Flipped classroom
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This document discusses the flipped classroom model of instruction. In a flipped classroom, students complete readings and watch videos as homework, then spend class time having discussions and doing activities with the teacher to deepen their understanding of concepts. The document outlines advantages like allowing more in-depth class discussions and individualized help, as well as potential disadvantages like ensuring students complete homework. It also addresses technology needs, funding options, different flipped classroom models, student and teacher perspectives on transitioning, and considerations for implementing flipped classrooms across different school contexts.
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A flipped classroom is one where students learn content at home through videos or readings and use class time for discussions and activities. This allows students to work at their own pace and get help from teachers and peers. Some benefits are that it accommodates different learning styles and allows students to learn more deeply. However, it requires more work from teachers in preparing materials and relies on students completing work at home. The document also discusses ways to implement flipped classrooms and considerations around student and teacher preparation and access to technology resources.
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PRESENTED TO: DR. SAMINAMALIK
PRESENTED BY: TAHIRARAFIQ
REG. NO. : 161-FSS/PHDEDU/F19
DEPARTMENT OF EDUCATION
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• What are the benefits of the students?
• How do we implement the flipped classroom with our students?
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Flipped Classroom - Presented By Tahira Rafiq
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?
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The document discusses flipped learning, which involves students learning new material outside of class such as through online videos, and using class time for activities that allow students to apply and deepen their understanding of the content with teacher guidance. This approach aims to address issues with large class sizes and student disengagement by providing individualized attention in class. Benefits include promoting active and self-directed learning, collaboration, and maximizing the use of class time for higher-order thinking. The document outlines various elements of the flipped classroom approach including its theoretical foundations and benefits.
Flipped classroom debate presentation 7.9.14
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.
2015 ICTENSW Conference
This document provides an overview of a presentation on personalised learning through technology given by Noelene Callaghan. The presentation discusses key aspects of personalised learning such as it being student-centered and catering to individual needs. It also compares personalised learning to differentiation and outlines benefits for educators and students. Examples are given of how Rooty Hill High School implements personalised learning through strategies like individual learning plans and learning centers. The document concludes by outlining approaches and tools that can be used to create personalised learning activities.
Flipped classroom blog version final
Top Opportunities for Flipped Classroom Platform Innovation
Flipping the classroom is a fast-growing trend in education. At Useagility, we believe that the best digital product strategy starts with uncovering unmet user needs and gathering insights that drive innovation.
We recently conducted an independent study to better understand how educators are using technology to flip their classrooms and to explore gaps and unmet needs. Research shows clear opportunities for eLearning companies seeking to improve their platforms and grow business through improved support of flipped learning.
1. Most are not using a single platform, which makes it harder. Teachers are darn resourceful. On average instructors are using at least three separate (often free) tools to create flipped lesson assignments and to deliver them for students to use. It’s not seamless and not integrated with other systems.
2. Lack of feedback loop to inform instructors. One of the biggest gaps for instructors is not knowing which students actually watched the lessons. Instructors want more insight into what students do or don’t understand before they come to class.
3. Student-side experience can be difficult. In most cases, there isn’t a centralized place for students to find lessons and homework for different classes. This creates a burden for parents and lowers student completion. In addition, video lessons are usually accompanied by a note worksheet or sample problems. Student need multiple technologies - which are not currently integrated - to complete the work.
This presentation includes the full research findings and product design recommendations.
Flipping Fun: The Basics of a Flipped Classroom
The document discusses the flipped classroom model of instruction compared to the traditional lecture model. In a flipped classroom, lectures take place outside of class through video or other means while class time is used for projects, exercises, and discussions with the teacher present as a coach. This allows for individualized attention to students and more active learning. Potential downsides include the increased preparation time for teachers and students adjusting to being responsible for their own learning outside of class. Upsides include tailored instruction, assessment of real-time understanding, and students taking ownership of their learning.
Diff learn
The document discusses differentiating instruction to meet the varied needs of students by modifying content, process, and product based on learning styles, interests, and ability levels. It provides examples of differentiation strategies like scaffolding, tiered lessons, interest centers and formative assessment to engage all students. The goal of differentiation is to ensure all students have access to the curriculum by providing what each student needs to succeed.
ICT @ PS 10 - How Do I Get My Child In That Class
"How Do I Get My Child In That Class"
ICT @ PS 10 Brooklyn 5/11/12 Presentation as part of the 2011-2012 S3TAIR Grant
Flipping the-classroom
This document discusses flipping the classroom model of education. It defines flipping the classroom as moving direct instruction from group to individual learning spaces so that class time can be used for dynamic, interactive learning guided by the teacher. The document outlines reasons for flipping a classroom, including allowing students to learn at their own pace and increasing interaction. It provides a 6-step process for implementing flipping: plan the lesson, record an instructional video, share the video with students, change how class time is used, separate students into groups, and have groups share their work. The goal is to use class time for active, collaborative learning activities.
Iste1in32016 poth
(1) The document discusses how flipped classrooms can change learning spaces and roles by having students complete work outside of class and engage in more interactive learning and peer teaching during class.
(2) It describes experiments where students took on asynchronous learning at their own pace and became leaders by designing their own lessons to teach peers using tools like Nearpod.
(3) The results showed that students were highly engaged when leading their own learning, designing interactive lessons and projects for peers, and taking on new roles as advocates, leaders and creators both in and outside the classroom.
Active learning for the adult classroom dg naeyc
This document summarizes Donna Greene's presentation on using a flipped classroom model to enhance critical thinking skills in adult learners. Greene discusses challenges with traditional lecture-based teaching not developing critical thinking. She explored adult learning theory showing adults learn best through self-directed, hands-on experiences. Greene implemented a flipped classroom where students reviewed course content at home and spent class time applying knowledge through activities and discussions. She collaborated with the librarian Stella Baker to create online research guides helping students develop skills to independently find and evaluate scholarly sources. Greene believes this flipped model aligns better with how adults learn compared to traditional lecture-based teaching.
Four Blocks Literacy for Students with Complex Communication Needs
The document describes the implementation of the Four Blocks literacy program at Willans Hill School, which educates students with intellectual and physical disabilities. Previously, the school lacked a consistent literacy curriculum and students with complex communication needs were not fully included. The Four Blocks program was introduced to provide all students with opportunities to develop communication skills across reading, writing, and language arts. Teachers received training, support staff roles were expanded, and resources were implemented to ensure all students could participate in the Four Blocks blocks of Guided Reading, Self-Selected Reading, Writing, and Working with Words. This led to positive changes including increased engagement, quicker response times from students, and a focus on valuing every student's contributions.
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educational technology and communication in education
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Carl Condliffe Future Learning Environments - Flipped Learning
Carl Condliffe Future Learning Environments - Flipped Learning
Four Blocks Literacy for Students with Complex Communication Needs
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Flipped classroom
- 2. WHAT IS A FLIPPED CLASSROOM? • Students come prepared to class to work interactively with the content. • Reading/video are done at home. • Discussions and activities are done during the class period. • Here is a video of how one teacher implemented this technique in his classroom • High School Flipped Classroom
- 3. WHAT GRADES? • Flipped classrooms can be used with any age • Mostly done at High School and College level
- 4. ADVANTAGES • Work is completed at home so students can spend the class period working in depth with the material. • Students who were confused can get clarification from classmates and teacher. • Works well with multiple learning modalities • Students are able to learn at a deeper level.
- 5. DISADVANTAGES • Is work completed before the class period? • Teacher does more work outside of class time. • Do students have the time to complete their workload at home?
- 6. TECHNOLOGY • What will students need access to? • Can students access resources needed at home to complete assignments? • Schools in the area that are making this option possible for students • Chagrin Falls • Parma • Cleveland Heights-University Heights
- 7. FUNDING • Funding can be done to help raise money to help students access what is needed • Fundraisers selling products • Movie night at the school • Grants
- 8. DIFFERENT WAYS OF FLIPPING A CLASSROOM 1. The Standard Inverted Classroom 2. Discussion-Oriented Flipped Classroom 3. Demonstration-Focused Flipped Classroom 4. The Faux-Flipped Classroom 5. The Group-Based Flipped Classroom 6. The Virtual Flipped Classroom 7. Flipping The Teacher PANOPTO 2014
- 9. STUDENT RESPONSE • All students interviewed preferred a flipped classroom • More individualized • More control • Student Video Response
- 10. MAKING THE TRANSITION-TEACHER • Require more work • Making sure work is done outside of the classroom • Gives students time to adjust
- 11. MAKING THE TRANSITION- STUDENTS • Responsibility • Getting work completed • Moving from lecture-based to discussion-based classes
- 12. CAN THIS BE DONE IN ALL SCHOOLS? • Resources • Responsibility level of students and parents • Time
- 13. CONNECTIONS TO CLASS • Race, Wealth, and Equality • Wealthy inequalities • Charlise Lyles • Wanted to learn • Financial situation at home and school
- 14. REFERENCES • Baepler, Paul, Walker, J.D., Driessen, Michelle.(2014) “Its not about seat time: Blending, flipping, and effiencey in active learning Classrooms. • Esrati, David. (2008, October, 11). Laptops for Students: Cleveland Heights- Universtiy Heights gets it right. • Lyles, Charlise. (1994). Do I Dare Distrub the Universe? From the Projects to Prep School. • Mok, Ngee Heng.( 2014) “Teaching tip: The Flipped Classroom. • Oliver & Shapiro. Retrieved from Blackboard • Roehl, Amy, Reddy, Linga Shweta, Shannon, Jett Gayla.(2013). “The Flipped Classroom: An Opportunity to Engage Millennial Students through Active Learning Strategies. • Roshan, Stacey.( 2012, May 25). The Flipped Classroom: Students Talk. Retrieved from http://thedailyriff.com • 7 Unique Flipped Classroom Models: Which is Right for You? Retrieved from http://panopto.com • (2014, August 25,) Parma schools giving all students iPads, MacBooks. Retrieved from http://cleveland.icito.com • Sams, Arron,. ( 2010, December 6,)The Flipped Classroom. Retrieved from http://youtu.be/2H4RkudFzlc • Stein, Troy. ( 2011, Octover 13,) Flipped High School—The Students’ Perspective. Retrieved from http://youtu.be/5BTRk7yMmdA