LEARN CONTENT AT
9/29/2012 Brinda Surnam 1140524
Computer aided instruction allow to coach
instead of lecture
can address several common
misconceptions that would otherwise go
Allows for differentiated instruction to
accommodate a variety of student learning
Which led to
Invention of a new method of teaching “Flip
• 1990-Harvard-Eric Mazur who developed Peer Instruction used
computer aided instruction which allowed him to coach rather than
• 200-J. Wesley Baker presented the paper "The classroom flip: using
web course management tools to become the guide by the side"
• Starting in Fall 2000,-the University of Winconsin-Madisons started
using teach software to replace lectures with streaming video
presentations that combined video of the lecturer with
coordinated PowerPoint slides
• In 2004, -Salman Khan began to record videos at the request of a
younger cousin who felt that if the lessons were recorded she could
skip through parts she had mastered, yet replay other parts that
were troubling her to learn. Khan’s model is to essentially provide
tutoring on a one-to-one
• "The Classroom Flip" (2006)-, authors Mike Tenneson and Bob
McGlasson demonstrate which choices teacher should make when
considering flipping their classrooms.
Created by two chemistry teachers, Jonathan
Bergman and Aron Sams who discovered a
software to record Power Point presentation.
Recorded and posted their live lectures online
for students who had missed the classes.
Their online lectures starting spreading and
they were asked to deliver lectures to other
Other teachers started using online videos and
video podcasts to teach.
Reverses traditional education on its head
Content learnt at home and “homework”
done in class.
Teacher no longer on stage
Teacher becomes “the guide on the side”.
Active learning-Learners learn by
themselves for themselves
How to learn content?
What assignments to do
When to learn it
How to prove they have
learnt the content.
Does not stand in front
of the class
content sent directly to
Step 1-Teachers post self-created videos or
existing online contents and post them online.
Students can access them at home or at school
Step 2-Students learn the content at their own
pace. They can play, pause and rewind as per
their wish. It is recommended that they make
notes and highlight problems.
Step 3- Teacher revisit concept students do not
Class time is spent doing interactive activities to
Tutor the student rather than to impart the
Use differentiated instruction and project
based learning methods teach
Guide the students
Assist the students when they are
assimilating information and creating new
"become the guide on the side"
Improves poor learning
Takes care of the learners’
needs-learners learn at
their own pace at home.
Students receive instant
Teachers have more time
to help students
Students do not get
frustrated when the
teacher is there to help
them with the homework.
Decrease in disciplinary
problems. Frustration is
Students do not need to
keep pace with the teacher
as in the traditional set up.
Weak students can learn at
their own pace at home
and enter the class at par
with other peers.
Gifted children can also
work at their pace and go
as fast as they want.
1. Are we sure that the students
are studying at home?
2. Students cannot ask
questions, no extra learning
3. Student does not have
access to internet at home
1. Teachers should ensure that
the students come with notes
in the class, those who are
not well prepared should
rework on the computer at
2. Teacher can create a Twitter
account or Skype, where
work can be done
synchronously. Peer teaching
will also help.
3. Students can work at school
or teacher can burn content
on DVD or download videos
It is recommended that teachers create their own videos.
To personalize and contextualize their content.
Students are more at ease with their own teacher.
Teachers accountable for what they are imparting to students.
Click on link below
Not all primary and secondary students have access to the computer and
the internet, however,
Most Mauritian families own DVD players, teachers can burn DVDs with their
contextualised contents that they have created. They can use the following
Or download videos that suit their purpose from the following sites.
Discovery education among others.
However burning videos can be expensive on the
pocket of the teacher and students.
Low cost internet facilities after working hours
should be provided to students who do not have
access to computers or the internet at home.
Parents should be educated on the importance and
validity of flip learning so that they can help out
their children to gain access to the internet.
The culture of students working on the content
before coming to class, must be reintroduced and
Tertiary students have access to technology in the
university library and computer laboratories., so for
them flip teaching is feasible.
Flip teaching is one of the teaching methods
that can be used.
It is becoming a popular teaching/learning
It jumpstarts the learning process and is
effective for all students of all levels.
Face to face or one to one interaction follows
flip teaching, where the teacher can help the
students solve he problems.
Peer teaching becomes integral to flip teaching
as students interact online or face to face to
solve problems in the interactive class room.