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Flipped Classroom-Full Picture Presentation - 2013


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Presentation slides for virtual presentations about the flipped classroom-the full picture

Published in: Education, Technology

Flipped Classroom-Full Picture Presentation - 2013

  1. Guiding Principles
  3. Education should be learning by doing. Ray Kurzweil: Humans Learn By Doing
  4. Lectures should support the learning not be central to it nor drive it.
  5. Lectures Aren’t Effective for Learning
  6. Lectures Aren’t Effective for Learning
  7. Lectures Aren’t Effective for Learning
  8. Learning should be engaging, authentic, relevant.Authentic Learning for the 21st Century
  9. Learning should produce a state of flow. Flow – A Measure of Student Engagement
  10. Learning should tap into and engage the learners intellect, emotions, social connections, and the body (whenever possible).15 Ways Online Educators Can Light Social Engagement Afire
  11. Learning should include critical, reflective thinking. Where is reflection in the learning process?
  12. Learning should change behavior and thinking. Everything you know about curriculum may be wrong. Really. Grant Wiggins
  13. The Flipped Classroom as astrategy to facilitate epic wins.
  14. Chat or Pair ShareWhat thoughts orquestions do you haveabout these guidingprinciples?
  15. Background Information
  20. Key Points
  21. On-demand content available to any student for nearly zero cost. Sal Khan YouTube U. Beats YouSnooze U.
  22. The video can be paused and repeated asneeded.  Students can focus on what they needto know. They don’t have to be embarrassed to fill in remedial gaps. Sal Khan Sal Khan YouTube U. Beats YouSnooze U.
  23. Simply stated, there is no need tolecture in the classroom any longer.
  24. Classroom should to be places for active interaction, not passive listening and daydreaming. Sal Khan YouTube U. Be Sal Khan
  25. Role of the teacher is mentor or coachnot a lecturer, test writer, and grader.Sal KhanYouTube U. Beats YouSnooze U.
  27. Active learning means revamping the entire teaching/learning enterprise — even turning it inside out or upside down. Eric Mazur Twilight of the Lecture
  28. Educators might needre-education aboutwhat to do with classtime that previouslywas used for theirlectures.
  29. A model or framework for this re-education is needed.
  30. Older models of experiential learning can beupdated to include technology tools andflipped classroom concepts . . .
  31. Model: Experiential Learning Cycle
  32. Model: David Kolb1. Learning is best conceived as a process, not in terms of outcomes.2. Learning is a continuous process grounded in experience.3. Learning is a holistic process of adaptation to the world.4. Learning involves transactions between the person and the environment.
  33. Model: 4MAT System
  35. A concrete experience with an authentic, often hands-onlearning activity that engages the students.  
  36. Goal to hook andmotivate learnersto want to learnmore about thecontent topics.
  37. Resources
  38. Problem-Solving Games
  39. The Arts
  40. Online: Virtual Field Trips
  41. Online Simulations
  42. Online Tours and Simulations
  43. Online: Google Art Tour
  44. Experiential Mobile Learning
  45. UDL Multiple Means of Engagement
  46. Chat or Pair ShareIn what ways can youengage your learners?What experientialactivities can you usewith your learners?
  47. Educators are nolonger thegatekeepers toinformation andexpertise.
  48. Experts areaccessible.
  49. For the first time in human history talented studentsdont have to have their potential and their dreamswritten out of history by lousy teachers. They can sittwo feet in front of the worlds finest. Chris Anderson, TED curator
  51. Traditional lecture model is standard learning method, but newlearning models encourage students and teachers to “learn now,lecture later.”
  52. Lectures still have a place and can be moreeffective if given in the right contexts, such asafter (not before) students have exploredsomething on their own (via a lab experience,simulation, game, field experience, analyzingcases, etc.) and developed their own questionsand a need to know.
  53. The expert content is only part of thelearning experience.
  54. Video Lectures by Experts
  66. Or should educators make their own?
  71. Online Journals and Textbooks
  72. • YouTube On Devices• BooksInMyPhone• Librivox
  73. UDL Multiple Means of Representation
  74. Time for reflection,processing information, accountability
  75. Learners developskills forreflective practicethroughdiscussing, reviewing,analyzing, evaluating,synthesizing
  76. . . . leading learners to extract andconstruct meaning from theirexperiences and conceptexploration.
  77. Reflective Blogging
  78. Facebook Groups
  79. Reflections on Facebook
  80. ReflectivePodcasts
  81. Reflective Videos
  83. Tests
  84. Mobile Devices
  85.  Microblogging with Twitter using hashtags. Microblogging through SMS and group texting services such as Blogging and Media-Based Reflections via Posterous/Tumblr in the Field or Cinch Phonecasting via ipadio or Google Voice (only in US) Photo-Audio Sharing via Yodia: Yodia in the Classroom Vodcasts/Video Reflections uploaded to Youtube uploading from a mobile Texting summaries: e.g. Messaging Shakespeare
  86. UDL: Multiple Means of Expression
  87. Chat or Pair ShareThe So What:How can learners reflect onand extract meaning fromtheir experiences & thecontent presented?
  89. . . . adding the power of an audience.
  90. learner presents ideas fora new invention with theaudience providingrecommendations andpositive feedback.
  91. Live or videotaped instructional videos, where students teachothers the skills acquired.
  92. A performance or demonstration to a live audience.
  93. Learners can join a cause and discuss why
  95. Chat or Pair ShareThe Now What:What strategies can you useto assist learners in applyingwhat they’ve learned?
  101. More Information