1. A flipped classroom reverses the traditional lecture and homework elements, having students watch short video lectures at home and devote class time to exercises, projects, and discussions. This allows class time to focus on active learning.
2. In a common flipped classroom model, students watch video lectures outside of class and complete quizzes. In class, instructors lead discussions and help students apply what they learned through hands-on activities and problem solving.
3. Several colleges and universities have implemented flipped classroom techniques in courses like video production, accounting, physics, and more. This allows more flexible learning and moves instruction to an active, collaborative model.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
2010 10-21 ISSOTL Technology-supported reflection in KuwaitPetra Fisser
Presentation at the ISSOTL conference about the PhD study of Abdullah Almodaires. A new way of supporting field training activities for prospective primary school teachers in Kuwait was implemented. In order to reduce the gap between what students theoretically learn at the university and what they have to do in the schools when they are teaching an experiment was carried out in which the reflective practice approach was introduced and this was supported with an online video-based learning environment.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
Teacher perceptions of the instructional effectiveness and impact of youTube & Ning- facilitated video vs. LMS-supported text-based reflections as instructional tools in online graduate classes
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Journeying through these pages you will learn 3 valuable things:
o How to become a better teacher by mastering the flipped classroom
approach;
o How to better engage with your students through interactive learning
experiences;
0 How to save of your personal time using 7 active learning ideas for the flipped classroom.
When: Thursday, March 7, 2013
Time: 4:00 p.m. EST / 1:00 p.m. PST
What will be covered
This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
2010 10-21 ISSOTL Technology-supported reflection in KuwaitPetra Fisser
Presentation at the ISSOTL conference about the PhD study of Abdullah Almodaires. A new way of supporting field training activities for prospective primary school teachers in Kuwait was implemented. In order to reduce the gap between what students theoretically learn at the university and what they have to do in the schools when they are teaching an experiment was carried out in which the reflective practice approach was introduced and this was supported with an online video-based learning environment.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
Text vs. Video Reflections: Teacher Perceptions of their Instructional Effect...ACS Athens
Teacher perceptions of the instructional effectiveness and impact of youTube & Ning- facilitated video vs. LMS-supported text-based reflections as instructional tools in online graduate classes
Flipped classroom - A quick guide to concepts and practice Richard Grieman
Flipped classroom, inverted classroom, blended classroom, flipped class, inverted class, flipped class basics, how to flip a class, how to flip a classroom, flipped class guide, flipped classroom guide, flipped classroom basics, experience with flipped classroom, experience with flipped classes, what is a flipped class, what is a flipped classroom, partially flipped classes, tools needed to flip a class, examples of flipped classroom, examples of flipped classes, flipped classroom design, designing a flipped class, designing a flipped classroom, curriculum,
Journeying through these pages you will learn 3 valuable things:
o How to become a better teacher by mastering the flipped classroom
approach;
o How to better engage with your students through interactive learning
experiences;
0 How to save of your personal time using 7 active learning ideas for the flipped classroom.
When: Thursday, March 7, 2013
Time: 4:00 p.m. EST / 1:00 p.m. PST
What will be covered
This March 7, 2013 webinar, presented by Dr. Marc Wilson, focused on three specific ideas for improving student learning; one which has been empirically tested, one which is challenging and controversial and one which asks faculty to examine their personal teaching style.
Citizen science project list for everyone interested in getting involved - but perhaps confused about where to start.
Most projects are available for worldwide participation, and are categorized by type (distributed computing, distributed thinking, other crowd-sourced projects, game-based citizen science). Projects that you can participate in directly through your Android-based smartphone or iPhone are listed separately for convenience. Special projects, such as ones designed specifically for students, and extra handy tools (e.g. measure apps and field guides) are also included.
More updated versions to come! Suggestions / alternative lists for specific geographic regions welcome!
Authors John Paglia and Robert Slee offer an alternative to using methodology designed for privately-trade companies as a means to valuate privately-traded companies. The article was originally published in the May/June 2011 issue of The Value Examiner. It is provided courtesy of The National Association of Certified Valuators and Analysts (http://www.nacva.com)
While I was making this slideshow as an intro to a a hands-on workshop on getting teachers to use web 2 tools in their classrooms, I got a slideshow from Holyrae (see favs) which connected the "why" we should use web 2.0 tools with learning (for me anyway!). Thanx holyrae!
Creating Value Beyond the Firm's Boundaries: Networks, Social Media, and Virt...Robin Teigland
A presentation on networks, social media, and virtual worlds I made for a group of Swedish journalists as well as the Swedish Public Relations Association (Sveriges Informationsförening) in April 2010.
That bug that’s going around might be bugging your bottom line if you are a small business owner, according to a new survey from Pepperdine University, conducted in partnership with Dun & Bradstreet Credibility Corp. Smaller companies — those with revenues of less than $5 million — reported each sick employee cost them an average of $22,802. For larger companies, the average cost was $15,806.
Things you should know about Flipped ClassroomReduca
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
The Practical Guide to Flipping Your Classroom - An eBook by the Panopto Vide...Panopto
In the last decade, academic institutions at all levels have begun introducing non-traditional pedagogies that combine traditional brick-and-mortar teaching with online, on-demand learning.
Among all of the approaches to this “blended learning,” one has garnered more media attention, reported more tangible results, and gained the support of more educators than any other — the flipped classroom.
In just the last four years, flipping the classroom has evolved from an obscure experiment to a mainstream model for improving the student learning experience in universities and school districts around the world.
But just what is a flipped classroom?
How do teachers prepare to flip a class?
How do they create flipped lecture materials and structure in-class time?
And how do they know if all their efforts were worth it?
Just in time for the new school year, we’ve developed the definitive guidebook for any teacher, professor, or administrator interested in flipping their classrooms.
The Practical Guide to Flipping Your Classroom covers everything from what questions educators can expect when flipping a class, to how to plan for interactive learning sessions and even what to look for in video equipment.
Flip It! is a professional development resource about moving direct instruction away from group learning spaces so that these spaces can be transformed into more dynamic and interactive learning environments.
A transformação do ensino: Com a pandemia, a rotina escolar mudou, todos os p...Luciano Sathler
Entrevista ao Jornal O Povo - Especial 'Agir: Todos contra o coronavírus'. "“No Brasil, só na educação básica estamos falando de 50 milhões de alunos, o que demoraria talvez 15 anos para mudar vai ter uma aceleração. É claro que para isso, especialmente na educação pública, vamos ter que mudar o nosso jeito de fazer as coisas, e essa mudança implica uma valorização do professor e prover os alunos das condições tecnológicas de capacitação”, completa Luciano Sathler, do Comitê de Qualidade e do Comitê Científico da Abed."
Um guia de sugestões de rotinas para crianças
e adolescentes, com atividades físicas e projetos
conectados com o momento que estamos vivendo. Uma cortesia da International School.
e-Desafios para as Instituições de Educação SuperiorLuciano Sathler
Artigo publicado na Revista BIS do Sinepe Minas, edição julho-setembro 2019. A publicação encontra-se disponível gratuitamente e na íntegra em https://lnkd.in/emJT9V5.
Ensino Médio, possibilidades e fundamentos pedagógicos para as atividades a d...Luciano Sathler
Conselho Estadual de Educação de Minas Gerais. Plenário Aberto, dia 29 de maio de 2019. Ciclo de Debates em Temas da Educação Básica. Tema: Ensino Médio em EaD: fundamentos pedagógicos para a opção.
Por que “conteúdo correto e atualizado” é o item que encabeça a lista de elem...Luciano Sathler
Capítulo do Censo EAD.BR: relatório analítico da aprendizagem a distância no Brasil 2017, disponível em http://www.abed.org.br/site/pt/midiateca/censo_ead/1554/2018/10/censoeadbr_-_2017/2018 acesso em 02/02/2019
2. THINGS YOU SHOULD KNOW ABOUT…™
FLIPPED CLASSROOMS
meaning students come to class able to use the software and 6. Where is it going?
prepared to do creative projects with their peers. A particularly As the flipped class becomes more popular, new tools may
successful example of a blended and flipped class in accounting emerge to support the out-of-class portion of the curriculum. In
at Penn State accommodates 1,300 students. In-class time is used particular, the ongoing development of powerful mobile devices
for open discussion, a featured guest speaker, or hands-on will put a wider range of rich, educational resources into the hands
problem solving where instructor support is supplemented by of students, at times and places that are most convenient for them.
student assistants. At Harvard University, one physics professor Greater numbers of courses will likely employ elements of the
not only employs the flipped model but has also developed a flipped classroom, supplementing traditional out-of-class work
correlative site, Learning Catalytics, that provides instructors with with video presentations and supporting project-based and lab-
free interactive software enabling students to discuss, apply, and style efforts during regular class times. At a certain level of
get feedback from what they hear in lecture. adoption, colleges and universities may need to take a hard look at
class spaces to ensure they support the kinds of active and
4. Why is it significant? collaborative work common in flipped classes.
In a traditional lecture, students often try to capture what
is being said at the instant the speaker says it. They cannot stop 7. What are the implications for teaching and
to reflect upon what is being said, and they may miss significant learning?
points because they are trying to transcribe the instructor’s words. The flipped classroom constitutes a role change for instructors,
By contrast, the use of video and other prerecorded media puts who give up their front-of-the-class position in favor of a more
lectures under the control of the students: they can watch, rewind, collaborative and cooperative contribution to the teaching process.
and fast-forward as needed. This ability may be of particular value There is a concomitant change in the role of students, many of
to students with accessibility concerns, especially where captions whom are used to being cast as passive participants in the
are provided for those with hearing impairments. Lectures that education process, where instruction is served to them. The flipped
can be viewed more than once may also help those for whom model puts more of the responsibility for learning on the
English is not their first language. Devoting class time to shoulders of students while giving them greater impetus to
application of concepts might give instructors a better experiment. Activities can be student-led, and communication
opportunity to detect errors in thinking, particularly those that among students can become the determining dynamic of a session
are widespread in a class. At the same time, collaborative projects devoted to learning through hands-on work. What the flip does
can encourage social interaction among students, making it easier particularly well is to bring about a distinctive shift in priorities—
for them to learn from one another and for those of varying skill from merely covering material to working toward mastery of it.
levels to support their peers.
5. What are the downsides?
The flipped classroom is an easy model to get wrong.
Although the idea is straightforward, an effective flip requires
careful preparation. Recording lectures requires effort and time
on the part of faculty, and out-of-class and in-class elements must
be carefully integrated for students to understand the model and
be motivated to prepare for class. As a result, introducing a flip
can mean additional work and may require new skills for the
instructor, although this learning curve could be mitigated by
entering the model slowly.
Students, for their part, have been known to complain about the
loss of face-to-face lectures, particularly if they feel the assigned
video lectures are available to anyone online. Students with this
perspective may not immediately appreciate the value of the
hands-on portion of the model, wondering what their tuition
brings them that they could not have gotten by surfing the web.
Those who see themselves as attending class to hear lectures may EDUCAUSE 7 Things You Should Know About…™
feel it is safe to skip a class that focuses on activities and might
miss the real value of the flip. Finally, even where students embrace EDUCAUSE is a nonprofit membership association created to support those
the model, their equipment and access might not always support who lead, manage, and use information technology to benefit higher education.
A comprehensive range of resources and activities are available to all EDUCAUSE
rapid delivery of video. members. For more information about EDUCAUSE, including membership,
please contact us at info@educause.edu or visit educause.edu.
February 2012