Flipped classrooms
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The document describes a flipped classroom model where students watch instructional videos as homework and engage in hands-on activities and discussions in the classroom. This frees up class time for activities and questions. Some benefits are more opportunities for feedback, replay of videos, and parental involvement through access to the instructional videos. Challenges include students needing access to the videos and potentially feeling lost without watching them. One high school saw reduced discipline cases using this model.
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Flipped classroom
The document discusses the flipped classroom model of education. It notes that flipped classroom originated in the United States in 2007 and focuses on individualized learning through independent study outside of class. This allows teachers to take on more of a guiding role in classroom. The document also discusses challenges with implementing flipped classroom in Taiwan, including lack of upgraded teaching methods and ensuring quality control. It emphasizes the need for teachers to enhance their professional authority and for principals to provide strong instructional leadership.
Flipped classroom
This presentation describes flipped classroom and compares flipped classroom vs traditional method of teaching.
Flipped classroom sharing critter33
The document describes a teacher's experience flipping their classroom for a geography course. Key points:
1. The teacher had students learn new material through videos and presentations at home, so class time could be used for deeper learning, explanation, and assessment. This addressed issues like not having enough time to plan or cover the syllabus.
2. An initial pilot involved flipping a unit on water for a Sec 1 cohort. Students engaged well with the new approach and motivation levels increased, though exam results did not significantly change.
3. The teacher found flipping allowed more content to be covered in less time, and interventions could happen in real-time rather than after homework. Students also practiced applying knowledge to exam-style
Flipped Classroom - the Pain & Gain
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?
2016 education track: r evolving the classroom by jennifer muha
This document describes a flipped classroom model used in a GIS course. In a flipped classroom, instructional content is delivered outside of class time through online videos and readings. Class time is used for hands-on activities and addressing students' questions. The author flipped her introductory GIS course by having students watch lecture videos and complete readings, quizzes, and discussions through an online wiki before class. This allowed for more lab and interactive work during class to reinforce concepts. Student reviews of this approach were positive, noting benefits like learning at their own pace and having more one-on-one support from the instructor.
Flipped classroom
The document discusses flipped classroom and blended learning models. It defines flipped classroom as transferring work outside of class like watching lectures, and using class time for hands-on activities and practice. Blended learning combines online and in-person learning, where students may learn content both online and in class. The document describes six blended learning models: Station Rotation, Lab Rotation, Individual Rotation, Flipped Classroom, Flex, and A La Carte. These models vary in how students access online content and receive support from teachers.
Flipped Learning
This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.
The flipped classroom
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.
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Flipped classroom
The document discusses the flipped classroom model of education. It notes that flipped classroom originated in the United States in 2007 and focuses on individualized learning through independent study outside of class. This allows teachers to take on more of a guiding role in classroom. The document also discusses challenges with implementing flipped classroom in Taiwan, including lack of upgraded teaching methods and ensuring quality control. It emphasizes the need for teachers to enhance their professional authority and for principals to provide strong instructional leadership.
Flipped classroom
This presentation describes flipped classroom and compares flipped classroom vs traditional method of teaching.
Flipped classroom sharing critter33
The document describes a teacher's experience flipping their classroom for a geography course. Key points:
1. The teacher had students learn new material through videos and presentations at home, so class time could be used for deeper learning, explanation, and assessment. This addressed issues like not having enough time to plan or cover the syllabus.
2. An initial pilot involved flipping a unit on water for a Sec 1 cohort. Students engaged well with the new approach and motivation levels increased, though exam results did not significantly change.
3. The teacher found flipping allowed more content to be covered in less time, and interventions could happen in real-time rather than after homework. Students also practiced applying knowledge to exam-style
Flipped Classroom - the Pain & Gain
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?
2016 education track: r evolving the classroom by jennifer muha
This document describes a flipped classroom model used in a GIS course. In a flipped classroom, instructional content is delivered outside of class time through online videos and readings. Class time is used for hands-on activities and addressing students' questions. The author flipped her introductory GIS course by having students watch lecture videos and complete readings, quizzes, and discussions through an online wiki before class. This allowed for more lab and interactive work during class to reinforce concepts. Student reviews of this approach were positive, noting benefits like learning at their own pace and having more one-on-one support from the instructor.
Flipped classroom
The document discusses flipped classroom and blended learning models. It defines flipped classroom as transferring work outside of class like watching lectures, and using class time for hands-on activities and practice. Blended learning combines online and in-person learning, where students may learn content both online and in class. The document describes six blended learning models: Station Rotation, Lab Rotation, Individual Rotation, Flipped Classroom, Flex, and A La Carte. These models vary in how students access online content and receive support from teachers.
Flipped Learning
This document provides an overview of flipped learning. It begins by defining flipped learning as an approach where direct instruction moves from group to individual learning spaces, allowing group space to become more interactive. It discusses designing flipped lessons using backward design and a 7-step process. This includes determining learning objectives, designing individual and group activities, and post-group activities. Challenges of flipped learning are also addressed, such as students needing to adjust to new roles and time requirements. The document provides resources for designing effective flipped lessons and addresses potential issues that may arise.
The flipped classroom
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 - A quick guide to concepts and practice
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,
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1. The document discusses flipping the classroom, which involves moving lectures outside of class time through videos and using class time for active learning activities like discussions and problem-solving.
2. Examples are provided of how to flip both a graduate education course and a student conduct training. For the course, lectures were moved to pre-class videos and class time involved activities like quizzes and group projects. For training, components like reviewing policies and incident reports were made into pre-work videos.
3. The document reviews research supporting flipped learning and lists potential barriers for faculty like extra time needed and concerns about assessing student work done outside of class. It also profiles common technologies used in flipped settings like blogs, wikis and podcast
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Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
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The document discusses the flipped classroom model of education. It notes that in this model, students watch lecture videos at home and class time is used for collaborative work and concept mastery with the help of the instructor. The flipped classroom approach was pioneered by Jonathan Bergman and Aaron Sams in 2007 and has grown as more students and teachers have access to technology. Advocates believe it leads to improved learning outcomes compared to the traditional lecture model, allowing students to learn at their own pace and receive more individual support from teachers.
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The document discusses the flipped classroom teaching model. It explains that the flipped classroom delivers instruction at home through videos created by teachers and moves homework into the classroom. This allows teachers to spend more one-on-one time with students in class. Students can ask questions and work through problems with teacher guidance. The flipped classroom also builds stronger student-teacher relationships and allows students to learn at their own pace by rewatching lessons.
Loreto 5 Roslyn Halmy 2013
This document outlines a project to implement a flipped classroom style of teaching for selected topics in a year 7 class. It will find good online resources to teach without a textbook and set up a wiki page for students to access worksheets and other materials. The flipped classroom involves students watching videos or reading about the next lesson for homework and then discussing what they learned in class. More challenging questions and problem solving activities are completed during class time. A wiki page is needed to store and allow easy access to worksheets for students, provide extra practice material, store links to videos and activities for both students and teachers, and allow absent students to catch up.
Lesson Observation for Quality Control and Continuous Professional Developmen...
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.
The flipped classroom
The document discusses the flipped classroom model of education. In a flipped classroom, students watch video lectures at home as homework and devote class time to exercises, projects, and discussions with peers and instructors. This contrasts the traditional model where lectures are given in class and homework is for assimilating knowledge. The flipped approach aims to have students do lower-level cognitive work like gaining knowledge outside class, and focus on higher-level work like application and analysis during class with support.
The 8 Step Guide to the Flipped Classroom
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
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The document discusses the flipped classroom model of instruction. In a flipped classroom, students learn new concepts at home by watching videos or reading, then practice applying the concepts in class with teacher guidance. This switches the traditional model where lectures are done at home and practice is done in class. Benefits include students taking more ownership of learning and more class time for exploration. Drawbacks can include lack of student motivation and computer access. The document provides examples of typical flipped homework assignments and in-class activities. Student quotes share both initial skepticism and growing appreciation for the model.
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013
Paul Drew, Head of Physics at Shatin College, Hong Kong, presents at the Digital Education Show Asia 2013 [27-28 May, Hilton Kuala Lumpur]. Find out more about "Flipping the classroom: Encouraging students to learn anywhere and anytime".
Want to get the most out of class time? Flip it!
‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
Flipped Classroom Cooley
This document outlines the 5 steps to implementing a flipped classroom model:
1. Determine where the flipped model makes the most sense based on topics students struggle with or activities that are difficult to complete in class.
2. Spend class time engaging students in application activities and feedback to reinforce concepts learned outside of class.
3. Clarify the connections between in-class and out-of-class work so students understand what to prepare for and what will be built upon.
4. Adapt materials for students to acquire content before class through videos, readings, or other media.
5. Extend learning beyond the classroom through discussion boards and collaborative groups to continue practicing ideas.
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The document discusses different methods for testing signed languages, including the traditional "sign twice" method and alternatives like written or oral exams used in other languages. It notes that simply rereading material is not an effective study strategy. The document then introduces the "flipped classroom" approach, where lectures are viewed online and homework is done in class, allowing more face time with teachers for projects and discussions.
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The document discusses using a flipped classroom approach to teach Ancient History. It involves creating a series of video lessons on a topic that would normally take 3 classroom lessons. The videos cover content, note taking skills, essay writing skills, and how to support ideas with evidence. Student surveys found the videos helped their understanding, note taking, analysis skills, and ability to work at their own pace. Some feedback was to speak slower in videos and to allow more flexibility in essay length. Overall, flipped classroom approaches can help develop critical thinking if combined with traditional support.
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'Creating a Framework of Fun and Learning: Using Balloons to Build Consensus', paper presented by Rebecca Ferguson of the Rumpus Research Group at the European Conference on Games-Based Learning held virtually at the University of Brighton, UK, on 25 September 2020. With thanks to the Playful Learning Conference 2019 for their fabulous photographs.
A Teacher's Practical Guide to the Flipped Classroom
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
Bensi.b 38 ns edu03 with mcq
The document discusses the flipped classroom model of education. It defines flipped classroom as an approach where students learn new content through online videos and lectures at home, then do homework and projects in class with teacher guidance. This reverses the traditional model of lectures at school and homework at home. The document outlines several benefits of flipped classroom for students and teachers, such as allowing students to learn at their own pace and freeing up class time for more personalized instruction. It also describes various flipped classroom models and discusses implications of the approach.
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.
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Flipped classroom - A quick guide to concepts and practice
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Flipping Out: Concepts of Inverted Classrooms for Teaching and Training
1. The document discusses flipping the classroom, which involves moving lectures outside of class time through videos and using class time for active learning activities like discussions and problem-solving.
2. Examples are provided of how to flip both a graduate education course and a student conduct training. For the course, lectures were moved to pre-class videos and class time involved activities like quizzes and group projects. For training, components like reviewing policies and incident reports were made into pre-work videos.
3. The document reviews research supporting flipped learning and lists potential barriers for faculty like extra time needed and concerns about assessing student work done outside of class. It also profiles common technologies used in flipped settings like blogs, wikis and podcast
Flipped classroom1
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
Flipped classroom
The document discusses the flipped classroom model of education. It notes that in this model, students watch lecture videos at home and class time is used for collaborative work and concept mastery with the help of the instructor. The flipped classroom approach was pioneered by Jonathan Bergman and Aaron Sams in 2007 and has grown as more students and teachers have access to technology. Advocates believe it leads to improved learning outcomes compared to the traditional lecture model, allowing students to learn at their own pace and receive more individual support from teachers.
The flipped classroom
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Flipped Classroom - 2015 Council of International Schools Regional Conference
The slides for the presentation I made at the 2015 Council of International Schools Regional Conference
Flipped classroom
The document discusses the flipped classroom teaching model. It explains that the flipped classroom delivers instruction at home through videos created by teachers and moves homework into the classroom. This allows teachers to spend more one-on-one time with students in class. Students can ask questions and work through problems with teacher guidance. The flipped classroom also builds stronger student-teacher relationships and allows students to learn at their own pace by rewatching lessons.
Loreto 5 Roslyn Halmy 2013
This document outlines a project to implement a flipped classroom style of teaching for selected topics in a year 7 class. It will find good online resources to teach without a textbook and set up a wiki page for students to access worksheets and other materials. The flipped classroom involves students watching videos or reading about the next lesson for homework and then discussing what they learned in class. More challenging questions and problem solving activities are completed during class time. A wiki page is needed to store and allow easy access to worksheets for students, provide extra practice material, store links to videos and activities for both students and teachers, and allow absent students to catch up.
Lesson Observation for Quality Control and Continuous Professional Developmen...
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.
The flipped classroom
The document discusses the flipped classroom model of education. In a flipped classroom, students watch video lectures at home as homework and devote class time to exercises, projects, and discussions with peers and instructors. This contrasts the traditional model where lectures are given in class and homework is for assimilating knowledge. The flipped approach aims to have students do lower-level cognitive work like gaining knowledge outside class, and focus on higher-level work like application and analysis during class with support.
The 8 Step Guide to the Flipped Classroom
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
The Co-Teaching Model of Student Teaching: New Directions in Teacher Prepar...
The Co-Teaching Model of Student Teaching: New Directions in Teacher Preparation - Paper presented at 2015 AACTE Conference in Atlanta, Georgia.
Flipped Classroom Presentation
The document discusses the flipped classroom model of instruction. In a flipped classroom, students learn new concepts at home by watching videos or reading, then practice applying the concepts in class with teacher guidance. This switches the traditional model where lectures are done at home and practice is done in class. Benefits include students taking more ownership of learning and more class time for exploration. Drawbacks can include lack of student motivation and computer access. The document provides examples of typical flipped homework assignments and in-class activities. Student quotes share both initial skepticism and growing appreciation for the model.
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013
Paul Drew, Head of Physics at Shatin College, Hong Kong, presents at the Digital Education Show Asia 2013 [27-28 May, Hilton Kuala Lumpur]. Find out more about "Flipping the classroom: Encouraging students to learn anywhere and anytime".
Want to get the most out of class time? Flip it!
‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
Flipped Classroom Cooley
This document outlines the 5 steps to implementing a flipped classroom model:
1. Determine where the flipped model makes the most sense based on topics students struggle with or activities that are difficult to complete in class.
2. Spend class time engaging students in application activities and feedback to reinforce concepts learned outside of class.
3. Clarify the connections between in-class and out-of-class work so students understand what to prepare for and what will be built upon.
4. Adapt materials for students to acquire content before class through videos, readings, or other media.
5. Extend learning beyond the classroom through discussion boards and collaborative groups to continue practicing ideas.
Wes j3 asl790_hostseminar
The document discusses different methods for testing signed languages, including the traditional "sign twice" method and alternatives like written or oral exams used in other languages. It notes that simply rereading material is not an effective study strategy. The document then introduces the "flipped classroom" approach, where lectures are viewed online and homework is done in class, allowing more face time with teachers for projects and discussions.
Loreto 5 Richard Munro 2013
The document discusses using a flipped classroom approach to teach Ancient History. It involves creating a series of video lessons on a topic that would normally take 3 classroom lessons. The videos cover content, note taking skills, essay writing skills, and how to support ideas with evidence. Student surveys found the videos helped their understanding, note taking, analysis skills, and ability to work at their own pace. Some feedback was to speak slower in videos and to allow more flexibility in essay length. Overall, flipped classroom approaches can help develop critical thinking if combined with traditional support.
Fun and learning
'Creating a Framework of Fun and Learning: Using Balloons to Build Consensus', paper presented by Rebecca Ferguson of the Rumpus Research Group at the European Conference on Games-Based Learning held virtually at the University of Brighton, UK, on 25 September 2020. With thanks to the Playful Learning Conference 2019 for their fabulous photographs.
A Teacher's Practical Guide to the Flipped Classroom
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
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Flipped classroom - A quick guide to concepts and practice
Flipped classroom - A quick guide to concepts and practice
Flipping Out: Concepts of Inverted Classrooms for Teaching and Training
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Flipped Classroom - 2015 Council of International Schools Regional Conference
Flipped Classroom - 2015 Council of International Schools Regional Conference
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Lesson Observation for Quality Control and Continuous Professional Developmen...
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The Co-Teaching Model of Student Teaching: New Directions in Teacher Prepar...
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013
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The document discusses the flipped classroom model of education. It defines flipped classroom as an approach where students learn new content through online videos and lectures at home, then do homework and projects in class with teacher guidance. This reverses the traditional model of lectures at school and homework at home. The document outlines several benefits of flipped classroom for students and teachers, such as allowing students to learn at their own pace and freeing up class time for more personalized instruction. It also describes various flipped classroom models and discusses implications of the approach.
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- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
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Blended and online Learning PPT Presented in Pondicherry university
Blended and online Learning PPT Presented in Pondicherry universityAcademy for Higher Education and Social Science Research
This document discusses different approaches to blended, flipped, and online learning. It defines blended learning as combining online materials and interactions with traditional classroom methods, with both teachers and students physically present. Hybrid learning replaces more face-to-face time with online interactions. Flipped learning involves students learning new material online before class, then doing active learning activities and discussions in class with teacher guidance. The document provides examples of how to create video and audio tutorials for flipped learning using free or low-cost tools. It also outlines the teacher's role in ensuring students prepare for class and providing continuous assessment and virtual support.Flipped classrooms
This document discusses flipping the classroom model, where lectures are moved online as videos for students to watch at home, while homework is completed in class with the guidance of teachers. The flipped model aims to engage students through active learning activities like workshops, labs, and individual attention from teachers. Benefits include increased interaction and collaboration, as well as students controlling their own learning pace and receiving real-time feedback. The document provides tips for implementing flipping, such as setting clear expectations and using online assignments to accompany lecture videos. Teachers are advised to carefully select which content to flip and ensure students have adequate access to videos from home.
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.
Flipped classroom
The document discusses the flipped classroom model, where typical lecture and homework elements are reversed - short video lectures are viewed at home by students before class, while in-class time is used for exercises, projects, and discussions. It notes some common misconceptions, such as that it is easy for teachers or that teachers are replaced by computers. Best practices for the flipped classroom model include using videos for students to learn concepts at home, then applying those concepts in class through activities where teachers can better identify errors and provide support. The goal is to put more responsibility on students while giving them more control over their learning.
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
Flipped classroom and blended learning
The flipped classroom model reverses traditional teaching by having students watch video lectures at home and dedicating class time to exercises and projects. This allows class time to focus on applying concepts through collaboration while giving students flexibility to learn at their own pace outside of class. Both flipped classrooms and blended learning incorporate online and in-person learning, but flipped classrooms specifically involve watching lectures as homework while blended learning combines online and face-to-face teaching in a complementary way.
Take your teaching online
Presentation by Rebecca Ferguson to Open University PGCE Students in Wales about ‘Teaching at a Distance’. Adobe Connect webinar on 11 November 2020.
flipped classroom
The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
Flipped classroom sharing 8 june 2016 amk sec
This document describes how a teacher flipped their classroom. It discusses:
1. Providing instructional content as pre-learning through videos and presentations for students to access online or through hardcopies.
2. Devoting class time to completing work, reversing the traditional approach of instruction in class and homework at home.
3. The benefits experienced including having more time for learning, timely intervention, and being able to cover more content in less time.
Cse17.3 bergmann - the flipped classroom
The article discusses the flipped classroom model where direct instruction is delivered to students via video outside of class, freeing up class time for more engaging activities and teacher-student interaction. The authors describe their experience pioneering the flipped classroom approach and share benefits like allowing differentiation, helping absent or struggling students, and improving relationships between teachers and students. Common questions about the approach are addressed, like video length, budget concerns, and the role of the teacher. The conclusion is that flipping a class can help teachers know and meet the needs of each student better.
The flipped classroom_the_full_picture
The document describes the flipped classroom model and addresses some criticisms of it. It proposes an experiential learning model for the flipped classroom that addresses these criticisms. The model incorporates video lectures and online content within a larger framework of learning activities based on experiential learning theories. It involves four phases: 1) an experiential activity to engage students, 2) students learning concepts through videos and online resources, 3) students reflecting on their understanding, and 4) applying their knowledge through real-world projects or problems. The goal is for content to support rather than drive learning by giving students control over content while using class time for hands-on activities.
Flipped learning intro
The document discusses the flipped classroom model of instruction. It begins by outlining challenges in traditional classrooms like disengaged learners and large class sizes. It then defines the flipped classroom as exposing learners to new material like videos prior to class, and using class time for hands-on activities. Benefits include maximizing class time for active learning and individualized attention. The document provides examples and resources for implementing flipped classrooms, and discusses assessment and deciding which lessons to flip. Overall, the flipped classroom aims to shift lower-level learning outside of class in order to use class time for higher-order thinking.
Things you should know about Flipped Classroom
WHAT IS IT? HOW DOES IT WORK? WHO’S DOING IT? WHY IS IT SIGNIFICANT? WHAT ARE THE DOWNSIDES? WHERE IS IT GOING? WHAT ARE THE IMPLICATIONS FOR TEACHING AND LEARNING?
Similar to Flipped classrooms (20)
educational technology and communication in education
educational technology and communication in education
Blended and online Learning PPT Presented in Pondicherry university
Blended and online Learning PPT Presented in Pondicherry university
How Flipping your Classroom Can Improve Instruction
How Flipping your Classroom Can Improve Instruction
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...
Flipped classrooms
- 2. In a traditional classroom the teacher lectures while students take notes or engage in discussion. Homework is then assigned for students to complete outside of school In a FLIPPED classroom the students engage in activities in the lecture time and watch instruction videos online for homework
- 3. Students would watch the instructional videos that a teacher has prepared ahead of time Students would come to class with questions, prepared to discuss the topic in class With the extra time now available, students would participate in a hands-on activity to demonstrate and explore the topic
- 4. Extra class time for questions on difficult topics Hands on activities to provide thorough examination of topic Students can replay instruction videos over and over if need be Students become more familiar with the topic now that the teacher has the “lecture” done and over with
- 5. Classroom instruction is now question based which allows more focus on problem areas for students More time to prepare activities now that the lecture is out of the way Students are able to understand the topics more thoroughly = Less stress for teacher when flipped classroom is successful Instant feedback from students
- 6. Parents are able to view the videos as well Parents can view how the teacher is teaching which would give the parents more confidence in the teacher Parents can see what their child is learning everyday Parents may participate in school activities more if they are familiar with the concepts being taught
- 7. Older parents would be able to view the videos to refresh themselves and help the students with their questions Open the eyes of older generations to how subjects have changed over the years and make them curious to learn as well
- 8. Students would need access to a computer to view the videos If students did not watch the videos, they may be “lost” when the class discusses the topic and also presents questions
- 9. A high school in Michigan tried the Flipped Classroom Model Discipline cases were reduced by 2/3 School wide
- 10. Over 2,400 Khan Academy Videos are used in instruction http://www.youtube.com/watch?v=nTFEUsu dhfs
- 11. Strayer, J. (2011). Flipped classroom. Retrieved from http://knewton.marketing.s3.amazonaws.co m/images/infographics/flipped-classroom.jpg http://www.youtube.com/watch?v=nTFEUsu dhfs