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Current trend coconut_grouppresentation_final

  1. 1. Current Trend in Instructional Design & Technology -- K-12 Education -- Flipping the Classroom Christi DiSturco, Cynthia Hanks, Kimberly Hoffman, and Bernice Taylor University of Central Florida
  2. 2. Purpose The purpose of this presentation is to provide Instructional Design Technology (IDT) professionals insights into a trending K-12 instructional delivery method that transforms the use of time spent in class from a passive teacher-lecture approach, to an active-learning approach where students take control of their learning through the use of technology with direct guidance from the teacher.
  3. 3. OBJECTIVES: By the end of this lesson, the participants will be able to: ● Identify key concepts of the conceptual framework for the flipped classroom. ● Name 3-4 benefits and drawbacks of the flipped classroom. ● Identify 2-3 best practice strategies for identifying and delivering flipped content. ● Investigate 2-4 strategies for ensuring that students perform the most cognitively difficult work during class time. ● Demonstrate an understanding of the Experiential Flipped Classroom Model by completing a short reflection at the end of this lesson.
  4. 4. What is a Flipped Classroom? “The flipped classroom is a pedagogical model in which the typical lecture and homework of a course are reversed.” • Video clip: The Flipped Classroom Model
  5. 5. The Concept ● Interactive group learning activities (inside) ● Web-based individual instruction (outside) ● Pre-recorded learning objects viewed at home ● In-class exercises and discussions ● Student collaboration and creativity ● Online quizzes and tests provide immediate feedback ● Expansion of the curriculum (Educause, 2012; Bishop and Verleger, 2013)
  6. 6. The Strategy ● Best practice strategies ○ Give students a reason to know the content (Khan). ○ Use a model that is engaging (project, game, etc.) ○ Plan for the availability of technology ○ Provide a reflection activity ○ Make learning manageable for the students ● Teacher planning is key. (Miller, 2012)
  7. 7. Diagram Student-Centered Learning Theories Interactive Classroom Activities Teacher-Centered Learning Theories Explicit Instruction Methods Flipped Classroom Requires Human Interaction (Class) Can be automated through computer technology (Outside of Class) (Bishop and Verleger, June, 2013)
  8. 8. Theoretical Frameworks ● Constructivism and collaboration (Piaget) ● Cooperative learning (Vygotsky) (Bishop and Verleger, 2013. Photo provided by Flickr.)
  9. 9. Benefits ● Students gain control of learning ● Ability to rewind and review ● Teacher is “guide on the side” ● Immediately able to see error in thinking ● Social interaction among students ● Notes available for absent students ● Parents actively engaged in student learning ● Greater gains in conceptual knowledge (Alvarez, 2011; Berrett, 2012)
  10. 10. Drawbacks ● Time-consuming to prepare ● Less face-to-face interaction ● Temptation to “skip class” ● Equipment/technology issues ● Adjustment issues ● More research needed (Bishop and Verleger, 2013)
  11. 11. Using Learning Objects in a Flipped Classroom Instructional designers and course developers have supported the use of learning objects for constructing online course material because of their range of use. (Smith, 2012)
  12. 12. Learning Objects Range of Use • They provide the building blocks that enable teachers to develop instructional units in a quick, efficient and cost- effective manner. • They accommodate various student learning styles because of their flexibility to target visual, auditory, or combined visual-auditory learners. • Some online repositories of learning objects are sharable, without violating copyright laws, makes it easier for teachers to develop dynamic instructional units. (Smith, 2012)
  13. 13. Online Repositories for Learning Objects ● MERLOT (Multimedia Educational Resources for Learning and Online Teaching) ● OER (Open Education Resources) ● Khan Academy ● CK-12
  14. 14. Helpful Apps ● Teacher and Admin Apps - ● Khan Academy - thousands of videos - ● Resources for the flipped classroom - resources-for-flipped-classrooms/
  15. 15. Conclusion “It’s a whole different paradigm of teaching. A good coach figures out what makes a great athlete and what practice helps you achieve that. They motivate the learner to put out intense effort, and they provide expert feedback that’s very timely” (Berrett, 2012).
  16. 16. Getting Your Students to do the Work Review the following blog and video to investigate 2-4 strategies for ensuring that students perform the most cognitively difficult work during class time. to-flip-flippingyour-classroom-get-your- students-do-work.html
  17. 17. Rubric/Assessment =ShowRubric&rubric_id=2353254
  18. 18. Feedback/Reflection
  19. 19. References Alvarez, B. (April, 2012). Flipping the classroom: Homework in class, lessons at home. Education Digest. p. 18-21. Retrieved from f490760a8e06%40sessionmgr12&vid=8&hid=15 Bishop, J. & Verleger, M. (June, 2013). The flipped classroom: A survey of the research. American Society for Engineering Education. Retrieved from public%2Fconferences%2F20%2Fpapers%2F6219%2Fdownload&ei=ro0zUs_IEomc9gSOrIDwBg&usg=AFQjCNG69ingmpzbDV9rV8j3wC1pjXYx6w Chrome Web Store (n.d.) Teacher and admin tools. [Web resource]. Retrieved from and-admin-tools?utm_medium=gdrive&utm_source=gdrive-intents-application/vnd.openxmlformats-officedocument.wordprocessingml.document Educause Learning Initiative. (2012). 7 things you should know about a flipped classroom. [Web resource]. Retrieved from Edick, H. (March, 2012). 8 crucial resources for flipped classrooms. [Web resource]. Retrieved from flipped-classrooms/ GyanFinder. (2013). Flipped classroom photo. [Online photo taken on February 4, 2013 by GyanFinder]. Retrieved from Khan, S. (2013). Khan Academy. [Web resource]. Retrieved from Let's Think: Cognitive Acceleration (2012). Cognitive conflict. [Web resource]. Retrieved from Miller, A. (February, 2012). Five best practices for the flipped classroom. Web resource]. Retrieved from Miners, M. (2012). Montessori School of Raleigh. [Online photo taken on December 10, 2012]. Retrieved from bmkpiC-bmkpbh-bzffJi-bzffua-bmkowo-bmknFd-bzfeSg-bzfeBK-bzffXZ-bzfev4-bzffRR-c8uFtJ-c8uFyQ-8vzFfv-3cJiQw-vx4A-aQmwrT-aQmwuk-9m5WkE- 6T8gEB-5Y5aJq-fhpx2-fhpWV-fuYY5Z-ea7sbV-ehQgYi-ehVYYL-99Vmtn-99VkCM-99VkMT-99dWeY-eaaPWE-eaaRt7-eaNPYm-ei3563-aQmg4r-eabSvj- ea8hVp-5KUtrC-5KQfJZ-5KUt5Y-5KQfEZ Pappas, P. (July, 2011). How to flip your classroom - and get your students to do the work. [Web blog]. Retrieved from Smith-Nash, S. (2012). Learning Objects. Reiser. R., Dempsey. J. (3ed)., Trends and issues in instructional design and technology (pp. 290-297). Boston, MA: Pearson Education.