Former Lecturer, Sampoerna University, Jakarta, Indonesia, Former Founding Principal, Sampoerna Academy, Jakarta, Indonesia & Content Creator and Developer, Gurubumi.com, Jakarta, Indonesia.
This document outlines an agenda for a seminar on flipping the classroom for science teachers. The seminar will cover the essentials of flipping, stepping stones to flipping, creating accountability, and starting with online videos. The objectives are for teachers to learn how to explain and implement a flipped classroom approach, identify effective technology tools, design flipped lessons, and involve students in hands-on science. The agenda includes introductions, presentations, discussions, and time for teachers to work on creating their own flipped classroom resources.
This document provides information about implementing a flipped classroom model at a school. It includes a list of teachers and their subject areas. It then defines the traditional classroom model and the flipped classroom model. In the flipped model, direct instruction occurs through video lessons watched at home, while class time is used for hands-on activities, projects, and addressing student questions. The document discusses benefits of the flipped model like increased engagement and test scores. It provides tips for teachers in planning and executing a flipped model. Overall, the document serves to explain the flipped classroom approach and provide guidance for teachers interested in adopting this method.
A Conversation with the 2015 iNACOL National Blended & Online Learning Teache...natalieraeabel
Paula Barr, a second grade teacher with Quail Run School, Lawrence Public Schools (KS) was recently honored as the 2015 Blended & Online Teacher of the Year at the iNACOL Blended & Online Learning Symposium, held in Orlando, Florida.
In this webinar, Paula shared her perspective on how blended and online teaching improves student engagement, provides for greater personalization of learning, and how a veteran classroom teacher such as herself has adapted to a new teaching and learning environment. Paula shared examples of successes and challenges she experienced in the journey of becoming an outstanding blended learning teacher, and welcomed questions from participants.
This document discusses online learning and how to engage learners. It notes that the global online English language market is growing significantly. Online learning allows flexibility but can pose barriers like a lack of interaction. Key elements of online learning include live classes, self-study, blended learning, and language labs. Trends incorporate social media, videos and live chat. To enhance engagement, courses should be interactive and let learners experience content. While some myths exist about online classes, instructors can call on learners and use tools like chat boards to foster interaction and make classes student-centered. The document demonstrates an online classroom platform that aims to remove barriers through engagement tools.
This is a brief overview of ShowMe and great use cases we've seen over the past year.
ShowMe.com is an online learning community where you can learn or teach anything. Anyone can create lessons with our iPad app and upload them to our website. Once they are uploaded they can be shared with anyone interested in learning something new!
A year in a flipped classroom: why flip?Eduwebinar
http://eduwebinar.com.au | June Wall shares the rationale of a flipped classroom and the possible end results for student learning. This is the first presentation in a series of three webinars.
This document outlines an agenda for a seminar on flipping the classroom for science teachers. The seminar will cover the essentials of flipping, stepping stones to flipping, creating accountability, and starting with online videos. The objectives are for teachers to learn how to explain and implement a flipped classroom approach, identify effective technology tools, design flipped lessons, and involve students in hands-on science. The agenda includes introductions, presentations, discussions, and time for teachers to work on creating their own flipped classroom resources.
This document provides information about implementing a flipped classroom model at a school. It includes a list of teachers and their subject areas. It then defines the traditional classroom model and the flipped classroom model. In the flipped model, direct instruction occurs through video lessons watched at home, while class time is used for hands-on activities, projects, and addressing student questions. The document discusses benefits of the flipped model like increased engagement and test scores. It provides tips for teachers in planning and executing a flipped model. Overall, the document serves to explain the flipped classroom approach and provide guidance for teachers interested in adopting this method.
A Conversation with the 2015 iNACOL National Blended & Online Learning Teache...natalieraeabel
Paula Barr, a second grade teacher with Quail Run School, Lawrence Public Schools (KS) was recently honored as the 2015 Blended & Online Teacher of the Year at the iNACOL Blended & Online Learning Symposium, held in Orlando, Florida.
In this webinar, Paula shared her perspective on how blended and online teaching improves student engagement, provides for greater personalization of learning, and how a veteran classroom teacher such as herself has adapted to a new teaching and learning environment. Paula shared examples of successes and challenges she experienced in the journey of becoming an outstanding blended learning teacher, and welcomed questions from participants.
This document discusses online learning and how to engage learners. It notes that the global online English language market is growing significantly. Online learning allows flexibility but can pose barriers like a lack of interaction. Key elements of online learning include live classes, self-study, blended learning, and language labs. Trends incorporate social media, videos and live chat. To enhance engagement, courses should be interactive and let learners experience content. While some myths exist about online classes, instructors can call on learners and use tools like chat boards to foster interaction and make classes student-centered. The document demonstrates an online classroom platform that aims to remove barriers through engagement tools.
This is a brief overview of ShowMe and great use cases we've seen over the past year.
ShowMe.com is an online learning community where you can learn or teach anything. Anyone can create lessons with our iPad app and upload them to our website. Once they are uploaded they can be shared with anyone interested in learning something new!
A year in a flipped classroom: why flip?Eduwebinar
http://eduwebinar.com.au | June Wall shares the rationale of a flipped classroom and the possible end results for student learning. This is the first presentation in a series of three webinars.
The document discusses using digital images and video in the classroom to improve student learning. It provides three rationales for using multimedia: 1) it makes complex subjects easier to understand by showing visual examples, 2) combining video, images, and audio in one place helps students learn and sparks discussion, and 3) demonstrating processes like making a Gmail account through video is clearer than written instructions. The author then describes a lesson on the solar system where they would show an explanatory video and individual planet images, having students later identify and name the planets. Overall, the document argues that visual learning engages students more than lectures alone and helps them comprehend and remember material better.
This document outlines an agenda for a seminar on flipping the classroom. The day-long seminar will cover topics such as the essential elements of a flipped classroom, creating accountability, starting with online videos, and creating resources. Attendees will learn how to explain how to implement a flipped classroom and identify tools and techniques for creating effective flipped lessons. The objectives are to help teachers design lessons that engage students and enhance science instruction through the use of video and other online resources.
Tips for improving online classes are provided. Teachers should be tech-savvy, practice skills, and seek continuous improvement. Requirements for effective online classes include strong internet, screen sharing software, input devices, laptops/desktops for teachers. Teachers should teach from a calm space, use presentation tools like whiteboards, maintain engagement through icebreakers, discussions, projects, and assessments. Students should find a quiet study space, be prepared, take breaks, ask questions, and collaborate with peers. Regular communication between teachers, students and parents is also important.
The document provides 5 ways to engage students: 1) Enliven lecture materials with videos and stories, 2) Encourage students to respond to lectures and discussions using multimedia platforms, 3) Use discussion forums that allow video and audio responses, 4) Assign multimedia projects where students create videos, and 5) Hold live virtual events for students to participate in real-time activities and presentations. The goal is to pique students' interest and motivate learning through interactive and multimedia experiences.
The flipped classroom model reverses traditional lecture and homework elements, having students view short video lectures at home before class sessions which are then devoted to exercises, projects, and discussions. It aims to make better use of in-class time and move teachers into more of a guiding role. While online education has faced some setbacks, universities are now grappling with how the internet can change higher education by replacing traditional lectures of 25 students with new pedagogical approaches like flipped classrooms.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The document discusses the flipped classroom model of education. It defines flipped classroom as a methodology that employs technology to reverse the traditional roles of classroom and homework time. Students watch lectures and videos as homework to gain initial exposure to content. This frees up classroom time for interactive learning activities like projects, problem-solving, and discussions between teachers and students. The goal is to maximize learning by using classroom time for active learning rather than passive lecture consumption.
Flippin gthe classroom using mobile technology - #PedagooLondon2015 presentationMike Gunn
This document discusses flipped learning and mobile learning. It defines flipped learning as assigning learning as homework and applying the learning in class under teacher guidance. Mobile learning extends the classroom and engages students through accessibility, motivation, and personalized learning. Challenges include student disengagement, lack of access, and ensuring students complete the independent learning. The document recommends tools like Evernote, Google Docs, and Socrative to support flipped learning and assessment for learning.
Dr. John R. Jenkins discusses flipped learning, which involves students watching lectures and videos as homework and doing homework-like activities in class. The document outlines the background of flipped learning, including constructivism and behaviorism, defines flipped learning and its advantages, and describes what is known about flipped learning based on case studies. It also provides a sample flipped class session agenda.
The flipped classroom model is an instructional strategy that reverses traditional teaching methods by having students learn new content at home, typically through videos or interactive lessons, before applying their knowledge in class through projects, experiments and other active learning activities. This allows teachers to focus on engaging students and differentiating instruction during class time. While remote learning and e-learning technologies enable the flipped model, the teacher's role in guiding instructional goals remains important. Implementing a flipped classroom requires teachers to create lessons for at-home learning, decide on classroom engagement models, and incorporate reflection, management and evaluation into the new structure.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
This document provides an overview of flipped learning, which involves students watching video lectures or completing other instructional content before class so that class time can be used for hands-on learning activities. It discusses the advantages for both educators and students, such as increased engagement and opportunities for collaboration. It also addresses common concerns about flipped learning, such as students not completing pre-class work or not having access to technology. Overall, the document aims to introduce readers to flipped learning and provide guidance on how to implement it in the classroom.
The document discusses the flipped classroom or flip teaching method of instruction. It describes how the method began in the 1990s with efforts to use technology to move direct instruction outside of class time. This allows class time to be used for hands-on activities, projects, discussions and addressing student questions. The document outlines the key aspects of flip teaching including having students learn new content through online videos and lectures at home, then applying and extending their understanding of the content during in-class activities with teacher guidance. Benefits discussed include improved learning outcomes through differentiated instruction and students receiving instant feedback.
Flipped classroom sharing 8 june 2016 amk seccritter33
This document describes how a teacher flipped their classroom. It discusses:
1. Providing instructional content as pre-learning through videos and presentations for students to access online or through hardcopies.
2. Devoting class time to completing work, reversing the traditional approach of instruction in class and homework at home.
3. The benefits experienced including having more time for learning, timely intervention, and being able to cover more content in less time.
The document discusses five key learning spaces that are important for students in the 21st century: the classroom and school, beyond the classroom, the electronic learning space, the individual learning space, and group learning spaces. Each space is examined in terms of strengths, weaknesses, and relevance to curriculum. The classroom and school provide structure, while experiences beyond the classroom add novelty. Technology enhances access to resources, and individual and group spaces develop self-direction and collaboration.
The document discusses the flipped classroom model, where instruction is delivered through videos for students to watch at home, while class time is used for deeper learning activities like discussion and experimentation. Three educators share their experiences flipping classes. Chris flipped a physics class, Jason flipped economics and other subjects, and Lorri flipped a math class twice, improving the second time. Benefits included more class time for problem-solving, but challenges included student accountability for watching videos and video production time. The document advocates for flipping when direct instruction is not necessary, and questions how teachers can best use class time.
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.
This document discusses flipped learning and how mobile technology can improve it. Flipped learning involves students learning new material at home through videos or readings and then applying that knowledge in class under a teacher's guidance. Using the FROG platform and tools like Evernote, Google Docs, and Khan Academy videos allows students to access learning resources anywhere and learn at their own pace. The document argues this mobile, flipped approach can develop students' independence while still providing teacher support and feedback to guide learning. Key challenges are ensuring all students have access and support needed to learn independently and balancing individual pacing with curriculum targets.
Digital prototype parents evening presentationAndrew Bailey
- 54 pupils at Carnoustie High School will participate in a digital learning prototype to enhance learning experiences and inform the school's digital strategy. They will use a flipped learning approach in their physics classes, accessing instructional materials like videos and readings at home and doing hands-on work in class. This is aimed to free up more class time for active learning, peer support, and individualized attention from the teacher. Some challenges may include access to technology, identifying suitable online resources, and developing pupils' independent learning skills. The school aims to address these through providing all pupils with Surface devices, curating resources, and fostering a growth mindset.
The document introduces flipped instruction, which moves lectures outside of class time through videos or other activities, freeing up class time for more interactive activities. It discusses how flipped instruction allows for differentiation, active learning, and better use of class time. Tips are provided for successful implementation, including using apps and videos, considering student engagement, and getting started gradually. Potential pros and cons are outlined. The presenters are available for more information on creating flipped classrooms.
The document discusses using digital images and video in the classroom to improve student learning. It provides three rationales for using multimedia: 1) it makes complex subjects easier to understand by showing visual examples, 2) combining video, images, and audio in one place helps students learn and sparks discussion, and 3) demonstrating processes like making a Gmail account through video is clearer than written instructions. The author then describes a lesson on the solar system where they would show an explanatory video and individual planet images, having students later identify and name the planets. Overall, the document argues that visual learning engages students more than lectures alone and helps them comprehend and remember material better.
This document outlines an agenda for a seminar on flipping the classroom. The day-long seminar will cover topics such as the essential elements of a flipped classroom, creating accountability, starting with online videos, and creating resources. Attendees will learn how to explain how to implement a flipped classroom and identify tools and techniques for creating effective flipped lessons. The objectives are to help teachers design lessons that engage students and enhance science instruction through the use of video and other online resources.
Tips for improving online classes are provided. Teachers should be tech-savvy, practice skills, and seek continuous improvement. Requirements for effective online classes include strong internet, screen sharing software, input devices, laptops/desktops for teachers. Teachers should teach from a calm space, use presentation tools like whiteboards, maintain engagement through icebreakers, discussions, projects, and assessments. Students should find a quiet study space, be prepared, take breaks, ask questions, and collaborate with peers. Regular communication between teachers, students and parents is also important.
The document provides 5 ways to engage students: 1) Enliven lecture materials with videos and stories, 2) Encourage students to respond to lectures and discussions using multimedia platforms, 3) Use discussion forums that allow video and audio responses, 4) Assign multimedia projects where students create videos, and 5) Hold live virtual events for students to participate in real-time activities and presentations. The goal is to pique students' interest and motivate learning through interactive and multimedia experiences.
The flipped classroom model reverses traditional lecture and homework elements, having students view short video lectures at home before class sessions which are then devoted to exercises, projects, and discussions. It aims to make better use of in-class time and move teachers into more of a guiding role. While online education has faced some setbacks, universities are now grappling with how the internet can change higher education by replacing traditional lectures of 25 students with new pedagogical approaches like flipped classrooms.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The document discusses the flipped classroom model of education. It defines flipped classroom as a methodology that employs technology to reverse the traditional roles of classroom and homework time. Students watch lectures and videos as homework to gain initial exposure to content. This frees up classroom time for interactive learning activities like projects, problem-solving, and discussions between teachers and students. The goal is to maximize learning by using classroom time for active learning rather than passive lecture consumption.
Flippin gthe classroom using mobile technology - #PedagooLondon2015 presentationMike Gunn
This document discusses flipped learning and mobile learning. It defines flipped learning as assigning learning as homework and applying the learning in class under teacher guidance. Mobile learning extends the classroom and engages students through accessibility, motivation, and personalized learning. Challenges include student disengagement, lack of access, and ensuring students complete the independent learning. The document recommends tools like Evernote, Google Docs, and Socrative to support flipped learning and assessment for learning.
Dr. John R. Jenkins discusses flipped learning, which involves students watching lectures and videos as homework and doing homework-like activities in class. The document outlines the background of flipped learning, including constructivism and behaviorism, defines flipped learning and its advantages, and describes what is known about flipped learning based on case studies. It also provides a sample flipped class session agenda.
The flipped classroom model is an instructional strategy that reverses traditional teaching methods by having students learn new content at home, typically through videos or interactive lessons, before applying their knowledge in class through projects, experiments and other active learning activities. This allows teachers to focus on engaging students and differentiating instruction during class time. While remote learning and e-learning technologies enable the flipped model, the teacher's role in guiding instructional goals remains important. Implementing a flipped classroom requires teachers to create lessons for at-home learning, decide on classroom engagement models, and incorporate reflection, management and evaluation into the new structure.
Flipped Classroom Best Practices for Higher Ed (UB Tech 2014 Presentation)Kelly Walsh
This is the slide deck I used for my presentation "Flipped Classroom Success Stories (and How to Make Yours Happen!)" at UB Tech 2014. The final 15 or so slides offer resources for learning about the specific Best Practices culled from the literature resources examined.
This document provides an overview of flipped learning, which involves students watching video lectures or completing other instructional content before class so that class time can be used for hands-on learning activities. It discusses the advantages for both educators and students, such as increased engagement and opportunities for collaboration. It also addresses common concerns about flipped learning, such as students not completing pre-class work or not having access to technology. Overall, the document aims to introduce readers to flipped learning and provide guidance on how to implement it in the classroom.
The document discusses the flipped classroom or flip teaching method of instruction. It describes how the method began in the 1990s with efforts to use technology to move direct instruction outside of class time. This allows class time to be used for hands-on activities, projects, discussions and addressing student questions. The document outlines the key aspects of flip teaching including having students learn new content through online videos and lectures at home, then applying and extending their understanding of the content during in-class activities with teacher guidance. Benefits discussed include improved learning outcomes through differentiated instruction and students receiving instant feedback.
Flipped classroom sharing 8 june 2016 amk seccritter33
This document describes how a teacher flipped their classroom. It discusses:
1. Providing instructional content as pre-learning through videos and presentations for students to access online or through hardcopies.
2. Devoting class time to completing work, reversing the traditional approach of instruction in class and homework at home.
3. The benefits experienced including having more time for learning, timely intervention, and being able to cover more content in less time.
The document discusses five key learning spaces that are important for students in the 21st century: the classroom and school, beyond the classroom, the electronic learning space, the individual learning space, and group learning spaces. Each space is examined in terms of strengths, weaknesses, and relevance to curriculum. The classroom and school provide structure, while experiences beyond the classroom add novelty. Technology enhances access to resources, and individual and group spaces develop self-direction and collaboration.
The document discusses the flipped classroom model, where instruction is delivered through videos for students to watch at home, while class time is used for deeper learning activities like discussion and experimentation. Three educators share their experiences flipping classes. Chris flipped a physics class, Jason flipped economics and other subjects, and Lorri flipped a math class twice, improving the second time. Benefits included more class time for problem-solving, but challenges included student accountability for watching videos and video production time. The document advocates for flipping when direct instruction is not necessary, and questions how teachers can best use class time.
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.
This document discusses flipped learning and how mobile technology can improve it. Flipped learning involves students learning new material at home through videos or readings and then applying that knowledge in class under a teacher's guidance. Using the FROG platform and tools like Evernote, Google Docs, and Khan Academy videos allows students to access learning resources anywhere and learn at their own pace. The document argues this mobile, flipped approach can develop students' independence while still providing teacher support and feedback to guide learning. Key challenges are ensuring all students have access and support needed to learn independently and balancing individual pacing with curriculum targets.
Digital prototype parents evening presentationAndrew Bailey
- 54 pupils at Carnoustie High School will participate in a digital learning prototype to enhance learning experiences and inform the school's digital strategy. They will use a flipped learning approach in their physics classes, accessing instructional materials like videos and readings at home and doing hands-on work in class. This is aimed to free up more class time for active learning, peer support, and individualized attention from the teacher. Some challenges may include access to technology, identifying suitable online resources, and developing pupils' independent learning skills. The school aims to address these through providing all pupils with Surface devices, curating resources, and fostering a growth mindset.
The document introduces flipped instruction, which moves lectures outside of class time through videos or other activities, freeing up class time for more interactive activities. It discusses how flipped instruction allows for differentiation, active learning, and better use of class time. Tips are provided for successful implementation, including using apps and videos, considering student engagement, and getting started gradually. Potential pros and cons are outlined. The presenters are available for more information on creating flipped classrooms.
The document discusses the flipped classroom model of instruction. It begins by outlining challenges in traditional classrooms like disengaged learners and large class sizes. It then defines the flipped classroom as exposing learners to new material like videos prior to class, and using class time for hands-on activities. Benefits include maximizing class time for active learning and individualized attention. The document provides examples and resources for implementing flipped classrooms, and discusses assessment and deciding which lessons to flip. Overall, the flipped classroom aims to shift lower-level learning outside of class in order to use class time for higher-order thinking.
The document discusses flipped learning, which involves students learning new material outside of class such as through online videos, and using class time for activities that allow students to apply and deepen their understanding of the content with teacher guidance. This approach aims to address issues with large class sizes and student disengagement by providing individualized attention in class. Benefits include promoting active and self-directed learning, collaboration, and maximizing the use of class time for higher-order thinking. The document outlines various elements of the flipped classroom approach including its theoretical foundations and benefits.
This document summarizes a student feedback study on technology-enhanced learning. It surveyed over 700 students to understand their learning preferences and experiences. The majority of students indicated a preference for hands-on, active learning styles over passive styles like solely reading or listening. Based on the findings, the researchers recommend that instructors use a variety of teaching methods that engage multiple senses, like visual, audio, and kinesthetic, and receive training to effectively integrate technology into their teaching. Overall, the study aims to improve the learning experience for students by better understanding their preferences and making recommendations to instructors.
The document discusses the flipped classroom pedagogy. It defines flipped classroom as reversing traditional teaching where students gain first exposure to new material outside of class through videos or readings, and class time is used for hands-on learning like problem solving and discussions. This shifts the focus from passive learning to active learning and higher-order thinking skills. Key aspects of flipped classrooms include providing first exposure materials for students beforehand, assessing understanding, and using class time for activities that develop cognitive skills. Benefits include improved outcomes, efficiency, interactive lectures, data-driven instruction, and mastery-based learning.
The document proposes a variation on the flipped classroom model where students take a more active role in preparing lesson materials and asking questions. In the variation, students are divided into teams to prepare instructional videos and activities that their peers complete as homework. In class, the teacher supports student teams and answers questions prepared by students. This allows the teacher to focus on individual support while developing student expertise and engagement through peer teaching and questioning. The approach aims to improve learning outcomes over traditional passive lectures.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management courses.
The document discusses the flipped classroom model, which involves students watching lecture videos outside of class and using class time for collaborative activities and applying concepts, allowing instructors to facilitate learning. It provides an overview of how flipped classrooms originated, compares traditional vs flipped models, and outlines the benefits such as increased student engagement, feedback, and retention as well as preparation for real-world collaboration. Strategies for implementing flipped classrooms include identifying topics for pre-class videos, planning in-class activities, and utilizing online tools to enhance peer learning and assessment.
The document discusses the flipped classroom model of education. It defines the flipped classroom as one where lectures are recorded and viewed by students as homework, allowing class time to be used for interactive activities and discussions. The goals are to make learning more interactive and personalized to individual student needs and pace. Research shows students in flipped classrooms perform better and are more satisfied. The flipped model enhances learning by allowing students to learn at their own pace and engage in customized activities during class.
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.
This document discusses best practices in teaching and learning. It presents different learning models and philosophies, including the idea that what students do is more important than what teachers do. It also discusses agile teaching and learning methodology, which aims to cater to different learning needs, ensure students are aligned with material, and get constant feedback. Sources discussing learning styles, the teaching cycle, and agile approaches in education are referenced.
The document discusses the flipped classroom model of instruction. It begins by defining the flipped classroom as an approach where students learn new content from video lectures at home and do homework and projects in class with teacher guidance. It then discusses how the flipped classroom aligns with the educational philosophies of John Dewey and Maria Montessori by emphasizing active, student-centered learning. The document concludes that flipped classrooms are effective and are likely to remain popular based on improved test scores and student attitudes reported in surveys of teachers using this approach.
This document discusses flipped learning and its benefits. Flipped learning shifts classroom time from passive lectures to active learning activities. Students learn content from video lectures at home, then apply concepts in class. This allows more class time for problem-solving, discussions, and feedback. Benefits include students having more control over pacing, promoting collaboration, and developing independent learning skills. The author conducted an experiment using a video lesson they created, which resulted in improved student understanding and performance on exercises. Suggestions for implementing flipped learning include gradually introducing it and not requiring video lectures.
Flipped learning is a blended learning model where students learn new content online, typically via video lectures, before class. This frees up class time for practical application and problem-solving with teacher guidance. The document provides an overview of flipped learning, explaining the pedagogical approach and importance of redesigning instruction and learning spaces. It notes that blended learning combining online and in-person has been shown to improve student outcomes compared to either alone.
Adaptive Learning: Diversity, Equity, Inclusion presentation at Holy Names University - Business Department.
Presenter: Anya Zinoveva, Adjunct Faculty
Please request permission to share the slides.
Anya Zinoveva presented on using adaptive learning in her COMM 121 class. She gave students choices in technical skills and learning paths based on interests. A survey found students enjoyed optional zooms, videos, and discussions. By providing choices, students became more curious and the class grew more diverse over time as it started with inclusion and created equity. Future goals are to analyze data over multiple classes to improve content and apply adaptive learning elsewhere.
Malaysia aims to balance developing holistic human capital through education, achieving high income levels, and increasing citizen well-being. The country faces challenges from technological advancements and wants to achieve the United Nations' Sustainable Development Goals. Its education ministry is redesigning higher education to support an economy focused on productivity and happiness through cultivating values. The goal is for Malaysia to become a wealthy nation rich in values and peace through social engineering programs like TN50 that support a dynamic and flexible educational system.
"EDUCATORS (TRAINERS) 3.0 NOW: THE ROAD MAP TO 21st CENTURY EDUCATION"
Prof Dr Wan Mohd Fauzy Wan Ismail (Chair)
Director, National Higher Education Research Institute (NaHERI), USM Penang
& Senior Professor, Center for Instructional Technology & Multimedia,
Universiti Sains Malaysia (USM),
Penang, Malaysia.
Director,
National Higher Education Research Institute (NaHERI), Universiti Sains Malaysia (USM), Penang
& Senior Professor,
Center for Instructional Technology & Multimedia,
Universiti Sains Malaysia (USM),
Penang, Malaysia.
This document summarizes a presentation on the Convergence Theory of Learning given by Arlynne Awayan at the Conference on Learning, Teaching and Learning 2017. The Convergence Theory of Learning is a conceptual framework that depicts how knowledge is absorbed, processed, and retained through a process of converging critical, systems, and design thinking with motivation, mindfulness, metacognition, and multi-modal mentoring to cultivate integrity, solidarity, and creativity in learners. The theory involves three phases - emergence to increase instructional success through questioning, divergence to examine problems using the three modalities of thinking, and convergence to arrive at deep learning through an integrated application of the thinking modalities.
Fellow of the Academy of Sciences Malaysia,
Associate Member of the Centre of Social Innovation,
Universiti Teknologi Petronas (UTP)
& Adjunct Professor of Asia e-University (AeU), Malaysia.
Deputy Director (Teaching and Learning Innovation),
Centre for Academic Development (CADe) Universiti Putra Malaysia (UPM),
Chairman, Malaysia MOOC Working Committee,
Ministry of Higher Education Malaysia (MOE)
& Chairman, Malaysia E-Learning Council for Public Universities (MEIPTA), Malaysia.
This document presents a case study of Sripatum University's (SPU) approach to online education, called SMILE. SPU is a top private university in Thailand with three campuses and over 20,000 students. The SMILE approach focuses on enabling e-learning, being outcome-based, using interactive classrooms, having motivated educators, and directing self-learning students. Key aspects of SPU's online education ecology are discussed, including its learning management system, interactive e-books, and social media integration. The document also highlights case studies of educators who have successfully implemented blended learning models at SPU through strategies like active learning approaches and frequent quizzing.
Co-Founder, National Digital Educator Society,
Asst. Prof of Marketing, De la Salle University-Dasmarinas & Organizational Development & Training Manager,
LEADS Agricultural Products Corporation, The Philippines.
President, Association for Instructional Design Advancement (AIDA) / Associate Research Fellow at the National Higher Education Research Institute, USM /Course Leader, Master of Instructional Design & Technology, OUM/Consultant & Advisor, Online Learning
Director, National Higher Education Research Institute (NaHERI), Universiti Sains Malaysia (USM), Penang / Academic Center for Instructional Technology & Multimedia, Universiti Sains Malaysia (USM), Penang
Associate Professor Dr. Thanomporn Laohajaratsang
Director, Chiang Mai University Information Technology Service Centre, Chiang Mai University, Chiang Mai, Thailand
The document announces the 1st Conference on Learning, Teaching & Training 2017 to be held from May 22-23, 2017 at the Royale Chulan Kuala Lumpur in Malaysia with the theme "Educators & Trainers 3.0 Now" and organized by the Academy of Irredeemable Discourse on Academia (AIDA) and co-organized/supported by other organizations.
22 to 23 May, 2017 @ The Royale Chulan Hotel, Kuala Lumpur, Malaysia. (www.aida.org.my/aida3/)
Conference on Learning, Teaching and Training 2017
(CoLT 2017)
*Brought to you by the Association for Instructional Design Advancement or AIDA
*Supported by Life Success Program Sdn Bhd and ZETA Academy.
For registration; https://drive.google.com/file/d/0B8g5GK3Qd689aDFzZlhuNkFBOTA/view
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