The document discusses flipping the classroom to make it more student-centered. It begins by outlining the topics that will be covered, which include experiencing a flipped classroom, reviewing the history and definition of flipping, and considering techniques to flip one's own classroom. The document then provides examples of activities used in the workshop, such as having students complete pre-work and summarizing articles, and working through scenarios in groups to propose flipped techniques. It also presents models for implementing a flipped classroom and discusses mistakes to avoid. The goal is to shift the focus from the teacher to the learner by having students complete initial content exposure outside of class.
This document discusses active learning strategies for use in engineering classrooms. It begins by noting how students have changed over time, from obedient and focused to ill-prepared and unmotivated. It then defines active learning as engaging students through in-class activities and discussion rather than passive lecturing. Several studies are cited showing active learning improves student performance, with failure rates dropping by around 12% and exam scores increasing by 6 percentage points. The document provides examples of active learning strategies and discusses choosing strategies based on goals like critical thinking, integration of knowledge, and engagement. It emphasizes assessing strategies in terms of risk, benefit, and how actively they involve students.
Flip that classroom moving toward student centred learning 2013 (no names)Nancy Nelson
The document discusses flipping the classroom to make it more student-centered. It defines flipped learning as flipping attention from the teacher to the learner. In a flipped classroom, students learn initial content through videos or other outside activities before class, then class time is used for interactive learning, applying concepts, and having teachers available to answer questions. Flipping moves direct instruction outside of class and makes class time for active learning. The document provides examples of how flipping could help different student scenarios and models for implementing flipping through preparing content before class, applying concepts in class, and reviewing outside of class.
This document outlines an educator training session on maximizing learning for all students. The goals of the session are to: 1) investigate student variability in a classroom, 2) examine instructional strategies in relation to student differences, 3) review the Universal Design for Learning framework, 4) plan a lesson that maximizes learning opportunities, and 5) evaluate a lesson plan's ability to maximize learning. Participants go through a series of activities including reviewing learner profiles, identifying effective instructional strategies, discussing UDL principles, collaboratively planning a lesson, and reflecting on their lesson plan.
This document discusses project-based learning and provides guidance on implementing PBL in the classroom. It begins with defining PBL and explaining its benefits over traditional instruction in increasing student engagement and active learning. Examples of different types of PBL projects are also provided. The document then gives steps to develop a PBL project, including choosing a driving question, checking the quality of the question, planning the project timeline and milestones, and determining how to evaluate student work. Overall, the document provides an overview of PBL and offers templates and strategies for designing and structuring successful classroom projects.
This document discusses active learning techniques that can be used in undergraduate engineering courses. It defines active learning as engaging students through activities that promote higher-order thinking skills. Examples of active learning include collaborative problem solving, brainstorming, and case studies. Research shows benefits of active learning include improved attendance, deeper questioning, greater interest, and higher grades. The document provides tips for incorporating active learning, such as starting with simple tasks and activities. It also addresses managing student resistance to active learning.
Collaborate and create holleyhowlettrudmandebbieholley1
This document describes a project to co-design an open education resource on classroom behavior management with primary school students. The researchers worked with 8 students to identify common misbehaviors, develop scenarios around those issues, and film short videos portraying the scenarios. The goal was to create a reflective tool for trainee teachers focusing on applying "pupil voice" to behavior management. Key aspects included identifying stakeholders, conducting workshops to generate ideas, developing 10 misbehavior scenarios, filming the scenarios, and gathering feedback to improve co-design processes for educational resources.
The document discusses the theory and implementation of cooperative learning in the EFL classroom, outlining benefits such as increased social skills, ethnic relations, and time on task. Challenges to cooperative learning like some students doing all the work are addressed through strategies like assigning roles to group members and randomly calling on students. Several models of cooperative learning are described, including Jigsaw, Graffiti, Academic Controversy, and STAD.
This document discusses active learning strategies for use in engineering classrooms. It begins by noting how students have changed over time, from obedient and focused to ill-prepared and unmotivated. It then defines active learning as engaging students through in-class activities and discussion rather than passive lecturing. Several studies are cited showing active learning improves student performance, with failure rates dropping by around 12% and exam scores increasing by 6 percentage points. The document provides examples of active learning strategies and discusses choosing strategies based on goals like critical thinking, integration of knowledge, and engagement. It emphasizes assessing strategies in terms of risk, benefit, and how actively they involve students.
Flip that classroom moving toward student centred learning 2013 (no names)Nancy Nelson
The document discusses flipping the classroom to make it more student-centered. It defines flipped learning as flipping attention from the teacher to the learner. In a flipped classroom, students learn initial content through videos or other outside activities before class, then class time is used for interactive learning, applying concepts, and having teachers available to answer questions. Flipping moves direct instruction outside of class and makes class time for active learning. The document provides examples of how flipping could help different student scenarios and models for implementing flipping through preparing content before class, applying concepts in class, and reviewing outside of class.
This document outlines an educator training session on maximizing learning for all students. The goals of the session are to: 1) investigate student variability in a classroom, 2) examine instructional strategies in relation to student differences, 3) review the Universal Design for Learning framework, 4) plan a lesson that maximizes learning opportunities, and 5) evaluate a lesson plan's ability to maximize learning. Participants go through a series of activities including reviewing learner profiles, identifying effective instructional strategies, discussing UDL principles, collaboratively planning a lesson, and reflecting on their lesson plan.
This document discusses project-based learning and provides guidance on implementing PBL in the classroom. It begins with defining PBL and explaining its benefits over traditional instruction in increasing student engagement and active learning. Examples of different types of PBL projects are also provided. The document then gives steps to develop a PBL project, including choosing a driving question, checking the quality of the question, planning the project timeline and milestones, and determining how to evaluate student work. Overall, the document provides an overview of PBL and offers templates and strategies for designing and structuring successful classroom projects.
This document discusses active learning techniques that can be used in undergraduate engineering courses. It defines active learning as engaging students through activities that promote higher-order thinking skills. Examples of active learning include collaborative problem solving, brainstorming, and case studies. Research shows benefits of active learning include improved attendance, deeper questioning, greater interest, and higher grades. The document provides tips for incorporating active learning, such as starting with simple tasks and activities. It also addresses managing student resistance to active learning.
Collaborate and create holleyhowlettrudmandebbieholley1
This document describes a project to co-design an open education resource on classroom behavior management with primary school students. The researchers worked with 8 students to identify common misbehaviors, develop scenarios around those issues, and film short videos portraying the scenarios. The goal was to create a reflective tool for trainee teachers focusing on applying "pupil voice" to behavior management. Key aspects included identifying stakeholders, conducting workshops to generate ideas, developing 10 misbehavior scenarios, filming the scenarios, and gathering feedback to improve co-design processes for educational resources.
The document discusses the theory and implementation of cooperative learning in the EFL classroom, outlining benefits such as increased social skills, ethnic relations, and time on task. Challenges to cooperative learning like some students doing all the work are addressed through strategies like assigning roles to group members and randomly calling on students. Several models of cooperative learning are described, including Jigsaw, Graffiti, Academic Controversy, and STAD.
The Self Organised Learning Environment (SOLEs) - Does it work in the languag...eaquals
This document summarizes a Self Organized Learning Environment (SOLE) experiment conducted at International House London. Teachers tried giving students open-ended questions to research independently in groups for 40-50 minutes each lesson over 4 weeks. Students' English proficiency and confidence improved according to student and teacher feedback. However, the SOLE method lacked error correction, language input, and focus on skills like pronunciation. More research is needed on its effectiveness at different levels and settings.
Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
The document outlines training modules on autism spectrum disorders. It discusses three key considerations for structuring the classroom environment for students with autism: 1) physical structure, including arranging furniture and decreasing sensory stimulation; 2) visual supports to improve predictability, such as schedules, labels and directions; and 3) work systems to provide clear routines and promote independence through organized activities students can complete without assistance. Visual supports and work systems are emphasized as strategies to establish structure and reduce anxiety.
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
The document provides an introduction to the flipped classroom model of learning. It defines the flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. It describes the traditional classroom model and concerns with it. The flipped model has students learn lessons as homework via videos or other media, then do homework and problem-solving in class with teacher guidance. The document discusses benefits like extending access to resources and allowing various learning styles. It provides an example of flipping math courses and positive results. In conclusion, it encourages starting small and provides tips for implementing flipped learning.
This document discusses four instructional methods - centers, community circles, debates, and dramatic activities. It provides examples of how each method could be implemented in a classroom. Centers allow students to work independently or in small groups on assigned activities, like sorting pictures into digraph groups. Community circles help students get to know each other by answering "About Me" questions. Debates engage students in researching and discussing topics, such as school uniforms. Dramatic activities make lessons more interactive, for example by having first graders role play different community jobs. The document emphasizes that these methods help address different learning needs and styles.
This document discusses interactive and active teaching methods. It defines key terms like learning, active learning, and classroom assessment techniques. It discusses the advantages of active learning for both students and teachers. Examples of active learning techniques are presented, including large and small group discussions, active lecturing, and classroom assessment techniques like sample exam questions. Tips are provided for implementing active learning in the classroom.
This document provides guidance for graduate teaching assistants on teaching large groups. It discusses preparing and structuring effective lectures, using your voice well, handling nerves, and making lectures interactive. The aims are to be aware of lecture benefits, reflect on preparation and delivery style, and consider improvements. Tips include outlining themes, engaging students, using visuals and activities, and watching expert lecturers to develop skills for teaching large groups.
This document discusses effective classroom management strategies for 21st century classrooms. It outlines that teaching involves instruction, assessment, classroom management, and professional responsibility. Classroom management consists of addressing student challenges, teachers and students working together successfully, and teachers monitoring students confidently. The document then describes paradigm shifts in classroom management, including a shift from teacher-centered to learner-centered approaches, passive to active learning, isolation to collaboration, low to high expectations, and addressing student diversity. Finally, it recommends developing 21st century skills in students and provides examples of classroom management situations with suggestions for effective responses.
This document discusses Generation Y (Gen Y), born between 1981-1999. Gen Y is tech-savvy, easily bored, and open-minded. The document provides teaching strategies for Gen Y students, such as using PowerPoints, webquests, multimedia presentations, and social networks to engage them. It also suggests giving feedback without blame, developing honor codes to address academic dishonesty, including entertainment and games, customizing tasks, and encouraging purpose and passion to effectively teach Gen Y students.
Lesson Observation for Quality Control and Continuous Professional Developmen...eaquals
1) The document discusses using self-observation and filming one's own teaching as an alternative to traditional classroom observations for teacher development and training.
2) Some benefits mentioned include allowing teachers to choose which clips to share, facilitating action research, and providing empirical evidence for different levels of reflection.
3) Practical tips are provided for filming teaching successfully, including choosing a focus, writing lesson plans, using templates for structured reflection, and agreeing on action points and follow up.
The document discusses advanced teaching methods that can improve student learning and engagement. It begins by introducing the transition from traditional to more innovative computer-based presentations. It then outlines 16 innovative teaching methods like using educational videos, interactive learning activities, role playing, puzzles and games, and introducing lessons like stories. The goal of these methods is to motivate student participation and help them retain information more effectively. Advanced technology, spaced learning, real-world examples, and an open mindset can also enhance teaching. Overall, the document promotes collaborative and creative teaching approaches.
Here are some guidelines for using buzz groups effectively:
- Clearly explain the task or question for groups to discuss before breaking students into groups.
- Circulate among groups to supervise discussions, encouraging students and helping if they encounter difficulties.
- Manage the feedback session concisely once groups have discussed, such as having one group present fully then others add only new ideas.
- Assign slightly different but related tasks to each group to motivate them and give each a special responsibility in the discussion.
- Organize structured feedback so each group contributes ideas in an orderly way, such as allowing one point per group at a time.
The guidelines help students stay on task in their discussions and manage an orderly reporting of
Active Learning Strategies in EFL ClassesStella Grama
This document discusses active learning strategies that can be used in EFL (English as a Foreign Language) classes. It defines active learning as any instructional method that engages students in the learning process. Active learning is compared to passive learning, which focuses only on the cognitive aspect. The benefits of active learning include increased student involvement, interaction, and the development of various competences. Various active learning strategies are presented, such as group work, discussions, projects and games. Factors to consider when implementing these strategies include class size and content. The teacher's role shifts from presenter to facilitator. Active learning is said to lead to better student outcomes compared to passive learning.
The document summarizes the education systems and mathematics teaching strategies of Australia, Canada, Denmark, Taiwan, and discusses potential applications in the Philippines. The key points are:
1. It provides an overview of the education systems of each country, including curriculum goals focused on student development and engagement.
2. It examines PISA test results in mathematics, science, and reading for each country.
3. It outlines different teaching strategies used in each country, such as constructivism in Australia, repetition and games in Canada, differentiation in Denmark, and spontaneity/interaction in Taiwan.
4. It suggests the best approaches from each country, like constructivism and authentic learning, could be applied to
Can-do statements: how do teachers really work with them? eaquals
I agree with the concern that can-do statements can overgeneralize language skills. As one teacher noted, it's difficult to address
more nuanced skills like entering unprepared conversations or achieving
clear pronunciation through a single lesson. However, others saw value in
can-do statements as a roadmap or reflection tool. Different views
depending on how they're applied.
Hea workshop session 2 he project initial insightsPhilwood
1) The research aimed to enhance lecturer and student learning through lesson study collaboration among international post-graduate students, to improve student learning opportunities, and evaluate lesson study's impact on reflective practice.
2) Initial ideas focused on the difficulties international students face in early course months due to cultural and language differences, leading to a focus on understanding learning from the students' perspectives.
3) Lesson study cycles explored active learning approaches, developing student voice, and embedding emerging lessons around topics like curriculum studies and neuroscience.
Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.
Spring into TEAMP: Flip your classroom upside down | Crystal KirchRenee Hoareau
Crystal Kirch is a Digital Learning Coach and flipped classroom expert who is passionate about helping teachers find the most effective uses of technology to transform teaching and learning. Crystal has trained teachers on flipped learning and technology integration since 2011, and published Flipping with Kirch: The Ups and Downs from Inside my Flipped Classroom in 2016. "The flipped classroom is a transformational pedagogical strategy that utilizes technology and teacher-created video instruction to free up classroom time for more differentiated support and a deeper learning experience for all students.
The document discusses the flipped classroom model of instruction. It begins by defining the flipped classroom as an approach where students learn new content from video lectures at home and do homework and projects in class with teacher guidance. It then discusses how the flipped classroom aligns with the educational philosophies of John Dewey and Maria Montessori by emphasizing active, student-centered learning. The document concludes that flipped classrooms are effective and are likely to remain popular based on improved test scores and student attitudes reported in surveys of teachers using this approach.
The Self Organised Learning Environment (SOLEs) - Does it work in the languag...eaquals
This document summarizes a Self Organized Learning Environment (SOLE) experiment conducted at International House London. Teachers tried giving students open-ended questions to research independently in groups for 40-50 minutes each lesson over 4 weeks. Students' English proficiency and confidence improved according to student and teacher feedback. However, the SOLE method lacked error correction, language input, and focus on skills like pronunciation. More research is needed on its effectiveness at different levels and settings.
Accounting 1 students used the one minute paper at the end of each tutorial over one semester. there was a significant improvement in final results compared to the same cohort in the previous years. Students recognised that the revision component of the one minute paper assisted their learning but did not recognise the benefits in the reflection process implicit in writing the one-minute paper. Students may need assistance with reflection.
The document outlines training modules on autism spectrum disorders. It discusses three key considerations for structuring the classroom environment for students with autism: 1) physical structure, including arranging furniture and decreasing sensory stimulation; 2) visual supports to improve predictability, such as schedules, labels and directions; and 3) work systems to provide clear routines and promote independence through organized activities students can complete without assistance. Visual supports and work systems are emphasized as strategies to establish structure and reduce anxiety.
Problem based learning is one of the approaches used in presenting the lesson. In this presentation you will know the advantages of using this approach. This also tackles the models needed in implementing this strategy. I have provided an example problem for a more adequate learning.
The idea of blended learning—combining digital curricula and tools with face-to-face instruction—for elementary grades is becoming more popular, and educators are finding it works particularly well in mathematics. Our guests will provide successful approaches for implementing this technique, including resources, strategies, and examples of instruction, as well as tips for modeling blended learning in elementary grade math.
The document provides an introduction to the flipped classroom model of learning. It defines the flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. It describes the traditional classroom model and concerns with it. The flipped model has students learn lessons as homework via videos or other media, then do homework and problem-solving in class with teacher guidance. The document discusses benefits like extending access to resources and allowing various learning styles. It provides an example of flipping math courses and positive results. In conclusion, it encourages starting small and provides tips for implementing flipped learning.
This document discusses four instructional methods - centers, community circles, debates, and dramatic activities. It provides examples of how each method could be implemented in a classroom. Centers allow students to work independently or in small groups on assigned activities, like sorting pictures into digraph groups. Community circles help students get to know each other by answering "About Me" questions. Debates engage students in researching and discussing topics, such as school uniforms. Dramatic activities make lessons more interactive, for example by having first graders role play different community jobs. The document emphasizes that these methods help address different learning needs and styles.
This document discusses interactive and active teaching methods. It defines key terms like learning, active learning, and classroom assessment techniques. It discusses the advantages of active learning for both students and teachers. Examples of active learning techniques are presented, including large and small group discussions, active lecturing, and classroom assessment techniques like sample exam questions. Tips are provided for implementing active learning in the classroom.
This document provides guidance for graduate teaching assistants on teaching large groups. It discusses preparing and structuring effective lectures, using your voice well, handling nerves, and making lectures interactive. The aims are to be aware of lecture benefits, reflect on preparation and delivery style, and consider improvements. Tips include outlining themes, engaging students, using visuals and activities, and watching expert lecturers to develop skills for teaching large groups.
This document discusses effective classroom management strategies for 21st century classrooms. It outlines that teaching involves instruction, assessment, classroom management, and professional responsibility. Classroom management consists of addressing student challenges, teachers and students working together successfully, and teachers monitoring students confidently. The document then describes paradigm shifts in classroom management, including a shift from teacher-centered to learner-centered approaches, passive to active learning, isolation to collaboration, low to high expectations, and addressing student diversity. Finally, it recommends developing 21st century skills in students and provides examples of classroom management situations with suggestions for effective responses.
This document discusses Generation Y (Gen Y), born between 1981-1999. Gen Y is tech-savvy, easily bored, and open-minded. The document provides teaching strategies for Gen Y students, such as using PowerPoints, webquests, multimedia presentations, and social networks to engage them. It also suggests giving feedback without blame, developing honor codes to address academic dishonesty, including entertainment and games, customizing tasks, and encouraging purpose and passion to effectively teach Gen Y students.
Lesson Observation for Quality Control and Continuous Professional Developmen...eaquals
1) The document discusses using self-observation and filming one's own teaching as an alternative to traditional classroom observations for teacher development and training.
2) Some benefits mentioned include allowing teachers to choose which clips to share, facilitating action research, and providing empirical evidence for different levels of reflection.
3) Practical tips are provided for filming teaching successfully, including choosing a focus, writing lesson plans, using templates for structured reflection, and agreeing on action points and follow up.
The document discusses advanced teaching methods that can improve student learning and engagement. It begins by introducing the transition from traditional to more innovative computer-based presentations. It then outlines 16 innovative teaching methods like using educational videos, interactive learning activities, role playing, puzzles and games, and introducing lessons like stories. The goal of these methods is to motivate student participation and help them retain information more effectively. Advanced technology, spaced learning, real-world examples, and an open mindset can also enhance teaching. Overall, the document promotes collaborative and creative teaching approaches.
Here are some guidelines for using buzz groups effectively:
- Clearly explain the task or question for groups to discuss before breaking students into groups.
- Circulate among groups to supervise discussions, encouraging students and helping if they encounter difficulties.
- Manage the feedback session concisely once groups have discussed, such as having one group present fully then others add only new ideas.
- Assign slightly different but related tasks to each group to motivate them and give each a special responsibility in the discussion.
- Organize structured feedback so each group contributes ideas in an orderly way, such as allowing one point per group at a time.
The guidelines help students stay on task in their discussions and manage an orderly reporting of
Active Learning Strategies in EFL ClassesStella Grama
This document discusses active learning strategies that can be used in EFL (English as a Foreign Language) classes. It defines active learning as any instructional method that engages students in the learning process. Active learning is compared to passive learning, which focuses only on the cognitive aspect. The benefits of active learning include increased student involvement, interaction, and the development of various competences. Various active learning strategies are presented, such as group work, discussions, projects and games. Factors to consider when implementing these strategies include class size and content. The teacher's role shifts from presenter to facilitator. Active learning is said to lead to better student outcomes compared to passive learning.
The document summarizes the education systems and mathematics teaching strategies of Australia, Canada, Denmark, Taiwan, and discusses potential applications in the Philippines. The key points are:
1. It provides an overview of the education systems of each country, including curriculum goals focused on student development and engagement.
2. It examines PISA test results in mathematics, science, and reading for each country.
3. It outlines different teaching strategies used in each country, such as constructivism in Australia, repetition and games in Canada, differentiation in Denmark, and spontaneity/interaction in Taiwan.
4. It suggests the best approaches from each country, like constructivism and authentic learning, could be applied to
Can-do statements: how do teachers really work with them? eaquals
I agree with the concern that can-do statements can overgeneralize language skills. As one teacher noted, it's difficult to address
more nuanced skills like entering unprepared conversations or achieving
clear pronunciation through a single lesson. However, others saw value in
can-do statements as a roadmap or reflection tool. Different views
depending on how they're applied.
Hea workshop session 2 he project initial insightsPhilwood
1) The research aimed to enhance lecturer and student learning through lesson study collaboration among international post-graduate students, to improve student learning opportunities, and evaluate lesson study's impact on reflective practice.
2) Initial ideas focused on the difficulties international students face in early course months due to cultural and language differences, leading to a focus on understanding learning from the students' perspectives.
3) Lesson study cycles explored active learning approaches, developing student voice, and embedding emerging lessons around topics like curriculum studies and neuroscience.
Presentation in the UNC Charlotte Summer Institute 2009, “Rethinking the Large Lecture: Strategies for Engaging Students.” The session description is as follows:
This session will show the active learning techniques and technologies that can be used easily and effectively in large classes.
Spring into TEAMP: Flip your classroom upside down | Crystal KirchRenee Hoareau
Crystal Kirch is a Digital Learning Coach and flipped classroom expert who is passionate about helping teachers find the most effective uses of technology to transform teaching and learning. Crystal has trained teachers on flipped learning and technology integration since 2011, and published Flipping with Kirch: The Ups and Downs from Inside my Flipped Classroom in 2016. "The flipped classroom is a transformational pedagogical strategy that utilizes technology and teacher-created video instruction to free up classroom time for more differentiated support and a deeper learning experience for all students.
The document discusses the flipped classroom model of instruction. It begins by defining the flipped classroom as an approach where students learn new content from video lectures at home and do homework and projects in class with teacher guidance. It then discusses how the flipped classroom aligns with the educational philosophies of John Dewey and Maria Montessori by emphasizing active, student-centered learning. The document concludes that flipped classrooms are effective and are likely to remain popular based on improved test scores and student attitudes reported in surveys of teachers using this approach.
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.
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.
Presentation about the Flipped Classroom model as it applies to ELT. More readings here - http://teachers.schooloftefl.com/forum/topics/the-flipped-curriculum
PRESENTED TO: DR. SAMINAMALIK
PRESENTED BY: TAHIRARAFIQ
REG. NO. : 161-FSS/PHDEDU/F19
DEPARTMENT OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD
OBJECTIVES
• Students will able to understand that
• What is the flipped classroom?
• Traditional vs flipped classroom
• What the flipped classroom enables the teacher to do?
• What are the benefits of the students?
• How do we implement the flipped classroom with our students?
This document provides an overview of flipped learning, which involves students watching video lectures or completing other instructional content before class so that class time can be used for hands-on learning activities. It discusses the advantages for both educators and students, such as increased engagement and opportunities for collaboration. It also addresses common concerns about flipped learning, such as students not completing pre-class work or not having access to technology. Overall, the document aims to introduce readers to flipped learning and provide guidance on how to implement it in the classroom.
This document outlines Kris Simmons' approach to teaching. It will utilize design and delivery theories as well as behaviorism, cognitivism, and constructivism. The environment will be rich with nature and history to capture students. Cognitivism will encourage thinking and problem solving. Lessons will be interactive with visual aids and hands-on activities to engage students. Individual student needs will be met through remediation. Memory will be challenged through recaps. Creativity will also be encouraged for students to show what they have learned.
01 w k-simmons-stepping into the classroom.pptx.KrisSimmons6
This document outlines Kris Simmons' approach to teaching. It will utilize design and delivery theories like behaviorism, cognitivism, and constructivism. The classroom environment will be rich with nature to capture students. Cognitivism theory focuses on how the mind works and finding ways to encourage thinking and problem solving. Lessons will be interactive, hands-on, and use visual aids to engage students. Individual student needs will be met through remediation. Memory will be challenged through recaps. Creativity will be encouraged to help students retain information. Preparation is key to effective lesson delivery.
This document outlines an instructional skills workshop that provides teachers a safe environment to receive meaningful feedback on their teaching. The workshop spans 4 days and includes introducing participants, developing lesson plans, teaching sample mini-lessons while receiving written and verbal feedback, and discussing feedback techniques. Participants are taught to give descriptive, specific, behavior-focused, and improvement-oriented feedback with a caring intent to ultimately improve teaching and student learning.
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...DrAnsari MQ
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
This presentation discusses differentiated instruction and provides examples of how to implement it. Differentiated instruction is flexible teaching that responds to learner needs in content, process, product, and environment based on readiness, interests, and learning profile. Examples are given of tiered assignments, learning contracts, interest surveys, flexible grouping, and modifying content, process or product. The goal of differentiated instruction is to engage and challenge all students.
Feedback 2.0: Using Tech to improve feedbackInClassNow
This document discusses using technology to improve feedback for students. The author notes that traditional feedback methods were often too late and did not help students improve. The author now focuses feedback during formative assessments using technology like screencasting, pencasting, screensharing, and collaborative documents. This provides timely, specific feedback to help both students and teachers. Students learn expectations and how to improve, while teachers can adjust instruction. Integrating feedback guidelines and applying feedback steps has increased student improvement.
2 g and input situation meeting & workshop november 22nd 2016Mr Bounab Samir
Salam,
2G & The input Situation
( Meeting and workshop November 22nd 2016)
The meeting points:
1) the intial problem solving concept
2) The 4 learning Situations
3) The input situation ( 2nd learning situation)
4) The teaching frame works ( PPU - PDP - PIASP )
5) How to teach PPU?
6) How to teach PD read
7) How ot teach PDP listening
8)How to teach grammar?
9 How to applly PIASP ( to teach grammar and pronunciation items)
10 ) How to deal with TD session?
Special thanks to my audience for thei great collaboration and coordination , they were amazing as usual with their great contribution and workshops , specially this meeting where all showed great mastery how to deal with each framework whic enable them plan a leanrning sequence without facing great problems . Thank you all
By : Mr Samir Bounab ( teacher trainer at MONE)
The power point links:
By : Mr Samir Bounab
Flipping the Classroom Around the WorldArjana Blazic
The document discusses flipping the classroom. It begins with a quick survey that finds teachers lack time, students procrastinate and complete work last minute, and it is hard to gauge if students are truly learning from passive classroom behaviors. This leads to discussing flipping the classroom as a possible solution. It defines flipping as having students engage with content outside of class, freeing up class time for active learning activities. The document provides tips for how to flip a classroom, including creating or finding content, distributing it, and changing the classroom culture to focus on active learning in class. It discusses challenges but emphasizes finding what works best for each teacher and students.
This portfolio summarizes Pilar Escalona Requena's English teaching practicum at Pan American College in Viña del Mar, Chile in 2009, including reflections on her observation, team teaching, and solo teaching stages. It provides details on the school, classroom, students, activities, and her experience teaching English to a level 1 class during this final step of her teaching career.
This document is Pilar Escalona Requena's final practicum portfolio from her English pedagogy program in 2009. [1] It includes reflections on her observation and team teaching stages, examples of lesson plans and materials used, and evaluations from her teacher, herself, and peers. [2] During her observation stage, she felt welcomed by the students but saw issues with lack of authority and discipline in the school. [3] In her team teaching, she created challenging activities that the students were able to complete, showing that they had been underestimated and not pushed to their full potential previously.
This portfolio summarizes Pilar Escalona Requena's English teaching practicum at Pan American College in Viña del Mar, Chile in 2009, including reflections on her observation, team teaching, and solo teaching stages. It provides details on the school, classroom, students, activities, and her evaluations of teaching experiences and lessons learned.
Similar to Flip that classroom moving toward student centred learning 2014 (20)
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
2. Flip
That
Classroom
-
Nancy
Nelson
2
Winter
2014
• experience and debrief a flipped classroom
• review the history of the flipped classroom
• examine the definition of a flipped classroom
• brainstorm flipped techniques that will help students succeed
• review flipped classroom models
• consider ways of flipping your classroom
By the end of today you will ...
Image: Porter, Jim (2014). What Flipping the Classroom means to me Speekee blog ... http://blog.speekee.com/what-flipping-the-
classroom-means-to-me/
3. Flip
That
Classroom
-
Nancy
Nelson
3
Learning Check!
4 minutes
1. Fold a sonobe unit using one of the
coloured sheets from the table
2. Mark the flat square face with the most
valuable point you took away from the
assigned article about student-centred
learning and/or the flipped classroom
Winter
2014
4. Flip
That
Classroom
-
Nancy
Nelson
4
So what just happened?
Quality of the Product?
Did you do the homework?
• read the article?
• watch the video?
• make a sonobe?
• think the video was a
waste of your time?
Ease of learning?
• one view?
• multiple views?
• watch and try?
• multiple tries?
Winter
2014
6. Flip
That
Classroom
-
Nancy
Nelson
6
And now what happened?
Quality of the Product?
Effect of group work?
• finally make a sonobe?
• contribute ideas?
• solve a problem?
Ease of learning?
• one try?
• multiple tries?
• use technology?
Take aways?
• individual vs group?
• use of homework?
• process vs. product?
Winter
2014
7. The Flipped Classroom
Flip
That
Classroom
-
Nancy
Nelson
7
Aaron Sams & Jonathan Bergmann
“Students need their teachers present to
answer questions or to provide help if they
get stuck on an assignment; they don’t need
their teachers present to listen to a lecture
or review content.”
Salman Khan – Khan Academy
free world class education to anyone,
anywhere
Eric Mazur
envisions a shift from “teaching” to “helping
students learn.”
Winter
2014
Madeline Hunter
personalizing
education
8. Flip
That
Classroom
-
Nancy
Nelson
8
What is a flipped classroom?
Image: Center for Teaching and Learning, University of Texas at Austin ... http://ctl.utexas.edu/ctl/node/425
Video: Schell, Judy (2013). What is a Flipped Classroom? Turn to your Neighbor blog ... http://blog.peerinstruction.net/2013/04/22/what-
is-a-flipped-classroom-in-60-seconds/
Winter
2014
9. Definition …
“Ultimately, flipped learning is not about flipping the “when and
where” instruction is delivered; it’s about flipping the attention
away from the teacher and toward the learner.”
Flip
That
Classroom
-
Nancy
Nelson
9
Sams, Aaron & Bennett, Brian, “The truth about flipped
learning”, eSchool News, May 31, 2012
http://www.eschoolnews.com/2012/05/31/the-truth-about-
flipped-learning/ , Accessed June 18, 2012
Winter
2014
11. Flip
That
Classroom
-
Nancy
Nelson
11
5 minutes
Each group has a task on the back of
their table’s RESERVED card:
• read the scenario
• propose flipped class techniques that
could help improve the student’s chance
of success
• 1 minute presentation to the group
• briefly describe the scenario
• present flipped ideas for improving
Today’s Challenge!
Winter
2014
15. Flip
That
Classroom
-
Nancy
Nelson
15
Implementing the Flip …
Prepare
Apply
Confirm
first exposure to content
OUTSIDE of class
interactive application of
concepts IN class
review and confirm new
knowledge/skills
OUTSIDE class
PAC Model
Winter
2014
20. 5 Mistakes to Avoid ...
1. Keep your videos short
2. Don’t assume all students have the Internet at home
3. Don’t lecture if students don’t watch your videos
4. Hold each student individually accountable for work
5. Teach students HOW to watch your videos
Winter
2014
Flip
That
Classroom
-
Nancy
Nelson
20
Bergmann, Jon (2014). 5 Mistakes to Avoid When Flipping Your Class EdTechReview blog ... http://edtechreview.in/trends-
insights/insights/985-5-mistakes-to-avoid-when-flipping-your-class
21. Dynamic Learning Environment
Focus on your
Learners by
Involving them in the
Process
Winter
2014
Flip
That
Classroom
-
Nancy
Nelson
21
Honeycutt, Barbi & Garrett Jennifer (2014). Expanding the Definition of a Flipped Learning Environment Faculty Focus blog ...
http://www.facultyfocus.com/articles/instructional-design/expanding-definition-flipped-learning-environment/
22. Make it your own …
Flip
That
Classroom
-
Nancy
Nelson
22
Regroup with ‘discipline’ people:
• select a topic/class/unit
• use the die to help use the key points
about flipped classes
• plan a flipped class
• share plan with the group (time
permitting)
Winter
2014
23. If you only take away one thing …
“Ultimately, flipped learning is not about flipping the “when and
where” instruction is delivered; it’s about flipping the attention
away from the teacher and
toward the learner.”
Flip
That
Classroom
-
Nancy
Nelson
23
Winter
2014
Note the three most valuable points raised by the video/article with respect to student-centred learning and/or the flipped classroom
Activity debrief ...
Product
quality of what they made
it the product itself what’s important here?
Homework
did you do it?
did you watch the video ... the whole thing?
did you actually make a sonobe?
did you think ... why did she assign this ... this has absolutely nothing to do with me and this class?
How easy was it to learn from the video?
could you do it after one viewing?
did you need multiple views?
did you watch and try?
did you take multiple tries to get one made?
Takeaway ... if I had wanted you to actually make one, I should have specified exactly what I expected in the e-mail you each received
Activity Debrief
did anyone get a cube?
effect of group work ...
did some of you finally get a sonobe made?
did you learn from your classmates?
did someone show you how to do it?
did someone take control?
Ease of learning?
did you get it on the first try?
did it take multiple tries?
did anyone pull out their phone and find a resource to help do the task?
Takeaways ...
benefits of individual work combined with group work
use of homework that is very clearly defined
the whole matter of process vs. product
Some of the folks credited with pioneering the flipped classroom
Bergmann & Sams – high school chemistry teachers in Colorado … realized that they could share resources and improve learning … wrote ISTE book on techniques … conference speakers
Sal Khan – engineer, mathematician - Khan Academy … created learning modules for his nephew … often thought of as flagship of flipped learning because it has been popularized by media (TED talk and support from Bill Gates Foundation … thousands of 6-10 minute modules plus now a learning environment as well
Eric Mazur – Harvard Physics prof … many years of research into this area … reknown conference speaker as well
from Grant Wiggins blog – Lectures 2 – Monday Feb 10/14 ... “hile Eric Mazur has become justly famous for his outstanding work in Peer Instruction where clickers play a vital role, the idea is an old one. Long before wireless handheld technology, Madeleine Hunter and others were encouraging teachers to have learners use a “thumbs up/thumbs down” formative assessment along with other such low-tech devices.
Indeed, Bligh noted the explosion in such techniques in higher education over 40 years ago:
Taplin (1969) supplied US Air Force trainees with two-and-a-half-inch cubes with different colored faces so that answers to multiple choice questions could be shown privately… Sun (1969) has used colored cards for the same purpose with medical students. Harder, Wayne, and Donald (1968) devised an ‘audience response card’ with five colors covered by paper flaps which could be shown in 14 combinations”
image and video from University of Texas at Austin
lots of definitions many of which talk exclusively that the transfer of information takes place outside of class (usually via video, podcast or textbook reading) and the in-class time becomes active learning, sometimes collaboratively, sometimes with different students at different paces, BUT I think that this definition is much more to the point of what flipped learning is all about
This is what our class distribution is supposed to be …
This is what it actually is …
Flipping allows me to tap into the top students to help improve the struggling students by making the thinking visible … why did you solve that problem that way, why is that the right answer …
Enrique is struggling in school, specifically in his math course. Every day the teacher stands in front of the class and teaches to the course outline. She uses the latest technology including an interactive whiteboard that is supposed to engage all students and get them excited about learning. Enrique’s problem is that the teacher talks too fast for him, and he can’t take notes quickly enough. When he does get all the notes from class onto paper, he does not understand what they mean. When he goes home to complete his homework, he continues to struggle because what he wrote down in class during the lecture doesn’t seem to match with what he is supposed to do on his assignment. Thus, Enrique, a hard-working student, has few options: he can go to class early and ask the teacher for help, he can call a friend with the hope that the friend understood what she said, he can copy homework from a friend, or simply give up.
Janice is active in sports. She is a conscientious student who always wants to do her best. Unfortunately, she has a difficult science class on Friday afternoon. She must often leave school at noon on Friday to travel to games and matches, and she misses a lot of classes. She tries to keep up with the class, but she just can’t because she misses so much of it. She sometimes comes in and meets with her teacher before school, but he is often too busy to individually teach her everything she missed.
Ashley has spent the better part of her life learning how to “play school.” She is 10 years into mastering the art of meeting her teachers’ requirements by making sure that she meets every detail of a grading rubric. She never actually absorbs the key concepts. She consistently earns As and Bs in her classes – not because she has demonstrated understanding, but because she has met the requirements in the rubric. Those grades do not accurately reflect what she has actually learned.
Two main schools of thought ... first I call the PAC model and is similar in format to what was described in the video ...
PREPARE = student get their first exposure to the content OUTSIDE of class
APPLY – an interactive application of concept IN class
CONFIRM/REVIEW – confirm skills/knowledge OUTSIDE class
Second Model ... I call the EEA model and is a bit different ...
EXPLORE - student get their first exposure to the content IN class
EXPLAIN – introduction of definitions, equations, structured knowledge
APPLY – interactive application of concepts IN class
May be more appropriate format for those who are doing hybrid courses this year for the first time
Sample of my planning sheets for and PAC type flipped class ...
details
things I need to do before class
PREPARE Phase ... resources that students are to access before class (include URLs, citations, etc.)
APPLY Phase ... list of activities and approximate times + whether to be done as a class, individually, or in a group
CONFIRM Phase ... activities that students will take away to review/practice ... introduced at the end of class
have students regroup according to discipline ... colour codes match the table markers
using class prep handout, choose a topic and start planning a flipped class
one thing to take away from this session … move attention away from teach and toward learner!
invite participants to visit my blog for links to today’s slides and wiki for resources, research and general info that may be useful in their teaching.