Uploaded byJackie Gerstein, Ed.D
Flipped Classroom Higher Education
The document discusses the concept of a flipped classroom, emphasizing the importance of delivering on-demand content to facilitate active learning. It highlights the role of educators as mentors rather than traditional lecturers and advocates for experiential learning activities to engage students effectively. The text also notes the accessibility of expert resources and the necessity for a shift in teaching methods to enhance student engagement and learning outcomes.
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Flipped Classroom Higher Education
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- 5. I believe myrole is a tour guide of learning possibilities – providing students with a menu of possibilities to learn the content.
- 9. How does relateto the Flipped Classroom?
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- 12. We can nowdeliver on-demand content to any student for nearly zero incremental cost. Sal Khan
- 13. The lectures canbe given by superb communicators, with a deep, intuitive understanding of the material. Sal Khan
- 14. The video contentcan be paused and repeated as needed. Students can focus on exactly what they need to know. They don’t have to be embarrassed to fill in remedial gaps. Sal Khan
- 15. The classroom willbe a place for active interaction, not passive listening and daydreaming. Sal Khan
- 16. The role ofthe teacher will be that of a mentor or coach as opposed to a lecturer, test writer, and grader. Sal Khan
- 17. Taking active learningseriously means revamping the entire teaching/learning enterprise—even turning it inside out or upside down. Eric Mazur
- 18. http://bit.ly/y8ZxLG http://www.flickr.com/photos/unconscioustrees/3460595958/
- 19. Professors stick withtraditional approaches because they don’t know much about alternatives. Few get training or coaching on how to teach.
- 20. Educators need tobe re-educated as to what to do with the class time that previously was used for their lectures.
- 21. A model orframework for this re-education is needed.
- 22. Learners need tobe personally connected to the topic. Student engagement is the key to learning. This is more likely to occur through engaging experiential activities.
- 23. The flip withinblended and online classes comes when student experiences are supplemented with media-driven content.
- 24. Lectures still havea place and can be more effective if given in the right contexts, such as after (not before) students have explored something on their own (via a lab experience, simulation, game, field experience, analyzing cases, etc.) and developed their own questions and a 'need to know. http://edtechdev.wordpress.com/2012/05/04/whats-the-problem-with-moocs/
- 25. Older models ofexperiential learning can be updated to include technology tools and build off of the concepts proposed for the flipped classroom model . . .
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- 27. Model: David Kolb 1. Learning is best conceived as a process, not in terms of outcomes. 2. Learning is a continuous process grounded in experience. 3. Learning is a holistic process of adaptation to the world. 4. Learning involves transactions between the person and the environment. http://leadershipchamps.wordpress.com/2008/04/17/learning-styles-for-better-leadership/
- 28. Model: 4MAT System http://www.aboutlearning.com/
- 32. This concrete experienceprovides an authentic, often hands-on learning activity that fully engages the student.
- 33. Goal to hookand motivate learners to want to know more about the content topics.
- 34. Experiential engagers canbe done both face-to-face and online.
- 36. Problem-Solving Games http://wilderdom.com/games/ http://www.teampedia.net/wiki/index.php?title=Main_Page
- 37. Science Experiments http://www.stevespanglerscience.com/experiments/ http://www.thenakedscientists.com/HTML/content/kitchenscience/
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- 40. The Arts: Face-to-Faceand Online http://www.slideshare.net/jgerst1111/i-am-poems
- 41. Online: Virtual FieldTrips http://www.onlineuniversities.com/blog/2010/01/100-incredible-educational-virtual-tours-you-dont-want-to-miss/
- 42. Online Simulations http://phet.colorado.edu/
- 43. Online Tours andSimulations http://www.google.com/earth/explore/showcase/
- 44. Online: Google ArtTour http://www.googleartproject.com/
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- 48. Educators are nolonger the gatekeepers to information and expertise.
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- 50. For the firsttime in human history talented students don't have to have their potential and their dreams written out of history by lousy teachers. They can sit two feet in front of the world's finest. Chris Anderson, TED curator
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- 57. Video Lectures byExperts
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- 67. Online Journals andTextbooks
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- 70. Online Chat Toolsto share questions, notes, and general comments.
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- 74. http://bit.ly/y8ZxLG http://www.flickr.com/photos/unconscioustrees/3460595958/
- 76. Learners develop skillsfor . . . . . . reflective practice through discussing, reviewing, analyzing, evaluating, and synthesizing key learning through their experiential activities and exploration of expert commentaries.
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- 82. https://www.facebook.com/pages/ Broadview-Interpersonal- Relations- Course/241152722603421
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- 87. http://bit.ly/y8ZxLG http://www.flickr.com/photos/unconscioustrees/3460595958/
- 90. When students havemultiple choices in ways to demonstrate their knowledge, the evidence of their learning is more accurate. We wanted the students to actually become the experts through the learning process. This assessment isn't just a fancy term for a presentation at the end of a unit. To actually engage in an authentic celebration is to witness a true display of student understanding. New Horizons http://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/ meyer_glock.htm
- 92. Example Celebration of LearningProjects http://www.flickr.com/photos/5776 3362@N05/sets/7215762691667 2828/show/
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- 95. http://bit.ly/y8ZxLG http://www.flickr.com/photos/unconscioustrees/3460595958/
- 96. http://usergeneratededucation.wordpress.com/2011/11/20/flipped- classroom-full-picture-an-example-lesson/
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- 98. More Information http://www.scoop.it/t/the-flipped-classroom