The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Department of Nursing Science: Writing Week January 2022debbieholley1
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Department of Nursing Science: Writing Week January 2022debbieholley1
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
The 8 Step Guide to the Flipped ClassroomLorna Keane
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
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,
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.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Flipped Learning Design for VET Webinar Presentation SlidesVanguard Visions
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
Behind the Flipped Classroom: Practical Tips on How to Produce Engaging Videowhipplehill
In this session, WhippleHill's Peter Baron shared a series of tips on how to produce engaging video for the flipped classroom. Learn about a range of production styles — from slide narration to on-camera presentations to screen sharing. Walk away with concrete examples of how you can start producing flipped video today!
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,
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.
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
The Flipped Classroom: Getting StartedPeter Pappas
I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.
While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.
In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Flipped Learning Design for VET Webinar Presentation SlidesVanguard Visions
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
Behind the Flipped Classroom: Practical Tips on How to Produce Engaging Videowhipplehill
In this session, WhippleHill's Peter Baron shared a series of tips on how to produce engaging video for the flipped classroom. Learn about a range of production styles — from slide narration to on-camera presentations to screen sharing. Walk away with concrete examples of how you can start producing flipped video today!
Using technology to support the flipped classroomAbelardo Pardo
Learning experiences are increasingly relying in technology. At the same time, active learning, in which students participate in activities in the classroom has been shown to increase learning gains. Flipped classrooms refer to the paradigm in which certain activities are scheduled for the students before the classroom so that the face to face time is devoted to more active ones. In this talk we will review how technology can be used to support this paradigm and the challenges and issues that need to be addressed.
A Teacher's Practical Guide to the Flipped ClassroomJuste Semetaite
Educators have a lot on their hands.
We know that preparing for classes, lecturing, and grading are just the crumbs of the real load you need to carry. Plus, all the insanity surrounding the flipped classroom model that you are suddenly expected to know inside and out.
Wouldn’t it be nice to have one, comprehensive reference guide to grasp it all?
This free guide will help you master the best practices of the flipped classroom.
SO WHAT’S IN THE GUIDE?
- To flip or not to flip? An honest overview of benefits & risks
- Leading industry experts’ insights into the role of video in education
- A real-life case study of a flipped classroom
- The ultimate checklist of things to consider before flipping
- 12 Practical EdTech tools to make your life easier
- Time-saving tips on writing lesson plans for the flipped classroom
p.s. don’t worry, it’s easy with vzaar
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/
Presentation slides for virtual presentations about the flipped classroom-the full picture http://usergeneratededucation.wordpress.com/2013/01/28/the-flipped-classroom-the-full-picture-presentation-materials/
How to Make Awesome SlideShares: Tips & TricksSlideShare
Turbocharge your online presence with SlideShare. We provide the best tips and tricks for succeeding on SlideShare. Get ideas for what to upload, tips for designing your deck and more.
Standard B: Delivers Effective InstructionDiane Silveira
This document includes a lesson plan that I recorded while I taught and a self-evaluation of my delivery. There are also student work samples showing growth and a reflective essay on those samples.
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.
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
OSPI Conclusion Lessons for Persuasive Essays
for classroom use; for download see:
from Office of Superintendent of Public Instruction
Essay Modules for Classroom Use download from:
http://www.k12.wa.us/assessment/WASL/writing/writingmodules.aspx
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Delivering Micro-Credentials in Technical and Vocational Education and TrainingAG2 Design
Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
For more detailed information on delivering micro-credentials in TVET, visit this https://tvettrainer.com/delivering-micro-credentials-in-tvet/
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
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
Group Presentation 2 Economics.Ariana Buscigliopptx
Flipped Classroom - 2015 Council of International Schools Regional Conference
1. Flipped Classroom
Leveraging technology to personalise learning
Shane Mason
Deputy Principal
Cleveland District State High School
@shanemason
shane.mason@eq.edu.au
6. Teaching new concepts in my traditional classroom
“Lecture style” lessons to front load students
with required knowledge and process.
Students would then practice this in the class
with what ever class time was left, with an
expectation that their learning would continue
at home where they would do more exercises to
help reinforce the concepts.
7. Explicit teaching of new concepts
I do it The teacher models the proper way to understand and perform
the steps in the new concept being taught.
We do it
The teacher gives an example question/problem for the students
to complete to demonstrate their understanding of the new
concept being taught.
You do it
Students complete independent practice of the new concept.
Scaffolded further exploration of more complex thinking around
the new concept.
8. Susie needs to clean the guttering on her roof. She
places her ladder 1.2m back from the edge of the
guttering that is 3m above the ground. How long will
Susie’s ladder need to be (correct to 2 decimal places)?
Find the length of the hypotenuse.
InclassAthome
9. A flipped classroom is where students do for
homework what they would traditionally do in
the classroom, and they do in the classroom
what they would traditionally do at home.
10. Teaching new concepts in my flipped classroom
Students watch pre-recorded “lecture style” for
homework BEFORE the lesson.
This allows students to come into class already
front loaded with the required knowledge and
processes.
Classroom time is then used to work on the
exercises that allows students to gain a
deeper understanding of the new concepts.
11. Explicit teaching of new concepts
I do it The teacher models the proper way to understand and perform
the steps in the new concept being taught.
We do it
The teacher gives an example question/problem for the students
to complete to demonstrate their understanding of the new
concept being taught.
You do it
Students complete independent practice of the new concept.
Scaffolded further exploration of more complex thinking around
the new concept.
12. Explicit teaching of new concepts
flipped
I do it
The teacher models the proper way to understand and perform
the steps in the new concept being taught.
“Pens down and eyes up here please”
We do it
The teacher gives an example question/problem for the students
to complete to demonstrate their understanding of the new
concept being taught.
You do it
Students complete independent practice of the new concept.
Scaffolded further exploration of more complex thinking around
the new concept.
14. students like it
“This is better than doing homework”
“Will this be a lecture”
“I can pause you without disrupting the class”
“Can we do this in our other subjects?”
“The recorded lectures help me revise”
My experience with
a flipped classroom
15. “Mum watches the lectures with me”
100% positive feedback from
all parent contact.
My experience with
a flipped classroom
students like it
parents like it
17. students like it
parents like it
homework is
meaningful
better use of
class time
My experience with
a flipped classroom
18. Recording or finding lectures and getting students to
watch them at home is not innovation.
http://www.behance.net/gallery/lego-branding/3219869
Innovation is how we utilise the class time gained by
students watching lectures at home.
ExtendingandRefiningKnowledge
19. students like it
parents like it
homework is
meaningful
better use of
class time
differentiates
learning
My experience with
a flipped classroom
21. students like it
parents like it
homework is
meaningful
better use of
class time
differentiates
learning
My experience with
a flipped classroom
improved
results
27. Office Mixwww.mix.office.com
Create
Work in PowerPoint
Record video, audio or
screen annotations
Measure
Analytics for every slide
and every user
Discussion board for
feedback
Engage
Add quizzes, polls
and interactive elements
Share easily with your
Students
watch on any device
31. Teacher’s first recorded lesson
Very well done
Covered a lot of content
20mins long
Took hours to create
9 students watched it
32. Teacher’s second recorded lesson
A couple of minor hiccups
9mins long
Took 30mins to create
24 students watched it
33. “It still feels a bit strange not standing out the front
class teaching them the content.”
“My students found their voices”
“They are more engaged”
“They ask ‘real’ questions at the start of the lesson”
“They want me to do it again this term”
34. How do you make flipped
learning a reality at your school?
A Student
My traditional classroom: While I was lecturing, this student was getting bored. He/she understood the material in a short amount of time and sat through the rest of the lecture while I was either answering other student’s questions or giving more examples to ensure other students understood the material.
My flipped classroom: The student watches the lecture for homework like the rest of the class. The student uses class time to demonstrate his understanding and then has the time to be extended. He/she no longer needs to slowed down by the rest of the class.
The struggling student
My traditional classroom: Often this student would comment that I was moving too fast or they found it difficult to take notes and pay attention to what I was saying. Sometimes the struggling student complains that they haven’t finished writing down the material on the board before I am ready to move on. This student would usually struggle with homework as they required the teachers assistance in completing the exercises that were set.
My flipped classroom: The student watches the lecture for homework with the ability the pause, rewind and re-watch as many times as they like. This allows them to follow the lecture at their pace. One student commented that she like the fact that she could “press pause when ever she liked and not slow done the rest of the class”. When the student arrives in class we can work on ensuring they understood the lecture and continue with the exercises that allows them to gain a deeper understanding. The real advantage for this student is the time the student gets in class to complete the exercises with the teachers assistance.
The absent student
My traditional classroom: Students are often absent from class. This could be due to illness or extra curricular activities. In the past I have found that students with heavy sporting commitments often miss classes due to training or sporting events. These students find it difficult to catch up on missed work when they have missed the classroom lecture.
My flipped classroom: Now students who miss classes can still keep up with the work by watching the online lectures. This also works for students who wish to go back and review previous lectures, something they aren’t able to do in the traditional classroom.