2016 05-05--playing with-the_flipped_classroom_model
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This highly experimental and highly interactive session for PCI Webinars was designed to encourage learners to experiment with online flipped classrooms by participating in an online session using the Flipped Classroom model. The slide deck is extremely simple because most of the action came from learners' interactions.
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2016 05-05--playing with-the_flipped_classroom_model
- 1. Playing With the Flipped Classroom Model: A Pre-session Exercise (Watch These Short Videos by Clicking on the Images or Links) https://www.youtube.com/watch?v=BfsLbGgUMDU&index=1&list=PL10g2YT_ln2jORaF5dv5jwVZyQqUhhttps://www.youtube.com/watch?v=hGs6ND7a9ac
- 2. Facilitated and Flipped by Paul Signorelli, Writer/Trainer/Consultant Paul Signorelli & Associates paul@paulsignorelli.com Twitter: @paulsignorelli, @trainersleaders May 5, 2016 Playing With the Flipped Classroom Model
- 7. Next Steps
- 10. ForMore Information Paul Signorelli & Associates 1032 Irving St., #514 San Francisco, CA 94122 415.681.5224 paul@paulsignorelli.com http://paulsignorelli.com Twitter: @paulsignorelli, @trainersleaders http://buildingcreativebridges.wordpress.com To purchase an archived recording of this highly interactive experimental session, please visit the PCI Webinars site at http://pciwebinars.com/may-5th-playing-with- the-flipped-classroom-model/
- 11. Credits & Acknowledgments Flipped Classroom: From Ransomtech’s Flickr account at http://www.flickr.com/photos/ransomtech/7112676365/sizes/m/ “Co-conspirators”: Photo by Paul Signorelli Lincoln Park Steps, San Francisco: Photo by Paul Signorelli Question Marks: From Valerie Everett’s photostream at http://www.flickr.com/photos/valeriebb/3006348550/sizes/m/in/photostream/
Editor's Notes
- If you haven’t already watched these videos and have time to do so before our session begins, please feel free to watch them now.
- As you probably know, the Flipped Classroom model garnered plenty of attention a few years ago when Aaron Sams and Jon Bergmann, a couple of educators, creatively responded to a simple dilemma: How could they hold onto learners in their rural school when those learners often missed classes to travel great distances while participating sports events and other extracurricular activities? Their innovative use of simple tools and resources including video cameras and websites allowed them to post short recordings of their classroom lectures so learners could view those lectures when they were available. It was a magnificent short step to the realization that if learners could view lectures outside a physical classroom, we could more effectively use classroom time to engage in experiential and/or project-based learning that put the learners rather than the teachers at the center of the learning process. As trainers, we can see that serving as learning facilitators offers magnificent opportunities for everyone involved in the training-teaching-learning-doing process.
- Recalling what we saw in the video, let’s explore how each of these elements can be applied in a Flipped Classroom model environment: Please type your responses into the chat window as we quickly consider each of the themes shown in this pyramid…
- In the video we watched before the session, Sams and Bergmann talked about our roles as facilitators rather than as the center of attention in the flipped classroom model. Lets explore that, by way of the chat window, by responding to the following questions: What do we currently do to facilitate our learners’ experiences? What additional steps can we take when using the Flipped Classroom model onsite or online? An obvious punch line here is that as Flipped Classroom model facilitators, we are as much part of the learning community as we are leaders in it. In terms used in a massive open online course I took and adored, we all are “co-conspirators” in the learning process.
- Key points from Graham Johnson, the teacher who made the video we watched: The Flipped Classroom emphasizes active learning. Videos are an extension of the instructor/learning facilitator. In the Flipped Classroom model, we as trainer-teacher-learners are active at all times—but in far different ways than in traditional lecture-based learning.
- In Graham’s video, we heard him talking about a variety of benefits he and we can see. Let’s explore some of those benefits, again by using the chat window, by using our chat window to respond to the following questions: What do we do to effectively use the extra classroom time we have when adopting this model? What obstacles would we have to overcome in our own workplaces to effectively adapt the Flipped Classroom model to the benefit of our learners?
- The killer question: What is one specific, concrete action you will take within the next two weeks to find ways to incorporate the Flipped Classroom model into your training-teaching-learning toolkit?
- From those who brought us the Flipped Classroom model…