Canadian Adventure Camp is a North Ontario coed sleepover summer camp for kids located on a beautiful private island in the wilderness lakes region of Temagami. Founded in 1975, it provides acclaimed programs to children from around the world! Visit site: http://www.canadianadventurecamp.com/
Canadian Adventure Camp
15 Idleswift Drive
Thornhill, Ontario, L4J 1K9 Canada
info@canadianadventurecamp.com
Canadian Adventure Camp is a North Ontario coed sleepover summer camp for kids located on a beautiful private island in the wilderness lakes region of Temagami. Founded in 1975, it provides acclaimed programs to children from around the world! Visit site: http://www.canadianadventurecamp.com/
Canadian Adventure Camp
15 Idleswift Drive
Thornhill, Ontario, L4J 1K9 Canada
info@canadianadventurecamp.com
The Flipped Classroom: Defined
A teaching model which switches lecture activity to the home and homework activity to the classroom by requiring students to view lecture materials (podcasts, videos, tutorials, etc.) outside of class and using class time for active learning.
Instructors who use the flipped classroom approach observe that it can benefit teaching and learning by:
• Using class time more efficiently
• Encouraging students to take responsibility for their own learning
• Providing more active learning opportunities
• Increasing one-on-one interaction between students and instructors
• Appealing to a variety of learners
Information Literacy Instruction: Challenges
• Limited time in the classroom with students
• Student info lit skill levels vary widely
• Traditional lectures on research skills don’t engage students
• Providing individual help to each student is not realistic
Towson’s Use of the Flipped Classroom: Protocols
• Spring 2013 semester
• Collaborate with faculty before semester
• Use the Cook Library Help Guides for “lecture”
• Assign a quiz or other check mechanism to students
• Use class time primarily for active learning
• Students complete questionnaire at end of flipped session
• Librarians and faculty complete questionnaire on experience
• Group interview with librarians conducted to explore themes highlighted by questionnaire responses
Results
Student questionnaire results indicate an overall positive experience, with helpful criticism.
“With the amount of time used to go over the pre-library assignments, there was not enough time given to complete the in-class activities.” – Student
“The pre-class activity was helpful, but it was very extensive, and the audio was touchy.” – Student
See website for questionnaires: https://sites.google.com/site/innovationcapstone/home/phase-ii/survey-instruments
Surprises
• Students (mostly) watched the videos!
• Librarians had a hard time not lecturing
• Faculty habits may interfere with the model
• Students were confused by having class time for work
• The flip is very well suited for some classes, not all
Looking Forward
A librarian group interview following the questionnaires highlighted themes for future application.
Towson Librarians:
• More emphasis on active learning
• More collaborative planning with faculty
• Reduce or remove lecture
Future studies:
• Directly measure student learning outcomes
• Narrowly define the participating population
• Rigidly design the actual flip.
These modifications would ensure a more rigorous study and more generalizable results.
References
Get more information about the flipped classroom and our experiences at the Google site:
https://sites.google.com/site/towsonflipposter/
A4 tri-fold brochure for REM+ Tuition in Adelaide on the benefits of the Palyberry Reading Program for students with dyslexia. Copywriting and design by Cadogan and Hall.
Active Learning engages students in problem-solving and critical thinking. Play-Based Learning utilizes playful activities to teach concepts. Hands-On Activities involve practical tasks like experiments. Project-Based Learning encourages applying knowledge to real-world projects. Peer Learning promotes interaction among students. Flipped Classroom involves students studying independently before class. Research-Based Learning enhances interest through research. Interdisciplinary Learning integrates multiple subjects. Holistic Development nurtures intellectual, emotional, and social growth. Critical Thinking fosters deeper understanding. Metacognition develops awareness of the learning process. Creativity encourages self-expression.
The Flipped Classroom: Defined
A teaching model which switches lecture activity to the home and homework activity to the classroom by requiring students to view lecture materials (podcasts, videos, tutorials, etc.) outside of class and using class time for active learning.
Instructors who use the flipped classroom approach observe that it can benefit teaching and learning by:
• Using class time more efficiently
• Encouraging students to take responsibility for their own learning
• Providing more active learning opportunities
• Increasing one-on-one interaction between students and instructors
• Appealing to a variety of learners
Information Literacy Instruction: Challenges
• Limited time in the classroom with students
• Student info lit skill levels vary widely
• Traditional lectures on research skills don’t engage students
• Providing individual help to each student is not realistic
Towson’s Use of the Flipped Classroom: Protocols
• Spring 2013 semester
• Collaborate with faculty before semester
• Use the Cook Library Help Guides for “lecture”
• Assign a quiz or other check mechanism to students
• Use class time primarily for active learning
• Students complete questionnaire at end of flipped session
• Librarians and faculty complete questionnaire on experience
• Group interview with librarians conducted to explore themes highlighted by questionnaire responses
Results
Student questionnaire results indicate an overall positive experience, with helpful criticism.
“With the amount of time used to go over the pre-library assignments, there was not enough time given to complete the in-class activities.” – Student
“The pre-class activity was helpful, but it was very extensive, and the audio was touchy.” – Student
See website for questionnaires: https://sites.google.com/site/innovationcapstone/home/phase-ii/survey-instruments
Surprises
• Students (mostly) watched the videos!
• Librarians had a hard time not lecturing
• Faculty habits may interfere with the model
• Students were confused by having class time for work
• The flip is very well suited for some classes, not all
Looking Forward
A librarian group interview following the questionnaires highlighted themes for future application.
Towson Librarians:
• More emphasis on active learning
• More collaborative planning with faculty
• Reduce or remove lecture
Future studies:
• Directly measure student learning outcomes
• Narrowly define the participating population
• Rigidly design the actual flip.
These modifications would ensure a more rigorous study and more generalizable results.
References
Get more information about the flipped classroom and our experiences at the Google site:
https://sites.google.com/site/towsonflipposter/
A4 tri-fold brochure for REM+ Tuition in Adelaide on the benefits of the Palyberry Reading Program for students with dyslexia. Copywriting and design by Cadogan and Hall.
Active Learning engages students in problem-solving and critical thinking. Play-Based Learning utilizes playful activities to teach concepts. Hands-On Activities involve practical tasks like experiments. Project-Based Learning encourages applying knowledge to real-world projects. Peer Learning promotes interaction among students. Flipped Classroom involves students studying independently before class. Research-Based Learning enhances interest through research. Interdisciplinary Learning integrates multiple subjects. Holistic Development nurtures intellectual, emotional, and social growth. Critical Thinking fosters deeper understanding. Metacognition develops awareness of the learning process. Creativity encourages self-expression.
Bienvenidos a mi mundo de fantasia e ilusión chocoaventurasZandra Estevez
Esta cartilla presenta estrategias innovadoras para los niños, con el fin que los docentes y padres
de familia lo ponga en práctica con los niños desde sus hogares y aulas de clase. De esta manera
los estudiantes se van a preparar para la iniciación del proceso de lecto-escritura. Poco a poco van
a ir mejorando, las fases de copiado, dictado y, por último, de escritura espontánea. Además,
tenemos que tener en cuenta que todas las actividades que se plantearon sirven de gran ayuda para
los niños, porque se está reforzando temas que ya vieron, y que muy probablemente algunos niños
quedaron con algunas dudas.
En otras palabras, esta cartilla contiene guías creativas en las áreas de español y matemáticas, que
son diseñadas para los grados de 1º y 2°, por lo cual los niños fueron desarrollando en los días lunes
y martes. Además, también encontramos actividades lúdicas, que son ideales para que los
estudiantes se diviertan.
En la cartilla se va evidenciar el cumplimiento de los objetivos que se plantearon al inicio de las
jornadas académicas, como la creación del plan de trabajo, la estructuración de la secuencia
didáctica para el desarrollo de las prácticas, del mismo modo se realizaron los diarios de campo que
hace un breve resumen de las actividades que se ejecutaron durante en este tiempo, y también
aprendizajes que se adquirieron en cada uno de los estudiantes.
Plagiarism and AI tools: an example of linking information- and digital liter...
Coulbeck - Winnie-the-Pooh and the EPQ (teachmeet abstract)
1. Winnie-the-Pooh and the EPQ
Sarah Coulbeck, The Grammar School at Leeds (GSAL),
sarah.coulbeck@gsal.org.uk
The Extended Project Qualification (EPQ) is a level 3 qualification that was offered to
A-Level students at The Grammar School at Leeds (GSAL) for the first time in the
summer term of 2012. Recognising this as an opportunity to deliver meaningful
information literacy training to students, the library team worked closely with the EPQ
coordinator from the outset and developed an information literacy programme to be
undertaken by all EPQ students over the course of one full day in the library. This
programme included an introduction to library catalogues and online resources,
detailed instructions of how to reference correctly and produce accurate
bibliographies, and different note-taking techniques.
The final session of the day was about the importance of students becoming
reflective learners in order to evaluate their own performance. This was a new
experience to all of the students, therefore the concept was introduced using the
‘What, So What, Now What’ model, with the help of Winnie the Pooh and Tigger too.
For example, if Tigger were being reflective:
What – “I took a large mouthful of honey.”
So What – “It was the first time I’d tried honey and I didn’t like it.”
Now What – “I have learnt that I don’t like honey and I won’t try it again. Furthermore,
next time I try a new food, I won’t take such a large mouthful.”
The students were then given the opportunity to reflect on their day using a number
of activities to encourage creative and reflective thought. For example: the students
were given a few minutes to play with Play-Doh, as there is a belief that stimulating
the fingertips encourages brain activity, which in turn encourages the student to think
differently. Another activity was to eat different flavoured raisins as they reflected on
their day, as trying a new food could help with thinking in a new way.
These creative and active approaches to teaching reflection enabled the students to
understand and use reflection in the session. Furthermore, the creativity and delivery
of the session also made the lesson memorable, so that the students would feel
confident in reflecting throughout their extended projects and beyond.
This Teachmeet presentation will provide full details of the lesson plan, including
Winnie the Pooh’s involvement, and a chance to sample some raisins to aid
reflection.