The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the in-class time is used for applying concepts, interacting with educators, and engaging in creative activities. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educators. The four pillars involve strategies like providing flexible learning spaces, cultivating student-centered learning, prioritizing concepts for direct instruction, and the educator taking on an observational role to provide feedback.
Self Learning, Cooperative and Collaborative LearningJagrati Mehra
This PPT contains definition, benefits and limitations of Self Learning, Cooperative & Collaborative Learning. Also it contains difference between Cooperative Learning & Collaborative Learning.
Self Learning, Cooperative and Collaborative LearningJagrati Mehra
This PPT contains definition, benefits and limitations of Self Learning, Cooperative & Collaborative Learning. Also it contains difference between Cooperative Learning & Collaborative Learning.
What is peer tutoring and how you will develop peer tutoring in your own classroom?
My masterals presentation will present you a simple but educated presentation of Peer Tutoring.
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.
What is peer tutoring and how you will develop peer tutoring in your own classroom?
My masterals presentation will present you a simple but educated presentation of Peer Tutoring.
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.
This documents present an overview of effective teaching such as
What is effective teaching?, What are its characteristics?, What are the steps to become an effective teacher?
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1. While often defined simplistically as “school work at
home and home work at school,” Flipped Learning
is an approach that allows teachers to implement
a methodology, or various methodologies, in their
classrooms.
To counter some of the misconceptions about this
term, the governing board and key leaders of the
Flipped Learning Network (FLN), all experienced
Flipped Educators, have composed a formal
definition of “Flipped Learning.” Explicitly defining
the term may dispel some of the myths repeatedly
promulgated by teachers, the media, and
researchers.
These Flipped Learning leaders also distinguish
between a Flipped Classroom and Flipped
Learning. These terms are not interchangeable.
Flipping a class can, but does not necessarily, lead
to Flipped Learning. Many teachers may already
flip their classes by having students read text
outside of class, watch supplemental videos, or
solve additional problems, but to engage in Flipped
Learning, teachers must incorporate the following
four pillars into their practice.
Flipped Learning is a
pedagogical approach in
which direct instruction moves
from the group learning space
to the individual learning
space, and the resulting
group space is transformed
into a dynamic, interactive
learning environment where
the educator guides students
as they apply concepts and
engage creatively in the
subject matter.
Definition of
Flipped Learning
What Is Flipped Learning?
Citation: Flipped Learning Network (FLN). (2014) The Four Pillars of F-L-I-P™
Reproducible PDF can be found at www.flippedlearning.org/definition.
The Flipped Learning Network is a 501 (c) 3 with the mission of providing educators with the knowledge, skills, and
resources to implement Flipped Learning successfully. The Four Pillars of F-L-I-P™ and the definition were written by
the FLN’s board members: Aaron Sams, Jon Bergmann, Kristin Daniels, Brian Bennett, Helaine W. Marshall, Ph.D.,
and Kari M. Arfstrom, Ph.D., executive director, with additional support from experienced Flipped Educators.
This work is licensed under a Creative
Commons Attribution-NonCommercial-
NoDerivs 4.0 International License
2. I establish spaces and time frames that
permit students to interact and reflect on
their learning as needed.
I continually observe and monitor students
to make adjustments as appropriate.
I provide students with different ways to
learn content and demonstrate mastery.
Flipped Learning Educators continually think about how they can
use the Flipped Learning model to help students develop conceptual
understanding, as well as procedural fluency. They determine what
they need to teach and what materials students should explore on their
own. Educators use Intentional Content to maximize classroom time in
order to adopt methods of student-centered, active learning
strategies, depending on grade level and subject matter.
In the traditional teacher-centered model, the teacher is the primary
source of information. By contrast, the Flipped Learning model
deliberately shifts instruction to a learner-centered approach, where
in-class time is dedicated to exploring topics in greater depth and
creating rich learning opportunities. As a result, students are actively
involved in knowledge construction as they participate in and evaluate
their learning in a manner that is personally meaningful.
The role of a Professional Educator is even more important, and often
more demanding, in a Flipped Classroom than in a traditional one. During
class time, they continually observe their students, providing them with
feedback relevant in the moment, and assessing their work. Professional
Educators are reflective in their practice, connect with each other to
improve their instruction, accept constructive criticism, and tolerate
controlled chaos in their classrooms. While Professional Educators take
on less visibly prominent roles in a flipped classroom, they remain the
essential ingredient that enables Flipped Learning to occur.
I give students opportunities to engage
in meaningful activities without the teacher
being central.
I scaffold these activities and make
them accessible to all students
through differentiation and feedback.
I make myself available to all students
for individual, small group, and class
feedback in real time as needed.
I conduct ongoing formative assessments
during class time through observation and by
recording data to inform future instruction.
I collaborate and reflect with other
educators and take responsibility for
transforming my practice.
I prioritize concepts used in direct instruction
for learners to access on their own.
I create and/or curate relevant content
(typically videos) for my students.
I differentiate to make content accessible
and relevant to all students.
Flipped Learning allows for a variety of learning modes; educators
often physically rearrange their learning spaces to accommodate a
lesson or unit, to support either group work or independent study.
They create flexible spaces in which students choose when and where
they learn. Furthermore, educators who flip their classes are flexible
in their expectations of student timelines for learning and in their
assessments of student learning.
The Four Pillars of F-L-I-P™
F.1
L.1
I.1
P.1
F.2
L.2
I.2
P.2
I.3
P.3
F.3