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.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
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,
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.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
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.
Flipped classroom - A quick guide to concepts and practice Richard Grieman
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,
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.
The flipped classroom introduction and sourcesInge de Waard
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
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.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
Integration of technology in teaching and learning is an important aspect of today's education.Here is a presentation on what technology integration is, its benefits, and how teachers can put it into practice.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
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.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Technology Driven Differentiated Instruction: March 2016Vicki Davis
In this updated version of the popular Technology Driven Differentiated Instruction, Vicki Davis @coolcatteacher shares the pain points of teachers and how differentiated instruction can help them reach every child. With practical examples of how to solve problems, this presentation helps teachers understand not only what to do but how to do it in an everyday classroom setting.
The aims and objectives of this presentation is to identify different learning styles
To explore how interactive teaching strategies support all learners
To share practical ideas for whole class teaching
The flipped classroom - and interactive workshop plus key ideas. presented at ALDinHE 2014. What to flip, what to replace it with, how to do it #aldcon
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
Integration of technology in teaching and learning is an important aspect of today's education.Here is a presentation on what technology integration is, its benefits, and how teachers can put it into practice.
a slideshow on what makes an effective teacher. particularly useful to college/school teachers. helps teachers do some quick swot and helps them equip themselves with useful skills.
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.
collaborative learning is one of the 21st century learning skill that teachers should utilize. the error of teachers having all or considered as the sources of knowledge is long gone. this is an error when learners should create their own knowledge.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Technology Driven Differentiated Instruction: March 2016Vicki Davis
In this updated version of the popular Technology Driven Differentiated Instruction, Vicki Davis @coolcatteacher shares the pain points of teachers and how differentiated instruction can help them reach every child. With practical examples of how to solve problems, this presentation helps teachers understand not only what to do but how to do it in an everyday classroom setting.
Things you should know about Flipped ClassroomReduca
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?
Flipped Classrooms: A Powerful Teaching Tool, But Not a PanaceaRich McCue
Adopting a flipped classroom approach can free up valuable in-class time by using videos and exercises that students watch and complete as homework, or “pre-work." This allows teachers to more easily differentiate their instruction and allows students to learn at their own pace. Teachers can typically spend more one-on-one time with students who are struggling during class time, and allows for more student selected project based learning to engage students. This talk includes an overview of the flipped learning model, a demonstration of one approach to flipping a classroom, and discussion of where flipped learning works and does not work well—along with equity issues to keep in mind when implementing.
Flipped Instruction: Flipping it Without Flipping OutLHoustonMemphis
List of Educational Objective(s) for the Session (be sure these indicate learning outcomes):
* Define the flipped instruction approach and how it can foster student success.
* Identify strategies to enhance instruction using the flipped instruction approach.
* Explore opportunities for applying flipped instruction theory in lesson planning and delivery.
* Describe practical uses of the flipped instruction approach in food service systems management 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
Presentation at the annual scientific conference of the DOST-National Research Council of the Philippines, 12 Mar 2024. Philippine International Convention Center, Manila.
Artificial Intelligence: Ethical Issues in Residency TrainingIris Thiele Isip-Tan
Symposium presentation at the annual convention of the Philippine Academy of Family Physicians, 8 March 2024. Philippine International Convention Center.
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.
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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.
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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.
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
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.
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.
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.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
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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?
Thesis Statement for students diagnonsed withADHD.ppt
Flipped Learning
1. FLIPPED LEARNING
Iris Thiele Isip Tan MD, MSc
Professor, UP College of Medicine
Chief, UP Medical Informatics Unit
Director, UP Manila Interactive Learning Center
3. What pedagogical problems do you
struggle with in the courses you teach?
What do you know so far about flipped
learning?
From what you know of flipped learning,
which of your pedagogical problems can it
solve?
16. FLIPPED LEARNING
Flipped Learning Network, 2014
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.
22. FLIPPED LEARNING
Flipped Learning Network, 2014
L is for LEARNING CULTURE
Students use precious group space on
high-impact meaningful activities that
place their work at center of attention
23. FLIPPED LEARNING
Flipped Learning Network, 2014
I is for INTENTIONAL CONTENT
Materials have EXPLICIT connections to
learning targets that are clearly stated
24. FLIPPED LEARNING
Flipped Learning Network, 2014
P is for PROFESSIONAL EDUCATOR
Teachers take time to evaluate their
performance and are connected
to an active community practice
30. If you were to flip your lesson, what would you
ask students to do in their individual and group
spaces?
Where would you put direct instruction and active
learning?
35. Plan learning
experiences and
instruction.
Identify the desired
results of the course.
Determine acceptable
evidence that learning or
mastery has taken place.
BACKWARD DESIGN
Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017
36. SEVEN STEP PROCESS IN
DESIGNING FLIPPED LEARNING
• List learning objectives for your lesson.
• Arrange objectives in order of cognitive complexity.
• Create a rough design of the group space activity.
• Split the learning objectives into basic and
advanced.
• Finish the design of the group space activity.
• Design the individual space activity.
• Design the post-group space activity.
Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017
39. • Outline a sequence of historical events
that led the US to enter WW 1.
• Categorize some commonly given reasons
for the US entry into WW 1 as political,
social and economic and explain your
reasoning.
• Create a plausible “alternate history” of
the US in which one of the events leading
to the US entry into WW 1 didn’t happen.
Understand the causes of the US entry into
World War 1.
40. INDIVIDUAL ACTIVITY - Steps 1 & 2
1. Make a comprehensive list of learning
objectives for your lesson.
2. Arrange the learning objectives according to
order of cognitive complexity.
42. INDIVIDUAL ACTIVITY - Steps 3 & 4
1. Create a rough design of the group space
activity.
2. Split the learning objectives into basic and
advanced objectives.
44. — Robert Talbert, Flipped Learning
You will very likely not have enough time to
address every single one of your objectives in
class… you will need to make a preliminary
choice of which objectives you are not going to
cover explicitly in class.
”
“
45. • State the quadratic formula
• Use the quadratic formula to find the
roots of a second-degree polynomial
• State the conditions under which a
second-degree polynomial will have two
real roots, one repeated root or two
complex roots
• Apply the quadratic formula to solve a
real-world problem
An example from Algebra …
Most complex
task before class
Least complex
task during class
47. — Robert Talbert, Flipped Learning
What am I supposed to do with all the class
time that is freed up by moving lectures out of
the class space? … Do whatever it is you have
always wanted to do, but didn’t have the time.
”
“
54. • OVERVIEW. A way of introducing the
material and its connection to past content.
• LEARNING OBJECTIVES. Basic &
advanced.
• RESOURCES FOR LEARNING. What would
be helpful for the tasks.
• EXERCISES. Allow students to practice.
• INSTRUCTIONS FOR SUBMITTING WORK.
GUIDED PRACTICE
55. BASIC OBJECTIVES
Each student will be
responsible for learning &
demonstrating proficiency in
these objectives PRIOR to
the class meeting
Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017
56. Talbert R. Flipped Learning: A Guide for Higher Education Faculty, 2017
ADVANCED OBJECTIVES
Mastered during and following the class
session through active work and practice
67. Reflect back on
work, motivation,
affect and behavior
Plan activities in
between group
space activities
Summative writing
assignments
POST-GROUP SPACE ACTIVITIES
70. Flipped Classroom: Gestational Diabetes
Pre-meeting
preparation
Watch video
Read book
View slides
During Class
Individual
quiz
Team quiz
n=160
12 groups
Teacher
discussion
15 min
15 min
30 min
Converted slides to 3
short teaching videos
2013
2016
74. 10 minutes
Divide into groups of 8.
Set up MyFitnessPal for yourself.
Individually enter your food intake yesterday.
15 minutes
Discuss with your group mates.
What did you realise about your diet?
Would you use this app? Why or why not?
Would you recommend this app?
15 minutes
Plenary
75. You’ll play the role of an Epidemic Intelligence Service agent. Find clues about
outbreaks and make tough decisions about what to do next: Do you quarantine
the village? Talk to people who are sick? Ask for more lab results?
With fictional outbreaks based on real-life cases, you’ll have to puzzle through
the evidence to earn points for each clue. The better your answers, the higher
your score – and the more quickly you’ll save lives. You’ll start out as a Trainee
and will earn badges by solving cases. Once you earn the top rank: Disease
Detective, unlock level two to try your hand at more challenging scenarios and
earn new honors.
New outbreaks happen every day and
CDC’s disease detectives are on the front
lines, working 24/7 to save lives and
protect people. When a new outbreak
happens, disease detectives are sent in to
figure out how outbreaks are started,
before they can spread. In this free tablet
app, you get to Solve the Outbreak.
https://www.cdc.gov/mobile/applications/sto/
76. Fun, Interactive Peek into the World of Epidemiology
Whether you're a teen considering a career in the sciences, a teacher
looking for a great new way to show epidemiology at work, or a germ
nerd of any age, Solve the Outbreak is a fascinating peek into the work
that real-life Disease Detectives do every day to keep us safe.
https://www.cdc.gov/mobile/applications/sto/
77. Can you infect the world? Plague
Inc. is a unique mix of high
strategy and terrifyingly realistic
simulation.
Your pathogen has just infected
'Patient Zero'. Now you must
bring about the end of human
history by evolving a deadly,
global Plague whilst adapting
against everything humanity can
do to defend itself.
http://www.ndemiccreations.com/en/22-plague-inc
78. If you make it lethal too quickly
your sickness will kill the people
who already have it and won't
spread.
You can't upgrade too slow as the
world will create a cure.
Your main goal is to kill everyone in
the earth or as much as you can.
http://www.ndemiccreations.com/en/22-plague-inc
79. Choose Your Own Adventure
Series of children's gamebooks
Each story is written from a second-
person point of view,
Reader assumes the role of the
protagonist; makes choices that
determine the main character's
actions and the plot's outcome.
Sold 250 million copies 1979-1998
https://en.wikipedia.org/wiki/Choose_Your_Own_Adventure
80. Choose Your Own Adventure
Scenario 1
Scenario 2
Scenario 1aA
Link to
reading material
B
Scenario 1b
CorrectC
WrongD
LESSON tool
in Moodle
81. Ruben R. Puentedura from slideset SAMR: An
Applied Introduction www.hippasus.com/rrpweblog/
82.
83.
84.
85. — Robert Talbert, Flipped Learning
The problem with a partially flipped design is
that students are made to jump back and forth
between the preconceived roles in the course
and the new roles defined by flipped learning.
”
“
86. EFFECTIVE ONLINE GROUP SPACE
Team-based chat tools ex. Slack
Traditional classroom
Synchronous distributed course
Web-enhanced courses
Blended/hybrid classroom courses
Blended/hybrid online courses
Online courses
87. • You’re NOT teaching the class.
• I’m having to teach MYSELF the subject.
• I learn best when I am lectured to.
• It takes too much time outside of class.
• I don’t have a way to ask questions
BEFORE class.
WHAT CAN GO WRONG?
88. Rethinking the Flipped Classroom Pitch - Dr. Lodge McCammon, 2014
https://youtu.be/s0ECkz8z2pU