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The flipped classroom introduction and sources

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Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.

Published in: Education
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The flipped classroom introduction and sources

  1. 1. The flipped classroom Inge (Ignatia) de Waard
  2. 2. Pre-presentation intro • English: why I flipped my classroom by Katie Gimbar: https://www.youtube.com/watch?v=9aGuLuip Twg • Dutch teacher sharing his flipped classroom experience : https://www.youtube.com/watch?v=bfEdSitC diI
  3. 3. What is flipped classroom? Pro’s and con’s Options Possible surplus Example Online sources Template Share what you think
  4. 4. This SOS session • Intro to the flipped classroom format • Overview of individual parts • Online resources • Focus on pro’s & con’s and possible options • Reflecting on the flipped classroom template (challenges?) Q/A throughout the session
  5. 5. Flipped classroom? Previously recorded session, with interactions between students in-class. Expand to : viewing previously provided online/digital sources, followed by classroom interactions, and possible hands-on activity. Broader term: flipped learning . Picture: http://www.slu.edu/Images/cttl/flipped%20graphic_reinertcenter.jpg
  6. 6. Who started it? • Jon Bergmann and Aaron Sams pioneers (2002): they recorded lessons, shared with their students, focused on problems they encountered (content, understanding…). • Why? Big classes, need for differentiation.
  7. 7. Overview: four big parts • Learning goal and meaning of the FC needs to be shared with students for ensured bigger understanding. • Online sources are shared. To be viewed/understood (cfr homework/reflection – computer available?) • In-class: groupwork, focus on content, understanding, difficulties, project. Peer and teacher feedback. • Evaluation of the process by all. 1. Learning goal FC 2. Pre-class: sources (homework) 3. Class: groupwork & understanding 4. Post-class: evaluation
  8. 8. Proven? Shall I read  ?
  9. 9. Proven points • Classtime shifts to problem solving dynamic (Foertsch, Moses, Strickwerda, Litzkow, 2002; Toto & Nguyen, 2009) • Students get a better understanding of their own learning potential or challenges (Lage et al., 2000 – paid paper) • Teacher time big for preparing, less later (Lage et al.) • Students prefer hands-on compared to lectures (Toto & Nguyen, 2009) • Students get a better understanding of full curriculum (Fulton, 2012), effective project tome (Zappe et al., 2009)
  10. 10. Ed Ventry and Amy Kilmer at Niagara Falls High School (NY) – link report
  11. 11. Yeah, but is this really true?!! What is the value of research?! Don’t take my word for it, check with common sense: what do I do when I want to learn something new?... How do I prepare? – I surf and view sources – I ask knowledgeable peers – I discuss with partner and friends We are experienced learners, what works for us will work for them.
  12. 12. Offline parallel: field visit Flipped classroom can be compared with a field visit. • Museum visit, shop visit… • Walk in the wild… BUT: those visits can not be viewed again, where FC does have sources that can be viewed multiple times.
  13. 13. Which content fits the flipped classroom approach? • Content that needs more in-depth coverage, more iterations to be understood • Content or subjects that demanded more differentation in the past • Content demanding an authentic or project approach
  14. 14. What is flipped classroom? Pro’s and con’s Options Possible surplus Example Online sources Template Share what you think
  15. 15. Short overview pro’s students teachers Students can review online sources until they get the concepts (keeping deadline in mind) Able to see where the challenges are located in the concepts that are offered Reflection happens before class You can share sources that cover topics discussed in different classes (e.g. French algebra). With a focus on your own subect in class. Learning to learn, also for future training/learning. Students are at the center of learning, so the teacher can give better guidance depending on the student Students need to take up their own responsibility for learning Creative option for other class approaches Active learning in class Reviewing content for learning objectives and how to reach it Preparing students for critical learning of web resources Guide students in their critical thinking of daily used resources
  16. 16. Important consideration: time and quality Time investment of the teacher – Time to prepare a FC increases (127% more – link report, p. 15) – But resources are reusable (especially when recording own videos) quality: – Demands time and effort to select quality resources – ICT support to make videos or audio/slides
  17. 17. What is flipped classroom? Pro’s and con’s Options Possible surplus Example Online sources Template Share what you think
  18. 18. Options • Use video and sources from others • Record your own video or audio/slides • Ask students to locate sources • Let students make online sources (for others)
  19. 19. Benodigdheden voor iedere aanpak Options Advantages Disadvantages Needs Collect online sources from others No technical skills necessary, critical skills welcomed Time investment, especially when looking for non- English sources Internet Produce your own audiovisual material Quality is ensured (you), can be put behind an LMS Technical skills Self-esteem (video) Video recording (eg webcam, mic) Audio + slides (eg possible in PowerPoint) IT support? Let your students track down online resources Practicing critical thinking skills slower process, you – as a teacher – need to double check quality Internet Students produce content to be shared Increase technical skills, full process Quality needs to be constantly monitored and in multiple ways They get into the full process
  20. 20. Advantages: recording your lessons • Lessons can be viewed by students that were absent • Reusable, as it fits your curriculum demands and planning Timing of the modules: tackle one learning objective per lesson (max 6 minutes per learning objective)
  21. 21. Differences per grade & field Which type of information can be delivered for which type of learner groups? • Capacity • Difficulty of online resources, language options • Contextual online resources: technology, science, languages, marketing… Interest Technical / cognitive / mix Knowledge Basic / advanced Age Skills Complexity
  22. 22. Student and access? A computer (or device) with quick internet connection (cost?) Personal time to look at the online resources
  23. 23. The role of the teacher Picture: http://farm9.staticflickr.com/8527/8615353879_58a09c6cce_b.jpg The teacher supports the students. This means a shift in identity.
  24. 24. How do you know the students have actually accessed the resources? Classical approach will do (with or without grades): • Provide a quiz or some questions they need to answer, and which demand reflection (intro to class discussion) • Make sure you get the results before the class moment Additional help for individual learning: a guiding text which highlights the focus and concepts of the topic/reflection.
  25. 25. What is flipped classroom? Pro’s and con’s Options Possible surplus Example Online sources Template Share what you think
  26. 26. Short term surplus Class time used for: • Creating a better understanding of the subject matter (more time to answer specific questions – in group or individual) • Active learning in class (skills: speaking, listening, writing) • Options to plan/show projects in class • Situating those concepts that result in confusion • Or simply: exersizes in class => immediate feedback
  27. 27. Long term surplus • Enhancing lifelong learning skills • Preparing for higher education • Practising skills – argumentation – Presentation/discussion in group • Understanding group responsibility • Enhancing critical thinking towards online resources
  28. 28. Surplus students w learning difficulties • Option to review material as many times as necessary (online content) – Retention and understanding increases. Repetition in a safe environment (not in group) • Transcripts can add to the diversity of content delivery (audio, video, text) supporting different types of students
  29. 29. What is flipped classroom? Pro’s and con’s Options Possible surplus Example Online sources Template Share what you think
  30. 30. MobiMOOC Adult learners Subject matter: mobile learning (intro http://mobimooc.wikispaces.com/Introduction+to+ mLearning ) Learning outcome: write a mobile learning project which fits your training needs and field of expertise. Challenge: international group, multiple languages, multiple disciplines
  31. 31. MobiMOOC outcomes • Videos and seminars were viewed multiple times (positive feedback from non-native English speakers) • The discussions strengthened the meaning, challenges and possible solutions needed to set up mobile projects. • The variety of viewpoints nurtured generic insights • More authentic and realistic projects
  32. 32. Advanced flipped classroom (languages) Contact a teacher from another country where the learners either speak the language you are teaching, or learn the language you are speaking. Connect both of your students for language exchange skype meetings.
  33. 33. Advanced ICT class project: produce online content for other grades, integrating skills you need to develop
  34. 34. What is flipped classroom? Pro’s and con’s Options Possible surplus Example Online sources Template Did you Share?
  35. 35. Which resources to select? • Open education resources provided by other educational institutes or schools • Publically available resources from the Web • Self-recorded resources (scary but good)
  36. 36. Open Educational Resources Any online content that passes your stamp of approval (= quality) • YouTube • Wikimedia / wikipedia • Google scholar (research papers and books) • National geographic free views (documentaries…)
  37. 37. What do you use already? • What content or which tools do your students use? (Facebook for sharing homework?)
  38. 38. Reoccuring action: login! At times you can also login with a cloud account (eg. Facebook, gmail account) or single sign-in Name Username Email (activation) Password (memory) Profile
  39. 39. Add material from MOOCs (Massive Open Online Courses) Some MOOCs only offer audiovisual materials for a limited time, others keep it open for those who registered for that particular course. – www.coursera.com, www.FutureLearn.com , Iversity.org , canvas.net , udacity.com, https://www.edx.org/ – https://eliademy.com
  40. 40. Taking a look (login needed) Choice: • Intro to a lesson Archeologie Portus, Rome (2min51) • Video DNA from a kiwi experiment – Link (4min38) • Creative writing video ordinary words for vivid images (1min16)
  41. 41. What is flipped classroom? Pro’s and con’s Options Possible surplus Example Online sources Template Heb je wel echt gedeeld?
  42. 42. Fill in the flipped classroom template Reflect on what you think is possible for you.
  43. 43. Question: Looking at what we did now.. what if • I first would have send you all an introduction with relevant online content links? • I had given you the template in advance, as a reflective exercise? • … • How much time would we have had to focus on drawing up a full Flipped classroom project for personal use? What would have been the surplus? Time, depth, and focus
  44. 44. Sources (later reading) • English sources – OER commons (inlog for free, but email needed for activation) https://www.oercommons.org/browse/ – The code academy (coding & web) http://www.codecademy.com/ – Ted Ed http://ed.ted.com/ (inlog via facebook login or other) – Khan Academy https://www.khanacademy.org/ (inlog via FB or gmail) – TeacherTube http://www.teachertube.com/collections/ – MOOCs (Massive Open Online Course) materiaal: www.coursera.com, www.FutureLearn.com , Iversity.org , canvas.net , udacity.com, https://www.edx.org/ – https://eliademy.com – • Dutch sources – Klascement.be (Flemish/Dutch site) http://www.klascement.be/ – Teacherlinks (Dutch) http://www.lerarenlinks.be/index.php?pid=21 – Kennisnet (Dutch) all sorts of material – curriculum & non-curriculum => wikiwijsleren (http://www.wikiwijsleermiddelenplein.nl/ )
  45. 45. Flipped classroom links (later reading) Information • https://www1.plymouth.ac.uk/ouruniversity/teachlearn/guidanceresourc es/Documents/7%20Steps%20to%20a%20Flipped%20Classroom.pdf • Eng rapport met voorbeelden: http://fln.schoolwires.net/cms/lib07/VA01923112/Centricity/Domain/41/ Extension%20of%20FLipped%20Learning%20LIt%20Review%20June%202 014.pdf • http://flippedlearning.org/site/default.aspx?PageID=1 • http://net.educause.edu/ir/library/pdf/ELI7081.pdf • Research: http://fln.schoolwires.net/domain/41 • Examples of lesson plans https://tch4902012mb7393.wikispaces.com/Flipped+Classroom+Lesson+P lan
  46. 46. Contact and networking 47 E-mail: ingedewaard (at) gmail.com Blog: ignatiawebs.blogspot.com Twitter: http://twitter.com/Ignatia Publications: http://www.ingedewaard.net/pubconsulpres.htm Presentations: http://www.slideshare.net/ignatia linkedIn: http://www.linkedin.com/in/ingedewaard

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