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.
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.
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/
The document discusses the flipped classroom model where lectures are moved outside of class through video lectures and class time is used for practice exercises and problem solving. It provides pros and cons of the flipped model including increased accessibility of information but potential issues if students don't complete preparatory work. The author discusses their personal experience creating video lectures using Preview software to address pedagogical issues in their Year 1 and Year 5 accounting modules. Student feedback indicated the video lectures helped their understanding and learning.
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.
Will the flipped classroom be a flop by Willy WoodWilly Wood
Every year there's a new educational approach/trend/fad that everyone gets excited about. In recent years, "hot" topics have included multiple intelligences, differentiated instruction, RTI, and Common Core State Standards, to name just a few. One of the current hot topics is the "flipped" classroom. Many people, looking for a more effective approach to teaching and learning, are taking up this approach. Magazine articles (mostly laudatory) about the approach are popping up like mushrooms after a spring shower. Sixty Minutes even did a segment on it!
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,
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.
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.
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/
The document discusses the flipped classroom model where lectures are moved outside of class through video lectures and class time is used for practice exercises and problem solving. It provides pros and cons of the flipped model including increased accessibility of information but potential issues if students don't complete preparatory work. The author discusses their personal experience creating video lectures using Preview software to address pedagogical issues in their Year 1 and Year 5 accounting modules. Student feedback indicated the video lectures helped their understanding and learning.
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.
Will the flipped classroom be a flop by Willy WoodWilly Wood
Every year there's a new educational approach/trend/fad that everyone gets excited about. In recent years, "hot" topics have included multiple intelligences, differentiated instruction, RTI, and Common Core State Standards, to name just a few. One of the current hot topics is the "flipped" classroom. Many people, looking for a more effective approach to teaching and learning, are taking up this approach. Magazine articles (mostly laudatory) about the approach are popping up like mushrooms after a spring shower. Sixty Minutes even did a segment on it!
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,
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.
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.
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
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.
Cse17.3 bergmann - the flipped classroomShahrol Arol
The article discusses the flipped classroom model where direct instruction is delivered to students via video outside of class, freeing up class time for more engaging activities and teacher-student interaction. The authors describe their experience pioneering the flipped classroom approach and share benefits like allowing differentiation, helping absent or struggling students, and improving relationships between teachers and students. Common questions about the approach are addressed, like video length, budget concerns, and the role of the teacher. The conclusion is that flipping a class can help teachers know and meet the needs of each student better.
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.
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 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.
This document provides guidance on creating flipped classroom videos. It discusses why teachers should make their own videos rather than relying solely on outside content. The document outlines the basic steps and equipment needed to make different types of lesson videos, such as chalk and talk, narrated slideshows, and illustrated lectures. Tips are provided on planning content, recording, editing, and publishing videos. The goal is to help teachers make high-quality yet time-efficient lesson videos for their students.
My top v100 tips for classroom successSusan Pinion
The document provides 100 tips for classroom success. It discusses the importance of previewing lessons before class through flipped learning videos. It also recommends note-taking apps for lectures and using phone apps to take photos of whiteboards. Students are advised to ask instructors questions instead of classmates to avoid disruption. Outside help from sources like Khan Academy is also suggested for reinforcement. Finally, the document stresses the importance of focus, homework, minimizing absences, preparation for assessments, getting enough sleep, and seeking help when needed.
#HETL14 Willis and Graham: Use of multimedia in fully online programmesSUNY Oneonta
The document summarizes research on the use of multimedia in online programs for professionals. It discusses:
- Current practices using multimedia at the University of Liverpool (UoL) and University of Alaska Southeast (UAS), including audio transcripts, panel discussions, and videos.
- Student perceptions from interviews and surveys at UoL and UAS, which found multimedia increased enjoyment and connection, but could also be distracting if excessive.
- Suggestions for improving multimedia included providing a variety of multimedia formats from different perspectives, balancing multimedia across modules, and incorporating more interactivity through live discussions.
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.
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?
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.
"How to Manage my Moodle course" WorkshopRobin Popow
The workshop covered how to manage access to a Moodle course, common issues that instructors face during a course, and how to end a course. Specific topics included controlling student access, tracking unread forum posts, deleting quiz attempts, tracking activity, backing up and resetting the course. Attendees were instructed to give access to their sandbox course to group members and create a discussion forum for students to reply to in order to practice these skills.
Blended and flipped learning presentation prep for BEA Conference September 2016Bernd Meyer
Blended and Flipped Learning involves combining digital content and online tools with traditional classroom activities. It allows teachers to differentiate instruction to address different learning styles and provide immediate feedback.
The document discusses a teacher's implementation of blended learning in their business and commerce classes. They aim to use online instructional videos or "clips" to free up class time for collaborative tasks, questioning, and feedback. Students can access clips independently and are held accountable through tools to check understanding like Quizlet, Google Forms, and polls. The teacher creates their own instructional clips and finds blended learning supports critical thinking and extending understanding through various online collaboration tools.
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.
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 does not contain any substantive content to summarize. It only contains the word "by" and the name "karan" with no other context provided.
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.
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.
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
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.
Cse17.3 bergmann - the flipped classroomShahrol Arol
The article discusses the flipped classroom model where direct instruction is delivered to students via video outside of class, freeing up class time for more engaging activities and teacher-student interaction. The authors describe their experience pioneering the flipped classroom approach and share benefits like allowing differentiation, helping absent or struggling students, and improving relationships between teachers and students. Common questions about the approach are addressed, like video length, budget concerns, and the role of the teacher. The conclusion is that flipping a class can help teachers know and meet the needs of each student better.
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.
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 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.
This document provides guidance on creating flipped classroom videos. It discusses why teachers should make their own videos rather than relying solely on outside content. The document outlines the basic steps and equipment needed to make different types of lesson videos, such as chalk and talk, narrated slideshows, and illustrated lectures. Tips are provided on planning content, recording, editing, and publishing videos. The goal is to help teachers make high-quality yet time-efficient lesson videos for their students.
My top v100 tips for classroom successSusan Pinion
The document provides 100 tips for classroom success. It discusses the importance of previewing lessons before class through flipped learning videos. It also recommends note-taking apps for lectures and using phone apps to take photos of whiteboards. Students are advised to ask instructors questions instead of classmates to avoid disruption. Outside help from sources like Khan Academy is also suggested for reinforcement. Finally, the document stresses the importance of focus, homework, minimizing absences, preparation for assessments, getting enough sleep, and seeking help when needed.
#HETL14 Willis and Graham: Use of multimedia in fully online programmesSUNY Oneonta
The document summarizes research on the use of multimedia in online programs for professionals. It discusses:
- Current practices using multimedia at the University of Liverpool (UoL) and University of Alaska Southeast (UAS), including audio transcripts, panel discussions, and videos.
- Student perceptions from interviews and surveys at UoL and UAS, which found multimedia increased enjoyment and connection, but could also be distracting if excessive.
- Suggestions for improving multimedia included providing a variety of multimedia formats from different perspectives, balancing multimedia across modules, and incorporating more interactivity through live discussions.
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.
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?
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.
"How to Manage my Moodle course" WorkshopRobin Popow
The workshop covered how to manage access to a Moodle course, common issues that instructors face during a course, and how to end a course. Specific topics included controlling student access, tracking unread forum posts, deleting quiz attempts, tracking activity, backing up and resetting the course. Attendees were instructed to give access to their sandbox course to group members and create a discussion forum for students to reply to in order to practice these skills.
Blended and flipped learning presentation prep for BEA Conference September 2016Bernd Meyer
Blended and Flipped Learning involves combining digital content and online tools with traditional classroom activities. It allows teachers to differentiate instruction to address different learning styles and provide immediate feedback.
The document discusses a teacher's implementation of blended learning in their business and commerce classes. They aim to use online instructional videos or "clips" to free up class time for collaborative tasks, questioning, and feedback. Students can access clips independently and are held accountable through tools to check understanding like Quizlet, Google Forms, and polls. The teacher creates their own instructional clips and finds blended learning supports critical thinking and extending understanding through various online collaboration tools.
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.
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 does not contain any substantive content to summarize. It only contains the word "by" and the name "karan" with no other context provided.
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.
The document discusses strings and symbols in Ruby. It covers string operations like interpolation, concatenation, formatting, accessing characters, modifying strings, querying strings, and iterating over strings. It also discusses what symbols are in Ruby, how they are different from strings in that they are immutable and unique, and how they are used to efficiently represent names. The homework assigned is to complete chapters 8.1, 8.2, 11.1-11.8 and the about_strings and piglatin koans.
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.
Van boer tot bord - Wageningen en omstreken in verhalen en receptenAnnita van Betuw
'Van boer tot bord - Wageningen en omstreken in verhalen en recepten' (2012)
Dit boek vertelt het verhaal van 19 duurzame ondernemers, boeren en tuinders in Wageningen & omstreken en bevat een veelvoud aan smaakmakende recepten. Een inspirerende gids om mee de boer op te gaan! Samenstelling en teksten zijn in handen van Heidi Kuin | Bureau34. Ontwerp, illustraties en fotografie is verzorgd door Van Betuw Grafisch Ontwerp.
Este documento presenta dos estudios de caso de escuelas primarias en Andalucía que han implementado buenas prácticas en la integración de las TIC en la educación. El estudio utilizó estrategias cualitativas como entrevistas y observaciones para describir e interpretar estas prácticas. Más que conclusiones definitivas, ofrece un retrato matizado y optimista pero también crítico del impacto de las TIC en la educación y sirve para reflexionar sobre la educación.
Vulnerabilidad y debilidad que pueden explorar los equiposJesus Matiz
El documento describe las vulnerabilidades y debilidades que pueden explotar los hackers. Explica que los programas de software contienen errores que pueden ser aprovechados por los atacantes para acceder sin autorización a las computadoras e infringir daños. Las vulnerabilidades más peligrosas permiten ejecutar código de manera remota para tomar el control de la PC. Finalmente, señala que a finales del siglo XX las empresas y usuarios comenzaron a ser conscientes de estos riesgos a la seguridad que plantean las tecnologías de
Initiative for an eTMF Exchange Mechanism from the TMF Reference ModelMontrium
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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.
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.
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.
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.
Blended learning combines both face-to-face and online learning. When designing a blended learning course, it is best to start small by moving some activities online and changing part of the lecture. For every new online activity added, an existing activity should be removed to avoid overburdening students. Activities should build upon each other so that students can apply their new knowledge. Existing open educational resources should be utilized before creating new materials. Lectures can be used for interaction rather than presentations to take advantage of blended learning. Students must be given a clear outline of all course activities and expectations.
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.
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.
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.
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.
The document describes a teacher's experience flipping their classroom for a geography course. Key points:
1. The teacher had students learn new material through videos and presentations at home, so class time could be used for deeper learning, explanation, and assessment. This addressed issues like not having enough time to plan or cover the syllabus.
2. An initial pilot involved flipping a unit on water for a Sec 1 cohort. Students engaged well with the new approach and motivation levels increased, though exam results did not significantly change.
3. The teacher found flipping allowed more content to be covered in less time, and interventions could happen in real-time rather than after homework. Students also practiced applying knowledge to exam-style
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 discusses the flipped classroom model of education compared to the traditional classroom model. In the flipped classroom model, students learn content at home by watching pre-recorded video lectures. Class time is then used for hands-on activities, exercises, and discussions between students and teachers. While this model has advantages like allowing self-paced learning and freeing up class time, it also has disadvantages such as requiring reliable internet access and extensive preparation from teachers. The document argues that while the flipped classroom model could be implemented in Malaysian universities, it may not be suitable for all levels of education in Malaysia currently due to lack of infrastructure and teacher preparedness.
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.
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.
Among educational buzzwords this is for sure the one with the highest pitches nowadays. The flooding of classrooms with new technologies has led to new approaches to classic lectures and traditional educational strategies, and Flipped Classes can be a good one if applied with common sense.
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.
Assignment 3 - Prescription for a Learning Challenge - Fipping the Classroommissybraden
A high school chemistry teacher faces challenges fitting required lab work and curriculum coverage into limited weekly class time. Flipping the classroom is a potential solution, having students learn content through online videos as homework, then using class time for hands-on labs and activities. This allows covering both theoretical and practical material while giving students more control over their own learning. Key considerations include ensuring video content matches curriculum standards and addressing needs of students without reliable internet access. Flipping could help maximize available time for a more interactive and successful learning experience.
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.
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.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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. 2 main things to do in 90 minutes
• Understand the concept
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
Today
3. Briefly…
Move away from “stand and deliver”
Move away from “one size fits all” teaching
LESS sage on the stage
MORE guide on the side
It is not just about making videos
What is Flipped Learning?
next block
4. The volume of learning is made up of 3 things:
Instruction, Practice and Assessment
• Traditionally
– Instruction is done in class
– Practice is done at home
• Flipped Learning changes this
– Instruction is done outside of class
– This creates more time for Practice in the class with the teachers help
What is Flipped Learning?
5. 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.
What is Flipped Learning?
6. 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 dynamicallyinteracts with students, actively
responding to individual and group needs for reteaching and
challenge.
What is Flipped Learning?
7. A typical flipped learning sequence could look like this…
• PRIOR TO CLASS
Students watch a video, read an article or explore an online resource
at their own pace.
They 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.
What is Flipped Learning?
9. 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.
Reasons to Flip
10. 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.
Reasons to Flip
11. 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.
Reasons to Flip
12. 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)
Reasons to Flip
14. 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.
Possible Objections to Flipping
15. 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.
Possible Objections to Flipping
16. 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.
Possible Objections to Flipping
17. 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.
Possible Objections to Flipping
18. 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.
Possible Objections to Flipping
19. 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.
Possible Objections to Flipping
21. Any instruction that you normally stand and deliver
For example:
• Practical demonstrations
• Lecture material
• Theory explanations
• Topic introductions
• Assessment instructions
• Industry information
Plus, any material that students could independently access and view without
the need for a teacher to be present.
What content should I flip?
22. 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.
What content should I flip?
23. 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.
What content should I flip?
25. PRIOR TO CLASS
• 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
Potential Model
This example would suit a simulated work environment such as a
workshop, lab or salon.
26. PRIOR TO CLASS
• 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.
Potential Model
This example would suit a topic or concept that students always find difficult
27. PRIOR TO CLASS
• 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
Potential Model
This example would suit a theoretical topic that is difficult
and benefits from a range of approaches
29. 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
Tools
Katie Gimbar takes a low-tech approach.
She shoots her lectures with a flip camera
on a tripod. She uses handwritten
whiteboards and does no editing, just one
continuous take. Then she uploads to
YouTube and shares with her students.
30. 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)
Tools
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. You could also use the following iPad apps for creating video screencasts
• Explain Everything ($2.99)
• Educreations Interactive Whiteboard (free)
• Show Me(free)
Tools
Touch, tap, draw and talk to
create an animated lesson or
tutorial on the iPad
32. 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?
Tools
33. 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
Links
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