Conceptualizing A Flipped Classroom
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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.
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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,
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Meaning, characteristics of learner-centered teaching, characteristics learner-centered learning, Need for learner-centered approaches in teaching, advantages, learner-centered teaching vs teacher-centered learning, teaching, Learner - centered techniques of teaching and their advantages.
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1. The document discusses emotional wellbeing and resilience, defining emotions, emotional intelligence, and the dimensions of each.
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* Kindly note the mistake on the fifth slide where the third highlighted point should be read as 'Assessment as Learning'.
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Thinking
This document discusses thinking and related cognitive processes. It defines thinking as a complex mental process that involves manipulating symbols, images, and concepts to solve problems. There are different types of thinking, including autistic thinking which involves personal ideas, and realistic thinking which can be convergent to find a single solution, divergent to generate multiple ideas, or evaluative to assess situations. Problem solving is described as overcoming obstacles to achieve a goal, and involves defining the problem, understanding perspectives, and using creative strategies. Critical thinking is reflective thinking focused on deciding what to believe, and involves skills like valid reasoning, recognizing bias, and questioning assumptions. The document outlines how to foster these skills in students through concept mastery, clear instruction,
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Spiritual intelligence is defined as the adaptive use of spiritual information to solve problems and achieve goals. It involves the ability to transcend the physical world, experience heightened states of consciousness, find meaning in everyday experiences, and use spiritual resources. While some see it as a type of intelligence, others argue it does not fit the definition of an intelligence and is more related to traits like adaptability. Spiritual intelligence can be developed through constant questioning, inquiry, and practice and is said to lead to spiritual maturity and compassionate actions.
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This document provides an introduction to the concept of heutagogy, which is a self-determined approach to learning where learners have autonomy over their learning path and process. Some key points:
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Conceptualizing A Flipped Classroom
- 1. CONCEPTUALIZING FLIPPED CLASSROOM Dr Shiva Shukla, Assistant Professor, Central University of Punjab, Bathinda
- 2. Student Centered Strategy Instructor facilitates learning Technology makes learning interesting and effective Collaborative and Peer learning Bases of a Flipped Class 1 2 3 4
- 3. How the Flipped Class Started • 2007 Jonathan Bergman and Aaron Sams recorded their live lecture for students who missed the class which immense gained popularity • This strategy later proved to improved the results and enhance learning outcomes 3
- 4. Traditional Class v/s Flipped Class 4 This Photo by Unknown Author is licensed under CC BY-SA
- 5. Flipping of a Traditional Classroom Traditional Classroom During the Class: Content delivery, After the Class: Homework, projects, assignments etc. Flipped Classroom Before the Class: Content delivery, During the Class: Concept mastery, Feedback, Collaboration, Assignments, Projects, Activities etc. After the Class: Feedback, Extension of learning, one-on-one time with the instructor, 5
- 6. This Photo by Unknown Author is licensed under CC BY-SA Before, During and After a Flipped Class
- 7. What Happens in a Flipped Classroom Outside the Class • Students watch lectures at their own time and pace communicating with peers and instructors online via discussion boards Inside the Class • The instructor engages the class with the concept • Classroom time is utilized in concept mastery and Collaborative Activities 7
- 8. Strategies to Flip a Classroom • Identify the topics and concepts that needs to be undertaken • Plan classroom activities in which students can engage themselves with a challenge to be met together • Assign Experience-oriented learning tasks • Include social media, discussion forums • Allocate Questioning and tasks based on application of learned concepts in real life situations • Share additional learning resources • Encourage Peer-learning • Use Technology, Digital platforms and Activities 8
- 9. Benefits of Flipped Classroom 9 • Students are able to learn the subject more deeply as they are active creator rather than passive listeners • Students learn from each other due to collaborative activities and peer- learning • Relationships within the group is better as interaction is better due to collaboration • There is constant feedback channel established between the learner and instructor making the process more productive and fruitful • Increase in student retention, self-esteem, and responsibility • Exposure to and an increase in understanding of diverse perspectives • Preparation for real life social and employment situations
- 10. Collaborative Learning and Flipped Classroom 10 • Group of Students working together to solve a problem • Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994) • Learners are exposed to diverse viewpoints from people with varied backgrounds • Learners actively engage their peers, and process and synthesize information rather than simply memorize it
- 11. 1 2 3 4 5 6 Blogs Social Media Online Courses Online Assessment Discussion Forums Wikis Online Collaborative Strategies
- 12. Attributions • https://upload.wikimedia.org/wikipedia/commons/f /f1/The_Flipped_Classroom.jpg • http://www.jasonrhode.com/wp- content/uploads/2015/07/flippedflowmodel.png • https://c1.staticflickr.com/9/8167/6986908720_e a4318d167_b.jpg 12