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,
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
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 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.
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,
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
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 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.
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
Current calls for educational improvement highlight continuing attention about the understanding of current curricula to provide
aspiring teachers with skills for achievement. Whereas a wide
range of recommended answers tries to discuss apparent deficiencies in current educational models, a growing body of
the literature consistently guides to the need to rethink the traditional in-class, lecture-based course model.
In a flipped classroom, the content is provided to students to learn
on their own, and devoting the class time to engaging students in student-centered learning activities, like team-based learning and inquiry-oriented strategies.
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
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
Current calls for educational improvement highlight continuing attention about the understanding of current curricula to provide
aspiring teachers with skills for achievement. Whereas a wide
range of recommended answers tries to discuss apparent deficiencies in current educational models, a growing body of
the literature consistently guides to the need to rethink the traditional in-class, lecture-based course model.
In a flipped classroom, the content is provided to students to learn
on their own, and devoting the class time to engaging students in student-centered learning activities, like team-based learning and inquiry-oriented strategies.
1. بِسْمِ اللهِ الرَّحْمٰنِ الرَّحِيْمِ
2. Active learning
What is active learning?
Learning:
Learning is the process of acquiring new understanding, knowledge, behaviors, skills, values, attitudes, and preferences
Active learning:
approach to instruction that involves actively engaging students with course material.
discussions, problem solving, case studies, role plays and other methods.
This is a student center aproach in which the responsibility for learning is placed upon the student.
3. With the goal of teaching mindful learners who actively pursue knowledge, teachers become more actively engaged in how they teach the curriculum and how they develop each student's learning potential. They mix and match a variety of ... tactics to ensure that students not only learn more, better, and faster -- they also learn smarter.
-James Ballencia
4. Teacher’s Role in the Active Learning Classroom
In active learning teachers are facilitators rather than one way providers of information.
Overall," a 2011 study found, "teachers play an influential role in increasing students' situational interest in the active-learning classroom."
teacher's social connection with students and subject matter
expertise "significantly influence the level of students' situational interest in the active learning classroom.”
5. Incorporate Active Learning in Your Course
Get student attention and increase motivation
Assess students' prior knowledge
Promote problem solving
and application, and deepen student understanding
Assess whether students understood the material
Help students review materials for an exam
Prepare students for a major assignment
Explore the relevance of the course material in students professional or everyday lives
6. Advantages
Interactive engagement
Collaborative learning
Problem-based learning develops positive student
Increased student engagement and understanding
Better attention (breaks between lecture segments)
More student ownership of learning process
Greater enjoyment of course material
Greater retention
7. Dis Advantages
Time and topic coverage
Preparation
Student participation
Lack of individual accountability
Misconception generation
Outside perceptions
Any Question?
*Thank you*
The Four Pillars of Flipped Learning F-L-I-PKelly Walsh
Slide deck based on the formal definition of Flipped Learning, and associated publicatins, from the Flipped Learning Network: http://flippedlearning.org.
A presentation I intended to present in MATE's Beni Mellal regional conference. Anyway it is here I hope you like it! Mixed ability classes is a big concern for teachers especially if your class's number exceeds 45 as mine are.
What is blended learning? Hear from the experts at Reading Horizons and learn how blended learning is permanently changing the structure of education. Visit www.readinghorizons.com or follow Reading Horizons on social media to learn more about blended learning.
How can you use opportunities afforded by technology to improve the learning experience?
The whitepaper describes the blended classroom concept which is the thoughtful integration of the at-school, at-home and online learning arenas. The combination is a powerful theory that helps all teachers using itslearning (and teachers using web 2.0 tools) to frame their work in the context of 21st-century teaching.
The whitepaper looks at some of the possibilities offered by technology and shows how two teachers are applying them in a pedagogical setting, in something refered to as the blended classroom.
The ideal blended classroom is about using available technology to put learning first by combining blended learning, visible learning and formative assessment; three of today’s most popular teaching strategies.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Indian economy is classified into different sectors to simplify the analysis and understanding of economic activities. For Class 10, it's essential to grasp the sectors of the Indian economy, understand their characteristics, and recognize their importance. This guide will provide detailed notes on the Sectors of the Indian Economy Class 10, using specific long-tail keywords to enhance comprehension.
For more information, visit-www.vavaclasses.com
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Use of Flipped Classroom
Technology in Language Learning
Arina Evseeva, Anton Solozhenko
PPT by: Kuan-Rung Chen
Instructor: Dr. Chao
2. The flipped classroom as a key component of blended learning arouse
great interest among researchers and educators nowadays.
Blended-Learning
Flipped-
Classroom
3. The technology of flipped classroom implies such organization of the
educational process in which classroom activities and homework
assignments are reversed.
4. Another factor encouraging the promotion of blended learning is the
integration of information and communication technologies (ICTs)
into the educational process.
5. The learning potential of ICTs and their availability for students offer
them a lot of opportunities to study anytime, anywhere.
6. The integration of ICTs empowers teachers and learners, transforming
teaching and learning processes from being highly teacher-dominated to
student-centered (Trucano, 2005).
7. Blended learning is understood as the phenomenon in which face-to-
face learning and teaching experiences are combined with online
tasks and activities (Graham, 2006).
8. A group of researches (Bransford, Brown, & Cocking, 2000) reveal the
success of the flipped classroom and describe the key elements of
this technology.
9. The authors mention that peer-to-peer assessment allows students to
acquire new knowledge and experience and improve their
understanding of the subject studied.
10. What is the Flipped Classroom Technology?
It is necessary to concentrate now on the interaction of the
educational process participants as the roles of the teacher and
students undergo significant changes in the flipped classroom.
11. Firstly, in the flipped classroom, students have opportunities to control
their own learning. They can study at their own pace due to availability
and accessibility of all necessary resources in the e-learning
environment.
12. Secondly, the flipped classroom technology encourages collaboration
among students due to mutual projects and group work. Besides,
students are engaged in peer-to-peer assessment, giving feedback to
the works of their group mates according to the developed criteria.
Collaborative projects make students cooperate, learn from each other
and help each other (Marsh, 2012)
13. Finally, the flipped classroom increases students’ responsibility for their
own learning. They become more self directed and motivated than in a
traditional classroom environment.
14. Students have to learn to manage their time working with the electronic
course, developing self-study and autonomous learning skills. In other
words, students’ role in the learning process is changed, making them
active participants of the educational process.
15. The flipped classroom technology has an impact on the teacher’s role as
well. The role of the teacher is shifting from delivering ready-made
knowledge to students to facilitating their learning.
In the flipped classroom there is more reliance on students’ self-directed
learning and the teacher, therefore, needs to help students be more
responsible for their learning.
16. The teacher also has to guide students who have not had the experience
of working autonomously to gain time-management skills to make their
learning process more efficient.
17. The flipped classroom involves a lot of e-learning activities in which
students are engaged. Thus, the task of the teacher is to contribute to
creating a friendly online environment for the interaction of students
with each other.
18. The flipped classroom involves a lot of e-learning activities in which
students are engaged. Thus, the task of the teacher is to contribute to
creating a friendly online environment for the interaction of students
with each other.
19. The Roles of teachers:
The teacher also has to be an e-learning moderator to monitor online discussions, but not to
lead them. Thus, due to the technology of flipped classroom the teacher acquires
a number of different roles. He/she has to encourage and motivate students,
guide and monitor progress, give feedback, boost confidence, and maintain
motivation (Marsh, 2012).
20. Challenges:
However, as any innovative concept, there are some challenges that have to be
overcome for the successful integration of the flipped classroom technology into
the educational process.
flipped
classroom
technology
educational
process
21. One of the challenges is concerned with extra workload that the
teacher is designing the content of the electronic course.
22. Recording lectures, developing learning materials and searching for
supplementary resources require a lot of time, skills and efforts from
the teacher.
Time-
consuming
Money-
consuming
Energy-
consuming
23. Nevertheless, when the electronic course is integrated into the
teaching and learning process, the teacher has additional time for
doing research and methodological work.
24. Another important issue that plays a vital role for the flipped
classroom technology is that all stages of the teaching and learning
process should be logically connected.
Teaching &
Learning
Should be match!
25. All tasks and assignments that students have to do in the electronic
course must be checked and assessed in class or the e-learning
environment.
26. How can students get used to it?
One more problem is that some students do not accept the
replacement of face-to-face classes with activities in the e-learning
environment because of the fear that they “lose” live communication
with the teacher and peers.
27. How to solve?
It is necessary to explain to students the concept and features of the
flipped classroom technology, showing them additional means of
communication that the online course provides such as chats, forums
and video conferences.
29. Reference:
Arina Evseeva, Anton Solozhenko (2015). Use of Flipped Classroom Technology in Language
Learning. Procedia – Social and Behavioral Sciences 206 (2015) 205 – 209