Flipped classroom
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The flipped classroom model reverses traditional classroom activities by having students watch short video lectures at home and complete homework exercises in class with teacher guidance. This allows class time to focus on hands-on activities, projects, discussions and addressing questions. Flipped learning gives teachers more opportunities to identify student misunderstandings and encourages collaboration between peers to support different skill levels.
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This document discusses strategies for effective lesson observation and continuous professional development. It suggests starting with softer observation approaches like using online video examples for self-reflection. Peer observation and mentorship programs are recommended where teachers observe each other and provide feedback. Video recording lessons allows for deeper self-reflection and more authentic peer observations without disrupting class flow. The goal is to help teachers see observation as beneficial for improving teaching quality and student learning outcomes.
educational technology and communication in education
The document discusses the flipped classroom model of education. In a flipped classroom, students learn new content at home by watching video lectures. Class time is used for applying concepts, group work, discussions, and personalized guidance from the teacher. This reverses the traditional model where content is presented in class and homework is individual practice. The document outlines various flipped classroom models and discusses benefits like flexible learning and increased teacher-student interaction time.
The flipped classroom
The Flipped /learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space , and the resulting group space is transformed into dynamic, interactive learning environment where the educator guides students
Carl Condliffe Future Learning Environments - Flipped Learning
Slides from my presentation on the concept of flipped learning as a speaker at Future Learning Environments Conference 30/07/2014
How Flipping your Classroom Can Improve Instruction
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
Strategies for effective lesson planning flipped classroom
The document provides guidance on lesson planning for a flipped classroom. It defines a flipped classroom as one where typical lecture and homework elements are reversed - students watch video lectures at home and class time is used for exercises, projects, or discussion. The key steps in planning are: 1) Identifying learning objectives for videos and in-class activities using Bloom's Taxonomy; 2) Outlining the lesson plan using the STEPP method; 3) Developing video lectures that engage students; 4) Planning in-class activities to check understanding; and 5) Creating a timeline and being flexible. Reflection after teaching is also recommended.
Carl condliffe flipped learning conf.
Slides from my presentation on flipped learning at the Future Learning Environments Conference, 30/07/2014
Flip workshop
The workshop introduced the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It emphasizes having students complete preparatory work before class individually to learn basic concepts. Then, class time focuses on higher-level learning through engaging activities that apply the concepts. Tips included establishing FLIP from the start, ensuring pre-work has an action component, and "chunking" lessons with varied activities every 10 minutes to maintain engagement. Examples demonstrated how to FLIP through games, videos, discussions, and summarizing activities.
Flip it presentation
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.
Flipping the classroom
The document outlines an agenda for a workshop on flipping the classroom.
The first part of the workshop from 2-4:30pm will include a discussion of what flipping the classroom means and implies for lesson planning. The second part from 4:55-7pm will include groups sharing examples of micro-flipped lessons from 5-6pm and updating e-blogs from 6-7pm.
The workshop agenda also includes groups designing a flipped lesson plan template, presenting and discussing their template with another group, and planning the before-and in-class parts of a flipped lesson using the agreed-upon template.
Marinating Minds: Getting Started before We Get Started
Learning, like cooking, happens in stages, yet limited class time often prevents us from reaching the latter learning levels, where deep thinking begins. However, by using a combination of technology and pre-class assignments, students can soak up course content before they walk in the door. We will design our own pre-, peri-, and post-class activities as well as examine classes where technology and pre-class assignments have already been used to foster deep learning.
During this session, participants will:
1. Explore hierarchies of thinking and discuss which levels of thinking are most appropriate before class, during class, and after class.
2. Take one of their own most difficult course topics and design pre-class, class, and post-class activities for this topic to leverage classroom resources and foster a deeper learning experience.
3. Identify learning tools for implementing these pre-, peri-, and post-class activities.
Powerful transitions
The document discusses strategies for making classroom transitions more effective and minimizing wasted time. It recommends establishing a common language for transitions, equipping teachers with new strategies, and engaging in collaborative planning. Specific strategies presented include using preferred activity time during transitions to keep students quiet and orderly, adding academic content like brain breaks or math facts to transitions, and using secret student to choose the next activity. The goal is to maximize instruction time by improving the efficiency of transitions between classroom activities.
Flipping the Classroom - Activating didactical approach and the Flipped Class...
During a MEDEAnet webinar on 21 March 2013, Olaf de Groot (Stichting Kennisnet, the Netherlands) introduced the Flipped Classroom model and the didactical approach needed for it.
This webinar was part of the MEDEAnet webinar series, sharing good practices on producing and using educational media. View the recording on www.medeanet.eu/webinars.
The digital divide presentation
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
Spring into TEAMP: Flip your classroom upside down | Crystal Kirch
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.
"Flip it" presentation
A presentation on Flipped Learning which discusses the concept and provides some strategies, methods, tools and links.
Flip workshop
The document describes a workshop on the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It discusses having students complete pre-work activities before class individually to learn basic concepts. Then class time is spent on higher-level learning through engaging activities that apply the concepts. The tips provided recommend establishing a FLIP classroom from the start of the semester so students are engaged. Pre-work should include an action component like writing or identifying concepts. Class periods should include chunking lectures with activities every 10-12 minutes to maintain attention. The workshop modeled FLIP techniques like a pre-class quiz and games to reinforce learning.
Similar to Flipped classroom (20)
Lesson Observation for Quality Control and Continuous Professional Developmen...
Lesson Observation for Quality Control and Continuous Professional Developmen...
educational technology and communication in education
educational technology and communication in education
Carl Condliffe Future Learning Environments - Flipped Learning
Carl Condliffe Future Learning Environments - Flipped Learning
How Flipping your Classroom Can Improve Instruction
How Flipping your Classroom Can Improve Instruction
Strategies for effective lesson planning flipped classroom
Strategies for effective lesson planning flipped classroom
Marinating Minds: Getting Started before We Get Started
Marinating Minds: Getting Started before We Get Started
Flipping the Classroom - Activating didactical approach and the Flipped Class...
Flipping the Classroom - Activating didactical approach and the Flipped Class...
Spring into TEAMP: Flip your classroom upside down | Crystal Kirch
Spring into TEAMP: Flip your classroom upside down | Crystal Kirch
Flipped classroom
- 2. What is flipped classroom?
- 6. Traditional Activity Time Warm-up Activity 5 min Go over previous night’s homework 20 min Lecture new content 30-45 min Guided and independent practice and/or lab activity 20-23 min Flipped Activity Time Warm-up Activity 5 min Q&A time on video 10 min Guided and independent practice and/or lab activity 75 min Comparison
- 7. What is flipped classroom? 0The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.
- 8. How to do it? 0Almost any class structure that provides prerecorded lectures followed by in-class exercises. In one common model, students might view multiple lectures of five to seven minutes each. 0Online quizzes or activities can be interspersed to test what students have learned. Immediate quiz feedback and the ability to rerun lecture segments may help clarify points of confusion.
- 9. Why is it significant? 0Devoting class time to application of concepts might give instructors a better opportunity to detect errors in thinking, particularly those that are widespread in a class. At the same time, collaborative projects can encourage social interaction among students, making it easier for them to learn from one another and for those of varying skill levels to support their peers.
- 11. Flip