In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
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.
Increasing student engagement has been one of the main focus to improve the quality of a learning experience. In this talk we cover two aspects that can contribute to this increase: flipped learning, and feedback.
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.
In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
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.
Increasing student engagement has been one of the main focus to improve the quality of a learning experience. In this talk we cover two aspects that can contribute to this increase: flipped learning, and feedback.
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.
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
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.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
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
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
It's time for change from traditional lecture to flipped learning modelAlfredo Prieto Martín
We discuss the reasons for urgent change of our model of university learning. We show results of five years of flipped model in spanish university courses
Taller sobre como implementar aprendizaje inverso en enseñanzas universitarias Como motivar a los alumnos hacerles llegar la información a aprender y reaccionar a sus necesidades
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.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Regelmatig geef ik de workshop Blending your education. Dit slidepack gebruik ik om het concept van blended learning uit te leggen en docenten een start te geven met het ontwikkelen van blended onderiwjs.
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
Computer is a device that can process information. Bus, power supply, ports and other peripherals such as modems etc. form the components of a computer.
For more such innovative content on management studies, join WeSchool PGDM-DLP Program: http://bit.ly/ZEcPAc
Study: The Future of VR, AR and Self-Driving CarsLinkedIn
We asked LinkedIn members worldwide about their levels of interest in the latest wave of technology: whether they’re using wearables, and whether they intend to buy self-driving cars and VR headsets as they become available. We asked them too about their attitudes to technology and to the growing role of Artificial Intelligence (AI) in the devices that they use. The answers were fascinating – and in many cases, surprising.
This SlideShare explores the full results of this study, including detailed market-by-market breakdowns of intention levels for each technology – and how attitudes change with age, location and seniority level. If you’re marketing a tech brand – or planning to use VR and wearables to reach a professional audience – then these are insights you won’t want to miss.
Collaboration and Co-Teaching WorkshopStephen Best
This presentation is a part of the Collaboration and Co-Teaching: A Workshop for Mathematics and Special Educators materials from the Mathematics Improvement Toolkit. The materials were developed by the Educational Development Center for the National Forum to Accelerate Middle Grades Reform
These three lesson plans are available for all trial users. Start out free trial: www.petrasplanetforschools.com/free-trial and put the lesson plans in use!
More lesson plans available for paid customers. New lesson plans are developed on a constant basis.
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.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
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.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
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
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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.
3. • Teacher’s name: Ooi Jiayun
• Subject & Topic: Year 4 Mathematics
Topic 2 Fractions
• Time allocation: 60 minutes
• Out of classroom (home/lab), in classroom
• First time flipping classroom
4.
5. What a Flipped Classroom Model does:
1. Students watch lectures at home at their own pace,
communicating with peers and teachers via online.
2. Teacher spend class time working directly with students
to provide hands-on instruction and support.
6. STEP 1:
CREATING AN ONLINE INSTRUCTIONAL VIDEO
(AT HOME). STUDENTS WATCH AND STUDY
LECTURES AT HOME BEFORE GOING TO
SCHOOL.
STEP 2:
DEVELOP LEARNING ACTIVITIES TO FILL UP THE
CLASS TIME. THESE LEARNING ACTIVITIES ARE
CREATED TO SUSTAIN STUDENTS’ MOTIVATION,
ENCOURAGE CRITICAL THOUGHT AND
PROMOTE SOCIAL INTERACTION AMONG
STUDENTS. TEACHER WORKS AS A
FACILITATOR.
7. Structure of
Flipped
Classroom Project
Targeted
Individuals
Place Timing
(minutes)
Online Instructions Students Home 15
Activity learning Students School 45
Materials Needed:
1. Ipad/ computer/ Chromebooks
2. Internet access
3. Paper/ pencil
4. Fraction Walls/ Cuisenaire Rods
5. Group Learning Worksheets/ team boards
8. RECOGNITION:
As activities are held, teacher goes around and check
on students’ progress. If students need help, teacher
can explain so that students can understand better.
Students who understand the concept and steps
thoroughly are rewarded with a token (stickers) as
encouragement. Teacher always give words of
encouragement to student who do well.
9.
10.
11. Vision:
• Create new opportunities to engage students to
learn through technology
• Able to influence students’ learning environments
in fundamental way
Academic Goals:
90% of 4B class students are
able to express equivalent
fractions for proper fractions.
Flipped Classroom Project Priorities:
• At home: Educational Technology (Online
Instructions)
• At school: Activity Learning (Collaborative Group
Learning, Problem Based-Learning etc.)
12.
13. AT HOME:
Students will access to this Storify
https://storify.com/jiayun90/mathematics-year-4. They will read
and learn about equivalent fractions through slides which
are posted on Storify. To acquire more knowledge, students
can watch some videos posted on Storify.
Before the class next day, students need to complete
worksheets on Padlet. They need to post their answers on
Padlet. Classmates are welcomed to comment on their
peers’ answers. Answers will be discussed tomorrow.
14. AT SCHOOL:
Before class starts, teacher divides class into 8 groups.
Below is the timetable for the 45 minutes lesson.
10 mins 10 mins 10 mins 15 mins
Online
Learning
Small Group
Instructions
Collaborative
Group
Learning/
Problem
Based
Learning
Summative
Check/
Discuss
Answers
(Whole
Class)
15. Online Learning
• Students use Chromebooks to do some
exercises through games or online quizzes
(about Equivalent Fractions) online at their own
space.
• Teacher goes around to help students who
need help.
16. Examples of online games and digital notes:
http://www.abcya.com/equivalent_fractions_bing
o.htm
http://www.mathgoodies.com/lessons/fractions/e
quivalent.html
http://www.mathplayground.com/Triplets/Triplets.
html
http://www.sheppardsoftware.com/mathgames/fr
actions/memory_equivalent1.htm
Online Learning
17. Small Group Instructions
• Teacher uses Fraction Wall to explain
Equivalent Fractions.
• A Fraction Wall enables children to visualise
how different fractions relate to one another
and Equivalent Fractions can be easily
identified.
18. • Teacher also uses Cuisenaire Rods to
explain Equivalent Fractions.
• Cuisenaire Rods enables children to visualise
how different fractions relate to one another
and Equivalent Fractions can be easily
identified through hands-on.
• Teacher asks questions. Students need to find
the equivalent fractions using these two aids.
• Teacher goes around and gives aid to
students who need help.
Small Group Instructions
19. Collaborative Group
Learning/Problem Based Learning
PIZZA FRACTION FUN
1. Show the students the Pizza Problem . Give
them time to think of their own answer and discuss
their ideas together. Hopefully they will figure out
that it depends on which pizza slices each person
takes. It’s possible that 4 pieces of pizza might be
the same amount as 3 pieces if the 4 pieces are
smaller. This particular pizza is not cut into equal
pieces.
20. PIZZA FRACTION FUN
2. Give each group a set of pizzas in all fraction
sizes and the Pizza Fraction Placemat (the whole
divided into twelfths) page 3 until page 8. Display
the Equivalent Fractions problems on page 9. As
you display each problem, ask the students who
have those pieces to create the problem on the
Pizza Placemat. For example, the first problem
involves fourths and eighths. The students with the
fourths would place 1/4 on their team boards and
the students with the eighths would add enough
1/8 pieces to create an equivalent fraction.
Everyone on the team should record the answer on
their own worksheet.
Collaborative Group
Learning/Problem Based Learning
21. PIZZA FRACTION FUN
Teacher can get the resources from here:
http://mcssta13fractions.weebly.com/uploads/2/2/1/0/
22104466/pizzafractionfun.pdf
Collaborative Group
Learning/Problem Based Learning
• During this activity, teacher goes around to help
students who need help.
22. Summative Check/ Discuss
Answers
• Worksheets are given on Padlet the day before.
• Students are required to complete, take pictures of their
completed worksheets and post them on Padlet.
• Peers can comment on each other’s answers.
• Teacher discusses answers with students.
23. Check and Reflect
• Before class ends, students are required to rate themselves on the
understanding of the topic by showing their ‘traffic lights”.
• The teacher will pull small group for those students struggling and
observe them to see what exactly they need clarification in.
Yeah, I know a lot!!
Err, I just know a little…
I need help!!!!!
Evaluation/ Closure
25. - In online learning session, students can either studying digital
notes online or taking online assessments through games or
quizzes at their own pace individually. This is when students
try to remember and understand (first and second level of
Bloom’s Taxonomy) the knowledge they get through online by
exploring themselves.
- In small group instruction session, applying and analysing
level are used. Teacher has a mini lesson with the students by
explaining the knowledge they gain in a more detailed way.
For example, in this session, teacher introduces Fraction Wall
and Cuisenaire Rods (nonlinguistic representations) to explain
equivalent fractions. Students are supposed to analyse and
make relations between these two learning aids and the
concept of equivalent fractions. Students then show equivalent
fractions by applying the concept using these learning aids.
26. - Teacher sets some problem-based learning assignments
which acquire students to think and evaluate critically
(evaluating and creating level). Students need to discuss and
solve this high-order-thinking skills questions with their peers
which encourages collaborative effect among students.
27. ii) ADDIE Model
1. First phase in ADDIE Model is analysis. In this stage, I have
to find out who are my learners and also the goal or intended
outcomes of my lesson. My learners are my Year 4B students
which has a total of 39 people. I expect 90% of my students
would master the learning concepts and skills after the lesson
28. 2. I start to design my lesson. I have used Storify as my online
platform to present the online lectures such as slides and Youtube
videos. The content of my lesson is Mathematics Year 4 on the topic
of equivalent fractions. The learning objective of the lesson is
students are able to express equivalent fractions for proper
fractions. For outcomes, students must be able to express and write
equivalent fractions for proper fractions and express those
equivalent fractions to its simplest form.
3. At the third phase (development) of ADDIE instruction, I have
created a Flipped Classroom Project lesson plan with time
allocation of 60 minutes. It starts with out with online instructions (15
minutes), in-class learning activities (45 minutes which divided into
4 sessions, online learning, small group instructions, collaborative
group learning/ problem based learning and summative check. The
learning materials that I prepared are Fraction Wall, Cuisenaire
Rods and worksheets that are needed in activities learning process.
Chromebooks, laptop and LCD projector are also needed in the set
up for the lesson.
29. 4. For implementation phase, every steps of the lesson is conducted
as designed. Before lesson starts, I introduce some class rules and
timetable for the in-class learning activities. The first session is
online learning. Students are allowed to use Chromebooks to
search information about Equivalent Fractions. (videos or digital
notes). Students can also do some exercises through games or
online quizzes (about Equivalent Fractions) online at their own
space. The second session is small group instruction. With the
assist of teacher, students are being taught to find equivalent
fraction using learning materials such as Fraction Wall and
Cuisenaire Rods. Students have the chance to do hands-on
activities in the process of learning. The third session is
Collaborative Group Learning/ Problem Based Learning. Students
need to work together and solve critical thinking problems which are
set by teacher. This activity enable to students to learn through
cooperative and collaborative learning. The relationship between
students can also be improved through this activity.
30. 5. The last phase of ADDIE model is evaluation. This evaluation
is conducted in the last session of the in-class learning activities.
Before evaluation, teacher discusses answers of the worksheets
that are posted on Padlet the day before with students and do a
‘check and reflect’ segment. During this segment, students are
required to rate themselves on the understanding of the topic by
showing their ‘traffic lights”. Teacher will pull small group for
those students struggling and observe them to see what exactly
they need clarification in.
Last but not least, teacher sets up a community learning site
which is Padlet. Summative assessment is given and posted on
Padlet. Students need to complete and post their answers online.
Teacher later posts the answers online so that they can check
themselves. Teacher can know whether the learning objectives
and outcomes of the lesson can be achieved and revise it as
necessary.
31. iii) Mayer’s Cognitive Theory of Multimedia
1. The multimedia principle, which states that students learn
better from words and pictures than words alone (Mayer, 2009).
The flipped classroom can implement this principle by providing
videos that contain text and pictures along with narration. I
have posted some teaching Youtube videos about Equivalent
Fractions so that students will learn better and will no easily get
bored.
32. 2. The modality principle, which states that students learn
better from narration rather than on-screen text (Mayer,
2009). The flipped classroom can implement this principle by
providing the explanation of the problem solving in
mathematics. I will have a ‘answers discussing’ session with
my students to discuss answers of the worksheets that are
posted on Padlet so they will have better understanding.
3. The individual differences principle, which states that all
design principles have a stronger effect on low-knowledge
learners. Therefore, within the framework of the CTML, the
flipped classroom environment was expected to provide
better learning achievement than the traditional classroom.
33. CONTRIBUTIONS OF FLIPPED
CLASSROOM PROJECT
1. Self-paced instruction
2. Active learning
3. Students can receive instant feedback
4. Teachers have more time monitoring students’
progress
5. Social interaction
6. Varied instructions & multiple learning styles
7. 21st century preparation (technology skills)
