Flipped instruction
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Flipped instruction moves direct instruction outside of class time through videos or other online content for students to engage with independently, allowing more class time to be spent on active learning activities like experiments, group work, and projects. It is not simply recording lectures but making the classroom more learner-centered. The document provides examples of how to start flipping small parts of instruction and apps that can be used to create and share flipped content using an iPad.
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KySTE 2015 Flipped Instruction PD
The document discusses flipped instruction, which is a hybrid approach to learning that moves lectures outside of class time through videos and uses class time for interactive activities and engagement. It provides reasons for using flipped instruction like fostering collaboration and critical thinking. Tips are given for getting started with flipped instruction, such as introducing videos to replace lectures and using polling tools to do formative assessments in class. The presentation aims to explain what flipped instruction is, why to use it, and how to implement it.
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When it comes to "live streaming a classroom" the first thing you should consider is privacy. Do you want the entire world to be able to see your live stream or just your students? Here is a shortlist of education online communication types you could consider:
School-Wide Announcement (ideal for live stream)
Public School Meeting (ideal for live stream)
Grade Wide Online Session (ideal for private live stream)
Private Classroom Lesson (ideal for online meeting technology)
Small Breakout Sessions (only available with video conferencing software like Zoom)
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As you can see, the list above goes from public-facing live streams to private online meetings. It's important to start by considering your audience and the type of live stream or online meeting you want to host.
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This document discusses the flipped classroom model of instruction. In a traditional classroom, students receive instruction at school through lectures and do homework practice at home. In a flipped classroom, students watch video lectures at home for homework, then practice and apply the lessons in class with teacher guidance. The flipped model promotes learner autonomy and allows class time to be used for active learning activities instead of passive lecture. The document provides examples of online platforms and resources that can be used to deliver video lessons and complete work. It poses questions to encourage readers to consider how flipped learning could work in their own teaching contexts.
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This webinar was part of the MEDEAnet webinar series, sharing good practices on producing and using educational media. View the recording on www.medeanet.eu/webinars.
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This document summarizes an presentation given at Lumen Christi Catholic School on using iPads in the classroom to improve student learning through creating and publishing content. It provides examples from different grade levels of using apps like Evernote, Show Me, Explain Everything, AudioBoo, Pinnacle Studio, Book Creator, and Toft's Kid Blog to create eBooks, tutorials, assessments, news broadcasts, blogs and more. The goal is to shift students from content consumers to content creators and have them think critically and collaborate using technology.
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The document discusses flipped instruction, which is a hybrid approach to learning that moves lectures outside of class time through videos and uses class time for interactive activities and engagement. It provides reasons for using flipped instruction like fostering collaboration and critical thinking. Tips are given for getting started with flipped instruction, such as introducing videos to replace lectures and using polling tools to do formative assessments in class. The presentation aims to explain what flipped instruction is, why to use it, and how to implement it.
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School-Wide Announcement (ideal for live stream)
Public School Meeting (ideal for live stream)
Grade Wide Online Session (ideal for private live stream)
Private Classroom Lesson (ideal for online meeting technology)
Small Breakout Sessions (only available with video conferencing software like Zoom)
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As you can see, the list above goes from public-facing live streams to private online meetings. It's important to start by considering your audience and the type of live stream or online meeting you want to host.
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This webinar was part of the MEDEAnet webinar series, sharing good practices on producing and using educational media. View the recording on www.medeanet.eu/webinars.
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1. Setting goals for flipping, such as flipping a whole class or individual lessons.
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3. Engaging students by demonstrating the video process and providing accountability measures like checks for understanding.
4. Communicating the new approach to parents and involving them through blogs or social media.
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This document summarizes a workshop on developing students' skills for their final year projects. It introduces an online resource called "The Final Chapter" created at the University of Leeds to help students with dissertation writing. The resource was developed in response to student concerns about critical thinking, project planning, and confidence. It includes videos of staff and students, and was created using existing materials and Articulate Storyline. Feedback from over 500 students showed they found it reassuring and that it helped improve their arguments, planning, and confidence. Suggestions are made to expand the resource.Flip workshop
The workshop introduced the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It emphasizes having students complete preparatory work before class individually to learn basic concepts. Then, class time focuses on higher-level learning through engaging activities that apply the concepts. Tips included establishing FLIP from the start, ensuring pre-work has an action component, and "chunking" lessons with varied activities every 10 minutes to maintain engagement. Examples demonstrated how to FLIP through games, videos, discussions, and summarizing activities.
Flipped learning cpd for clc
This document provides information about flipped learning CPD and flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time so that class time can be used for more personalized learning. Some benefits listed include boosting engagement, allowing class time for differentiated instruction, and giving students the ability to pause and rewatch lessons. Potential barriers include ensuring students engage with pre-class material and assessing their out-of-class work. The document provides tips for flipping a classroom, such as creating or curating video lessons, platforms for hosting lessons, and ideas for formative assessments. Resources for learning more about flipped learning are also included.
From tools to pedagogy: extending language learning using the Internet
A presentation outlining some of the ways in which language teachers can positively extend learning with the Internet's aid.
Knowledge Clips
The document discusses knowledge clips and how to produce them. It defines a knowledge clip as a short video where an instructor briefly explains a specific subject or concept. It provides tips for preparing the content and environment, recording successfully, and editing knowledge clips. The document encourages participants to create their own clip to share how they would implement it and provides references for further reading.
Flipped classroom approaches
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
Flip workshop
The document describes a workshop on the FLIP (Focus on Learners by Involving them in the Process) model for flipping the classroom. It discusses having students complete pre-work activities before class individually to learn basic concepts. Then class time is spent on higher-level learning through engaging activities that apply the concepts. The tips provided recommend establishing a FLIP classroom from the start of the semester so students are engaged. Pre-work should include an action component like writing or identifying concepts. Class periods should include chunking lectures with activities every 10-12 minutes to maintain attention. The workshop modeled FLIP techniques like a pre-class quiz and games to reinforce learning.
Technology teaching college writing class
The document discusses the pros and cons of using technology in the classroom. It acknowledges that technology can engage students and keep up with their interests, but it can also overwhelm students and take focus away from the core lessons. The document provides tips for teachers on gradually integrating technology, using tools that fit their strengths and class needs, and ensuring technology helps students become better learners. It also highlights specific technologies like Blackboard, presentation software, audio/video recording, and screen capturing that teachers can utilize.
2015 c3 online learning part 1 & 2
This document provides an overview of a workshop on sponsoring online learning. The workshop covers the purposes and best practices of online learning, how to develop online content that reaches different learning styles, examples of online courses, and how to build an online course using Blackboard Coursesites. It also discusses asynchronous and synchronous tools like surveys, Google Hangouts, and Adobe Connect Pro. Principles of effective online learning include clear communication, structured activities, feedback, and promoting engagement and community. The 4-MAT learning theory is presented as a cycle that addresses different learning styles through sensing, thinking, reflecting, and acting.
Flipping the Classroom Presentation Slides
The document discusses the "flipped classroom" model, where students watch video lectures at home and class time is used for hands-on work and problem solving. It notes some myths about flipping the classroom, such as that videos need to be perfect or that it inherently makes teachers better. Teachers are encouraged to identify lessons that cannot be replaced by videos and determine what preparatory work students could do independently.
4 t presentation slides version 5apdf
This document summarizes a webinar on blending Common Core standards, visible thinking strategies, and web 2.0 technologies to engage students. The webinar covered the SAMR model for technology integration and provided examples of how tools can be used at different levels of the model. Attendees then collaborated in groups to apply the SAMR model to sample lesson plans. Overall, the webinar aimed to demonstrate how technology can be effectively integrated to transform learning environments and empower students through more active and social learning experiences aligned with state standards.
4T Presentation 2014
This document summarizes a webinar on blending Common Core standards, visible thinking strategies, and web 2.0 technologies to engage students. The webinar covered the SAMR model for technology integration and provided examples of how tools can be used at different levels of the model. Attendees then collaborated in groups to apply the SAMR model to sample lesson plans. Overall, the webinar aimed to demonstrate how technology can be effectively integrated to transform learning environments and empower students through more active and social learning experiences aligned with state standards.
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Flipped instruction
- 1. Q: What is “flipped instruction”? If you have Socrative Student on your iPad, please open it and answer the above question. (If you don’t have it, you should! Get both SocrativeTeacher and SocrativeStudent) Room Number: 81445
- 2. HHS Engaged Learning Initiative
- 3. What is “flipping”? It is NOT simply recording lectures It is moving from a teacher-centered classroom to a learner-centered classroom. Allowing more time to work with students Allowing more time for labs, experiments, writing, collaboration, debates, reenactments, PBL, etc. Allowing students to pose questions, work at their own pace and generate discussion Allowing teachers to differentiate and remediate
- 4. Okay, but where do I start? Start small!!!! One lesson ***Remember: Not One idea all lessons need to be, can be, or One concept should be flipped! One at a time Examples: Notes Introduction to a unit Directions for an assignment Review for a test Concepts that students will need to remember all year
- 5. What Kristy is going to try: MLA Formatting video recording on Explain Everything How to head your paper How to do a works cited page Introduction to Modernism
- 6. What can I use to flip instruction? Recorded audio/video Images Supplemental texts Articles Primary documents Podcasts **Key thing to remember: You do not have to reinvent the wheel!! There are a lot of resources already available on the internet and you have wonderful colleagues who could help create content as well!
- 7. So how does the iPad fit into this? it makes it more convenient and less expensive! Basically Apps for Recording Video: Educreations, ShowMe, ExplainEverything Apps for Recording Voice: GarageBand, Cinch Apps for creating presentations: Keynote, Sliderocket, QuickOffice Apps for gathering and sharing: Evernote, Dropbox, Edmodo, Moodle, YouTube, LiveBinders
- 8. Questions? Resources: Diigo Group: Flipped Instruction (request to join) Twitter Flippedclassroom.org John Kuglin (Kuglin.com) Flippedlearning.org