
Pillars of the Flipped Learning:
• Flexible environment
• Learning culture
• Intentional content
• Professional educator
6. Relation of the Flipped Classroom with
other methodologies
Flipped Classroom model and
inductive methodologies
Flipped Classroom model and
previous studies methodologies
It allows teachers the direct
transmission of information as
inductive, active, social and self-
regulating learning
Teacher knows which topics have
been worked in home and which one
need feedback in class. It allows him
to explore only relevant issues, saving
time
7. Flipped Classroom model advantages
• Freedom to adopt the better methodology to work
• It allows a deep and significant learning
• The use of technology facilitates motivation
• It presents the information differently
• It encourages the critical and analytical thinking development
8. Flipped Classroom model
disadvantages
• Working in home is mandatory
• The teacher has little control over students comprehension
• Use of internet and computers
• Teachers extra work creating material
9. Intervention proposal
Apply the Flipped Classroom methodology in the 2° course of the Egara de Terrassas Institution
Lesson plan
“lights, camera, action”
To talk about cinema and develop a discussion panel of the topic.
In home, students have to enter to the virtual platform developed by the
teacher and watch the video which explains the cinema genders.
At the end of the activity, students have to answer questions, take notes and
write doubts about the presented topic.
In class, teacher organizes grammar, vocabulary and comprehension
activities.
The evaluation consists on an self-assessment and revision of the activities
previously done on the virtual platform.
11. Evaluation of the proposal
To the teacher
Related to the preparation Initial difficulties, time spent, adequate material,
additional knowledge of the Flipped Classroom
method
Related to the teaching
process
Objectives fulfillment, students academic
performance, adequate methodology
Related to the results Percentage of students participation, average
score
12. Evaluation of the proposal
To the student
Related to the learning
process
Achieved results, time spent, adequate material,
adaptable methodology according to their needs,
interesting activities
Related to the obtained
results
If the results have been better than the traditional
method
13. Conclusions
• The traditional method in which the teacher is the center of the process has
become obsolete in a knowledge-based society.
• The Flipped Classroom method personalizes the learning process of the
student, having them an active role in their own educational process.
• ITCs have been incorporated faster to society, therefore it is necessary its
actualization and modernization within education.
14. Limitations
• Some difficulties finding professionals in the field who can dominate the Flipped
Classroom method, therefore investigations in this field is still a long way.
• Due to time considerations, the practical application of the project was not
executed, so its effectiveness was based on external assessment.
• Within the theoretical framework, it is required more studies and research works
which can ensure how to carrying out this methodology.
