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.
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,
Flipping Out: Concepts of Inverted Classrooms for Teaching and TrainingPaul Brown
1. The document discusses flipping the classroom, which involves moving lectures outside of class time through videos and using class time for active learning activities like discussions and problem-solving.
2. Examples are provided of how to flip both a graduate education course and a student conduct training. For the course, lectures were moved to pre-class videos and class time involved activities like quizzes and group projects. For training, components like reviewing policies and incident reports were made into pre-work videos.
3. The document reviews research supporting flipped learning and lists potential barriers for faculty like extra time needed and concerns about assessing student work done outside of class. It also profiles common technologies used in flipped settings like blogs, wikis and podcast
This document discusses the flipped classroom model of education. It defines flipped classroom as inverting traditional teaching by delivering instruction online outside of class and moving homework into classroom time. This allows teachers to offer personalized guidance and for students to work at their own pace. The document outlines the background of flipped learning dating back centuries, reviews components and benefits of the model, and provides examples of good practices for implementing flipped classroom techniques.
Flipped Classroom and blended learning, pros, cons, similarities and differencesROSA CALZADO
The document discusses flipped classrooms and blended learning. A flipped classroom reverses traditional teaching by delivering instructional content online outside of class and using class time for hands-on work and projects. Blended learning combines online and in-person learning, such as students attending a traditional classroom and also completing online coursework. Both approaches integrate technology into teaching. While both use online and in-person elements, blended learning uses them together, whereas flipped learning separates the online instruction and in-class application of knowledge. The document also outlines pros and cons of each approach.
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 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.
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,
Flipping Out: Concepts of Inverted Classrooms for Teaching and TrainingPaul Brown
1. The document discusses flipping the classroom, which involves moving lectures outside of class time through videos and using class time for active learning activities like discussions and problem-solving.
2. Examples are provided of how to flip both a graduate education course and a student conduct training. For the course, lectures were moved to pre-class videos and class time involved activities like quizzes and group projects. For training, components like reviewing policies and incident reports were made into pre-work videos.
3. The document reviews research supporting flipped learning and lists potential barriers for faculty like extra time needed and concerns about assessing student work done outside of class. It also profiles common technologies used in flipped settings like blogs, wikis and podcast
This document discusses the flipped classroom model of education. It defines flipped classroom as inverting traditional teaching by delivering instruction online outside of class and moving homework into classroom time. This allows teachers to offer personalized guidance and for students to work at their own pace. The document outlines the background of flipped learning dating back centuries, reviews components and benefits of the model, and provides examples of good practices for implementing flipped classroom techniques.
Flipped Classroom and blended learning, pros, cons, similarities and differencesROSA CALZADO
The document discusses flipped classrooms and blended learning. A flipped classroom reverses traditional teaching by delivering instructional content online outside of class and using class time for hands-on work and projects. Blended learning combines online and in-person learning, such as students attending a traditional classroom and also completing online coursework. Both approaches integrate technology into teaching. While both use online and in-person elements, blended learning uses them together, whereas flipped learning separates the online instruction and in-class application of knowledge. The document also outlines pros and cons of each approach.
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 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.
This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.
The document discusses the flipped classroom model of education. It defines flipped classroom as a model where traditional lectures are done as homework via online video lectures, while class time is spent on exercises, projects, and discussions. The key idea is that video lectures allow students to learn foundational content on their own time, while class time can focus on application and higher-order thinking. The document traces the origins of this concept and discusses benefits like increased student engagement and preparation. It also notes that flipped learning continues evolving due to research, innovation, and new technologies.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
A flipped classroom reverses the traditional classroom structure by having students learn new content at home through online videos and lectures, freeing up class time for collaborative activities and hands-on practice with the teacher present. In a flipped classroom, teachers record lectures for students to watch outside of class, while class time focuses on applying the new knowledge through problem-solving and projects with the teacher available for guidance. While it requires more preparation from teachers, a flipped classroom allows students to learn at their own pace and receive more individualized attention, though some students prefer face-to-face lectures. Equipment access and student motivation must also be considered.
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Blended learning whitepaper - El libro Blanco del Aprendizaje Semi presencialItslearning México
Blended learning combines online and in-person learning. This document discusses several models of blended learning and provides examples of how teachers have implemented blended learning in their classrooms. It describes the flipped classroom model where students learn content at home via online videos and then complete assignments in class with teacher guidance. It also outlines the station rotation model where students rotate between learning stations, some involving online content and activities. Finally, it discusses the Learning by Design approach where students take more control over their learning by researching topics that interest them and then creating projects to demonstrate their understanding.
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
Flipped classroom and blended learning, prosLuz Bencosme
Flipped classroom and blended learning are related but distinct pedagogical models. A flipped classroom reverses traditional lecture and homework elements by delivering instructional content, such as prerecorded lectures, online for students to engage with outside of class. This frees up class time for interactive activities and exercises. Blended learning combines online and face-to-face instruction to provide a comprehensive learning experience, with online materials complementing in-person classwork. While blended learning integrates online and in-person modes, flipped learning separates them - with online content introduced before classwork to be explored and applied. Both aim to enhance learning through technology and active engagement.
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.
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.
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.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Pause, Rewind My Teacher: A Flipped Classroom Webinar by Chris Waterworth - 1...itslearning UK
Pause, Rewind My Teacher: A Flipped Classroom
Led by Chris Waterworth, a Teacher, a Blogger and Flipped Learning aficionado
· What is Flipped Leaning - Is it really a new concept?
· Flipping Blooms Taxonomy
· Pause, Rewind my Teacher: Flipped Learning and Ofsted
· Learning is a Social Experience - Social Media and The Flipped Classroom.
· A Learning Culture – Flipped Learning is NOT just homework!
· How can I get my students on board?
· How can I engage parents?
· How can I flip my classroom - where do I start and what do I need?
· What has been the impact so far?
About Chris Waterworth
I've been teaching in primary schools for over 10 years now and have used technology in my classrooms since the very beginning. I believe in a cross-curricular and social approach to learning. Children need to talk, to play, to fail and to have opportunities to refine their work.
Technology is enabling children to do this in real-time and I believe we are on the edge of something amazing in education – a new chapter in what schools will look like and how children will become outstanding learners.
The use of quick, mobile technology available at home and in classrooms is gaining speed and I firmly believe that by flipping your classroom is a way to truly personalise the learning experience for the children in your classroom.
Twitter: @chriswaterworth
Website: www.videoformyclassroom.blogspot.co.uk/
This document summarizes key points from 4 articles about using podcasts in education. The first article defines podcasts and their uses and limitations in the classroom. The second describes a professor who records lectures as podcasts, finding it improves learning. The third provides 10 easy steps for teachers to create classroom audio podcasts. The last concludes that podcasting is a useful, engaging, and affordable classroom tool that allows students to review lessons and parents to connect to the classroom.
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 does not contain any substantive content to summarize. It only contains the word "by" and the name "karan" with no other context provided.
Vikram Phatak is seeking a position as a design engineer. He has a Bachelor's degree in Electrical Engineering from Visvesvaraya Technological University and is currently pursuing a Master's degree in Electrical Engineering from San Diego State University. He has experience in designing unmanned vehicles, wireless communication systems, and ASIC design using VHDL. His projects include simulations of wireless communication protocols and mixed-signal IC design. He is proficient in languages like C, VHDL, and Verilog and tools such as SPICE, Matlab, and Xilinx ISE.
This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.
The document discusses the flipped classroom model of education. It defines flipped classroom as a model where traditional lectures are done as homework via online video lectures, while class time is spent on exercises, projects, and discussions. The key idea is that video lectures allow students to learn foundational content on their own time, while class time can focus on application and higher-order thinking. The document traces the origins of this concept and discusses benefits like increased student engagement and preparation. It also notes that flipped learning continues evolving due to research, innovation, and new technologies.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
A flipped classroom reverses the traditional classroom structure by having students learn new content at home through online videos and lectures, freeing up class time for collaborative activities and hands-on practice with the teacher present. In a flipped classroom, teachers record lectures for students to watch outside of class, while class time focuses on applying the new knowledge through problem-solving and projects with the teacher available for guidance. While it requires more preparation from teachers, a flipped classroom allows students to learn at their own pace and receive more individualized attention, though some students prefer face-to-face lectures. Equipment access and student motivation must also be considered.
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Blended learning whitepaper - El libro Blanco del Aprendizaje Semi presencialItslearning México
Blended learning combines online and in-person learning. This document discusses several models of blended learning and provides examples of how teachers have implemented blended learning in their classrooms. It describes the flipped classroom model where students learn content at home via online videos and then complete assignments in class with teacher guidance. It also outlines the station rotation model where students rotate between learning stations, some involving online content and activities. Finally, it discusses the Learning by Design approach where students take more control over their learning by researching topics that interest them and then creating projects to demonstrate their understanding.
1. The document describes a flipped classroom model for a Year 4 mathematics lesson on fractions. It outlines the steps teachers and students would take both at home and in school.
2. At home, students watch online instructional videos and complete worksheets. In school, teachers use hands-on tools like fraction walls and cuisenaire rods for small group instruction, then students work collaboratively in groups on problem-solving activities using materials like pizza slices.
3. The goal is for 90% of students to understand equivalent fractions, with the flipped approach aiming to engage students through technology and active learning during class time.
This document presents information about flipped classrooms including:
- A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions.
- Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time.
- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
Flipped classroom and blended learning, prosLuz Bencosme
Flipped classroom and blended learning are related but distinct pedagogical models. A flipped classroom reverses traditional lecture and homework elements by delivering instructional content, such as prerecorded lectures, online for students to engage with outside of class. This frees up class time for interactive activities and exercises. Blended learning combines online and face-to-face instruction to provide a comprehensive learning experience, with online materials complementing in-person classwork. While blended learning integrates online and in-person modes, flipped learning separates them - with online content introduced before classwork to be explored and applied. Both aim to enhance learning through technology and active engagement.
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.
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.
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.
Flipped Classroom A Concept for Engaging Nursing Students in Learningijtsrd
The document discusses the flipped classroom model of teaching nursing students. It defines a flipped classroom as introducing students to content at home through pre-class videos or readings, then using class time for active learning activities. The goals are to enhance learning and develop critical thinking skills. Benefits include freeing up class time for interactions. Challenges include ensuring students complete pre-class work and adapting to an active learning model. The document provides guidance on planning flipped classes, including recommended pre-class, in-class, and post-class activities and assessments.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Pause, Rewind My Teacher: A Flipped Classroom Webinar by Chris Waterworth - 1...itslearning UK
Pause, Rewind My Teacher: A Flipped Classroom
Led by Chris Waterworth, a Teacher, a Blogger and Flipped Learning aficionado
· What is Flipped Leaning - Is it really a new concept?
· Flipping Blooms Taxonomy
· Pause, Rewind my Teacher: Flipped Learning and Ofsted
· Learning is a Social Experience - Social Media and The Flipped Classroom.
· A Learning Culture – Flipped Learning is NOT just homework!
· How can I get my students on board?
· How can I engage parents?
· How can I flip my classroom - where do I start and what do I need?
· What has been the impact so far?
About Chris Waterworth
I've been teaching in primary schools for over 10 years now and have used technology in my classrooms since the very beginning. I believe in a cross-curricular and social approach to learning. Children need to talk, to play, to fail and to have opportunities to refine their work.
Technology is enabling children to do this in real-time and I believe we are on the edge of something amazing in education – a new chapter in what schools will look like and how children will become outstanding learners.
The use of quick, mobile technology available at home and in classrooms is gaining speed and I firmly believe that by flipping your classroom is a way to truly personalise the learning experience for the children in your classroom.
Twitter: @chriswaterworth
Website: www.videoformyclassroom.blogspot.co.uk/
This document summarizes key points from 4 articles about using podcasts in education. The first article defines podcasts and their uses and limitations in the classroom. The second describes a professor who records lectures as podcasts, finding it improves learning. The third provides 10 easy steps for teachers to create classroom audio podcasts. The last concludes that podcasting is a useful, engaging, and affordable classroom tool that allows students to review lessons and parents to connect to the classroom.
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 does not contain any substantive content to summarize. It only contains the word "by" and the name "karan" with no other context provided.
Vikram Phatak is seeking a position as a design engineer. He has a Bachelor's degree in Electrical Engineering from Visvesvaraya Technological University and is currently pursuing a Master's degree in Electrical Engineering from San Diego State University. He has experience in designing unmanned vehicles, wireless communication systems, and ASIC design using VHDL. His projects include simulations of wireless communication protocols and mixed-signal IC design. He is proficient in languages like C, VHDL, and Verilog and tools such as SPICE, Matlab, and Xilinx ISE.
The document provides information about WesternU's Master of Science in Physician Assistant (MSPA) program, including its curriculum, prerequisites, admissions statistics and timeline. The 2-year/6-semester program prepares students with clinical skills and exposes them to a variety of healthcare settings. It emphasizes cultural sensitivity and serving underserved populations. Prerequisites include courses in anatomy, chemistry, English, genetics, microbiology, physiology, psychology, and statistics. Admissions are competitive with over 1000 applicants and around 100 students accepted each year.
A Physician Assistant (PA) is a licensed healthcare professional that practices medicine under physician supervision. To become a PA requires intensive medical education through a master's degree program that takes approximately 26 months. There are over 140 accredited PA programs in the United States that prepare students to diagnose and treat illnesses through clinical training and continuing education requirements. Example programs in California include Western University of Health Sciences which awards a Master's degree, Keck School of Medicine of USC which awards a Master's, and Loma Linda University which also awards a Master's degree upon completion.
The document discusses how to incorporate edible plants into an existing landscape. It provides reasons for having an edible landscape, including saving money, having access to fresh produce, and reducing one's carbon footprint. When getting started, the document recommends testing your soil, considering soil type, sunlight, proximity to your house and water, and how you want each plant to function. It then provides many examples of edible substitutes for traditional ornamental plants that can be used as shade trees, small trees, shrubs, hedges, vines, ground covers, perennials, and annuals. It concludes with a list of edible flowers that can be incorporated.
This document summarizes the Master of Physician Assistant program at Loma Linda University School of Allied Health Professions. It outlines the roles and responsibilities of a Physician Assistant, their education and training requirements, application process, prerequisites, technical standards, costs of the program, and employment statistics.
The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
The document discusses the flipped classroom model of education. It defines flipped classroom as an approach where students learn new content through online videos and lectures at home, then do homework and projects in class with teacher guidance. This reverses the traditional model of lectures at school and homework at home. The document outlines several benefits of flipped classroom for students and teachers, such as allowing students to learn at their own pace and freeing up class time for more personalized instruction. It also describes various flipped classroom models and discusses implications of the approach.
The flipped classroom model reverses traditional teaching by having students watch video lectures at home and dedicating class time to exercises and projects. This allows class time to focus on applying concepts through collaboration while giving students flexibility to learn at their own pace outside of class. Both flipped classrooms and blended learning incorporate online and in-person learning, but flipped classrooms specifically involve watching lectures as homework while blended learning combines online and face-to-face teaching in a complementary way.
This document discusses blended learning and how learning platforms can help teachers implement blended learning models in their classrooms. It provides examples of how four different teachers have implemented blended learning, including flipping their classroom where students learn theory at home through videos and do assignments in class, using station rotation where students rotate between different learning stations, an approach called Learning by Design where students help decide what to learn and how to show their learning, and using online resources to teach physical education skills. The document outlines several benefits of blended learning and models of blended learning that teachers can use.
educational technology and communication in educationBensiB
The document discusses the flipped classroom model of education. In a flipped classroom, students learn new content at home by watching video lectures. Class time is used for applying concepts, group work, discussions, and personalized guidance from the teacher. This reverses the traditional model where content is presented in class and homework is individual practice. The document outlines various flipped classroom models and discusses benefits like flexible learning and increased teacher-student interaction time.
Diary of a mad nurse educator lesson 5 notesPimmie Sen
The document discusses active learning strategies that can be used in classroom lectures. It begins by defining active learning as involving students in higher-order thinking skills like analysis and evaluation, rather than just transmitting information, and engaging students through activities like discussions. A variety of specific in-class active learning techniques are then presented across multiple slides, including opening a lecture with a question, think-pair-shares, focused listing, brainstorming, planned breaks for questions, and blank slides to pause presentation. The document emphasizes that these strategies encourage student engagement, prepare them to learn, and provide instructors feedback.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, timing and potential difficulties.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, timing and potential difficulties.
The document discusses various active learning strategies that can be used in lectures to engage students. Some of the strategies presented include opening questions to focus students on the topic, think-pair-shares to facilitate sharing of ideas, focused listing to recall prior knowledge, brainstorming to make creative connections, inserting question slides to check for understanding, note checks to compare information, and two minute papers to summarize key points. These strategies encourage student participation, help instructors assess learning, and promote retention of the material.
This document provides guidance on implementing a flipped classroom approach for online teaching and learning. It defines a flipped classroom as delivering instructional content online before class so class time can be used for hands-on activities and collaboration. The document outlines best practices for the pre-class, in-class, and post-class phases and recommends several free digital tools that can help implement each phase, such as Khan Academy for pre-class videos, Google Classroom for in-class assignments, and YouTube for student project sharing. The goal of a flipped classroom is to actively engage students in applying their new knowledge during class.
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
The document describes the flipped classroom model and addresses some criticisms of it. It proposes an experiential learning model for the flipped classroom that addresses these criticisms. The model incorporates video lectures and online content within a larger framework of learning activities based on experiential learning theories. It involves four phases: 1) an experiential activity to engage students, 2) students learning concepts through videos and online resources, 3) students reflecting on their understanding, and 4) applying their knowledge through real-world projects or problems. The goal is for content to support rather than drive learning by giving students control over content while using class time for hands-on activities.
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.
Flipped classrooms reverse traditional teaching by having students learn new content outside of class, often through online video lectures, and doing homework in class with teacher guidance. This document discusses the origins and approaches of flipped classrooms, as well as their advantages of providing differentiated instruction, and disadvantages such as the digital divide. Key aspects of flipped classrooms are teacher surrender of control to put students in charge of their learning and using class time for applied activities and projects.
The document discusses the flipped classroom model of education. In a flipped classroom, students watch video lectures at home as homework and devote class time to exercises, projects, and discussions with peers and instructors. This contrasts the traditional model where lectures are given in class and homework is for assimilating knowledge. The flipped approach aims to have students do lower-level cognitive work like gaining knowledge outside class, and focus on higher-level work like application and analysis during class with support.
This document discusses flipping the classroom model of education. It defines flipping the classroom as moving direct instruction from group to individual learning spaces so that class time can be used for dynamic, interactive learning guided by the teacher. The document outlines reasons for flipping a classroom, including allowing students to learn at their own pace and increasing interaction. It provides a 6-step process for implementing flipping: plan the lesson, record an instructional video, share the video with students, change how class time is used, separate students into groups, and have groups share their work. The goal is to use class time for active, collaborative learning activities.
Itslearning blended ebook. El libro de Aprendizaje Semi presencial de Itslear...Itslearning México
This document provides an overview of blended learning. It defines blended learning as a mix of online and in-person learning. Various blended learning models are described, including rotation models where students rotate between online and in-person modalities to learn the same material. Benefits of blended learning include increased student engagement, easier differentiation of instruction, and development of modern skills. The document also provides case studies of different schools implementing blended learning through flipped classroom and flexible learning models.
This document discusses different approaches to blended, flipped, and online learning. It defines blended learning as combining online materials and interactions with traditional classroom methods, with both teachers and students physically present. Hybrid learning replaces more face-to-face time with online interactions. Flipped learning involves students learning new material online before class, then doing active learning activities and discussions in class with teacher guidance. The document provides examples of how to create video and audio tutorials for flipped learning using free or low-cost tools. It also outlines the teacher's role in ensuring students prepare for class and providing continuous assessment and virtual support.
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1. Flip It
Moving direct instruction away from group
learning spaces allows these spaces to be
transformed into more dynamic and interactive
learning environments
with Rob Swain, Manager Education Technology
2. Today
2 main things to do in 90 minutes
• Understand the concept
A brief introduction
A group activity
• Learn some practical skills
I will lead some practical activities.
Depending on time/pace there are more practical activities
you can work through now and/or later.
ALL OF THIS SESSION’S MATERIAL WILL BE AVAILABLE ONLINE
FOR YOU TO GO BACK OVER LATER IF YOU NEED TO
3. What is Flipped Learning? 1
• TRADITIONALLY
– Instruction has been done in class
– Practice has been done at home
• WITH FLIPPED LEARNING
– Instruction can be done outside of class
– This creates more time for practice and formative assessment in the class with
support from the teacher
4. Briefly…
What is Flipped Learning? 2
Move away from “stand and deliver”
OR “one size fits all” teaching
LESS sage on the stage
MORE guide on the side
next block
5. What is Flipped Learning? 3
The teaching model begins with front loading the instruction,
assigning it as homework prior to a class so students come to
class prepared to use the information.
6. What is Flipped Learning? 4
The classroom or other group learning space then becomes a
place for problem solving, collaboration, critical thinking,
creativity and communication where the teacher serves as a
facilitator who dynamically interacts with students, actively
responding to individual and group needs for reteaching and
challenge.
8. Reasons to Flip
Teacher readiness
• The effectiveness of traditional models of one-size-fits-all delivery are being
questioned by teachers as they can result in limited student engagement and
limited concept understanding.
• Teachers want to reach students in formats that appeal to them (ie: more aligned
with a digital native)
Learner readiness
• Demand by busy learners for more flexible learning options for student learning
• It appeals to learners as digital natives. They typically want to consume
information via a screen and to access new media. This is not restricted to young
people as many baby boomers have embedded technology use into their lives.
• Learners can pull the content as much as they need it. They are not embarrassed
by going over concepts repeatedly in class.
1
9. Reasons to Flip
Provides more support
• Teachers have more time to help students and explain difficult concepts in class.
• Teachers have a better idea of individual students levels of achievement given the
more collaborative nature of the classroom environment.
• Teachers are present to guide the students in the practice phase.
• Learning management systems can be used to track student activity and progress
– you know if they “don’t know”, or have not attempted the work.
• Teachers can revisit concepts students don’t understand, based on student
responses to the independent content review-questions and classroom activities.
2
10. Reasons to Flip
Provides more support
• Students get less frustrated because they are working on problems in class with
access to a teacher.
• Students need most support when they are applying new concepts – traditionally
this stage of learning was assigned as homework when students are working
alone.
• Students can speed up or slow down the teacher’s instruction to suit their level of
understanding. They can replay instruction more times than they would
comfortably ask a teacher to repeat a concept. Good for overcoming some
problems of catch up after absenteeism.
3
11. Reasons to Flip
Improves learning efficiency
• Research studies show that assessment results for students in flipped classrooms
is higher than those in traditional settings, due to improved retention and
understanding.
• Flipping is a way to space out study rather than cram it. Spreading learning out is
known to improve learning, as is repeated exposure to new concepts.
• Teachers do not need to be present for one-way didactic delivery.
Technological readiness
• Increased access to rapid content creation tools
• Improved bandwidth connections making larger files more accessible
• Improved access to increased quantities of relevant online resources made by
others
• Many people are connected to the web in multiple ways (home PC, smart phone,
tablets)
4
13. Possible Objections to Flipping 1
What if students don’t do the flipped work before class?
You set this as the expectation from the beginning. It’s a bit like homework tasks,
students will cooperate if it’s the only mode of participation. This is the same for any
teacher instruction. Also, if it’s engaging they are more likely to be interested and
participate.
We have students now who refuse to do homework. They wont do this either.
Agree, and that student is deciding their own fate either way. It is wise to explain to
students at the start of the course what your expectations are about their involvement
and behaviour; this is when you would explain how they will work with the flipped
content.
14. Possible Objections to Flipping 2
I never give lectures to students?
Maybe you don’t call them that, however you would spend time explaining concepts
or giving demonstrations that could all be recorded for independent viewing.
Remember you can also pass on non-video resources as instruction (eg: read an
article, or explore a relevant online resource)
Our students spend most of their time in the workshop, not being lectured to.
as above
It wont work for students who don’t have computers or the internet at home or who
live in chaotic conditions that make it impossible to absorb new material?
Students can use the library at school or teachers could put the resources together
onto a DVD. Chaotic conditions at home are out of the schools control but more
engaging content may help.
15. Possible Objections to Flipping 3
Doesn’t flipping lecture content just replicate the ineffective lecture model it’s trying
to replace?
Flipping can do more than the lecture by engaging students with a format they like in
typically smaller, more efficient chunks. It can also include related non-lecture content
that is relevant and engaging (e.g.: an ad, a news story, or an industry story).
Parents/employers will not be happy seeing students watching videos for schoolwork.
They might buy in after seeing them more involved and engaged in the learning
process. If it improves skills and knowledge, then stakeholders will be pleased with the
results.
Video can never replace teachers.
Agree, but they can replace some of the inefficient practices of traditional teaching.
The human element is cited as the most important ingredient in education. Flipping is
designed to increase interaction and personalised contact time between student and
teacher. This will make teachers time more effective within the f2f environment and
make them more accessible to students.
16. Possible Objections to Flipping 4
Students don’t need to spend all their time on a computer screen.
Flipping can release students from the computer in the f2f environment for more
human interaction in groups or with the teacher one on one.
Videos take too long to produce.
It is true that initially there can be quite a bit of work getting videos created, but you
can curate some/all of these (collect existing ones) to save some time. The upfront
investment saves time on subsequent courses as the content prep and delivery too is
taken care of.
Not all videos need heaps of preparation either – you can record a video of yourself
explaining some key concepts at your desk very quickly and easily, or a quick video of
a short demonstration – consider how YouTube has changed our expectations of
online video.
Remember, you can flip non-video content also.
17. Possible Objections to Flipping 5
I need special tools or software to create content to flip.
You can use simple tools to begin with. A narrated presentation can be made with
PowerPoint and a headset. Or video can be recorded on a mobile phone. Free tools
are available online for recording the computer screen if that’s what you need. If you
flip content created by someone else (curated) then you don’t need any special tools.
I never had anything like this when I went to school and my schooling was fine.
If you keep doing the same thing you have always done, you will keep getting the
results you have always got. Flipping is about keeping the best parts of traditional
education and blending them with new engaging tools to solve some inefficiencies in
the ‘Fordism’ model of teaching.
18. Possible Objections to Flipping 6
There seems to be a lot of science and maths subjects that have been flipped. It looks
like not all subjects are appropriate for this technique?
If you can explain or demonstrate something in person then it can be flipped. For
example, science lessons can have heavy theoretical instruction followed by complex
or precise practical task activities – instruction on these very different activity types
can be easily captured as ‘flippable’ content.
The examples mostly show the technique used for secondary school students.
It was started in secondary school and spread from there; it’s also popular at primary
and university levels. Most new things start somewhere.
20. What content should I flip? 1
Any instruction that would normally be “stand and deliver”
For example:
• Practical demonstrations
• Lecture material
• Theory explanations
• Topic introductions
• Assessment instructions
• Industry information
• Guest speakers
Plus, any material that students could independently access and view without
the need for a teacher to be present.
21. What content should I flip? 2
Consider these areas of your instruction…
• Difficult or confusing lessons
• Fundamental and critical concepts that connect to other topics
• Bonus content
Consider what extra concepts you currently share with the
accelerated learners that could be turned into an activity or project
for all of the students.
• Boring or dry material
Note, flipping wont automatically make the content interesting.
22. What content should I flip? 3
Remember…
• You don’t have to flip the whole course, just pick a couple of lessons
to begin
• You don’t have to make everything yourself, you can also…
• use free content from sites like YouTube, TED, vimeo, etc
• purchase content from publishers, like Pearsons etc
• purchase or extract content from VET toolboxes (see here)
• You don’t have to use video. You can use any engaging content that
students can access remotely and will work through on their own.
24. Potential Models 1
BROADLY SPEAKING…
PRIOR TO CLASS
• Students watch a video, read an article or explore an online resource at their
own pace.
• Students may also be required to answer some review questions or take
summary notes.
IN CLASS
• Teacher begins by briefly recapping the flipped content.
• Students then practice and apply what they’ve learned with the help of their
teachers who respond to the issue and inquiries students are having about
what they’re learning.
25. PRIOR TO CLASS
Potential Models 2
• Students watch a video showing the teacher demonstrating a practical task
• Students take brief notes highlighting the key steps of the task
IN CLASS
• Teacher briefly recaps the task requirements and reiterates the safety aspects
• Students begin the practical activity
• The teacher moves amongst the students and helps by responding to the
issues and inquiries students are having about what they’re learning
This example would suit a simulated work environment such as a
workshop, lab or salon.
26. PRIOR TO CLASS
Potential Models 3
• Students watch a video the teacher has found on YouTube that explains a
difficult but fundamental concept
• The teacher poses some questions to helps them focus on the key points
• Student answers are submitted to the teacher who checks their understanding
and adjusts the class activity as necessary.
IN CLASS
• Teacher begins by briefly explaining a practice activity based on the
fundamental concept
• Class is divided into groups
1. One group begins the practice activity immediately applying what they’ve learnt
2. Another group receives further teacher instruction to reinforce the concepts before beginning
the practice activity
• The teacher then moves amongst the students and helps by responding to the
issues and inquiries students are having about what they’re learning.
This example would suit a topic or concept that students always find difficult
27. PRIOR TO CLASS
Potential Models 4
• Students read an industry story that highlights a typical work problem
• The teacher poses some review questions to help students focus on key points
IN CLASS
• Teacher begins by briefly introducing what will happen in class
• Class is divided into groups
1. Teacher runs a discussion group activity to deepen understanding
2. Another group works individually on computers answering online quiz questions related to
the industry problem
3. The groups rotate at half time
• By focussing on a smaller class size in the class, the teacher can explore the
concepts more deeply
This example would suit a theoretical topic that is difficult
and benefits from a range of approaches
29. Tools 1
For creating video demonstrations or explanations
• Mobile phone, flip camera or digital video camera
• Optional: Tripod
• Could do this in front of a whiteboard or in a workshop, salon, studio etc
Katie Gimbar takes a low-tech approach.
She shoots her lectures with a flip camera
on a tripod. She uses handwritten white
boards and does no editing, just one
continuous take. Then she uploads to
YouTube and shares with her students.
30. Tools 2
For creating video screencasts that capture the computer screen
• Screen capture tool. Eg: Screenr (free, 5 minute limit), Camtasia (approx
$200)
• USB headset with microphone (say $50)
• Optional: PowerPoint or similar
• Optional: Webcam (say $50)
GTEC teachers use Camtasia to create
screencasts that teach students
how to use CAAD programs.
The videos are uploaded to YouTube
and embedded into Gordon Online.
31. Tools 3
You could also use the following iPad apps for creating video screencasts
• Explain Everything ($2.99)
• Educreations Interactive Whiteboard (free)
• Show Me (free)
Touch, tap, draw and talk
while you create an
animated lesson or tutorial
on the iPad
32. Tools
Other tools that are suitable for presenting flipped information
• Create a pdf with Word
• Create a PowerPoint and upload it to Slideshare
• Look for VET-related videos on HowStuffWorks
• Other ideas?
4
33. Useful Links
VIDEO: Aaron Sam’s Flipped Classroom
VIDEO: Solving the Brain Flush Problem
VIDEO: Using video to humanise the classroom (first 7 ½ minutes only)
VIDEO: the Flipped Classroom is not…
VIDEO: Why I flipped my classroom
ARTICLE: Wikipedia on Flip teaching
ARTICLE: from Bergmann & Sams, originators of the method
INFOGRAPHIC: The Flipped Classroom
ARTICLE: Looking for flippable moments in your class
ARTICLE: 15 Flipped Classrooms we can learn from