The document provides an introduction to flipped classroom learning. It defines flipped classroom as rearranging how time is spent in and out of class to shift ownership of learning from educators to students. Typically, lectures are viewed as homework outside of class through videos and in-class time is used for homework, projects, discussions and problem-solving. This allows educators to focus on higher-level application of concepts and address students' questions individually. The document outlines concerns with traditional models and benefits of flipped learning, including allowing self-paced learning and just-in-time teaching. It provides tips for implementation, including starting small, frequent assessment, and addressing student resistance to the change in responsibilities.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
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.
One of the hottest topics in education is blended learning – a disruptive innovation that is changing both teaching and learning. Don’t miss one of its foremost experts, Michael Horn, Executive Director of Education at the Innosight Institute, for a conversation about the present and future of blended learning.
Attend this web seminar to learn the benefits of the blended learning disruptive model, get up-to-date on current trends in blended learning technologies, and learn the key elements to consider when evaluating blended learning models, technology and solutions.
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
Workshop Breakdown
AM Schedule
Introductions, overview & review
So what?—Building a case for the flipped classroom
• Attention scarcity
• Filter failure
• Brain science
Now what?—Designing pre-class elements with edutech
• Content curation & TFC
• Content creation & TFC
• In practice—hands-on activity
Brief morning recap
PM Schedule
Afternoon overview
Now what?—Designing in-class elements
• Active & experiential learning
• Gamification
• The physical space
• In practice—hands-on activity
Tips, tricks & best practices
Wrap up & closing
Students’ satisfaction with a blended instructional design: The potential of ...Nuria Hernandez Nanclares
Teaching in bilingual curricula under a CLIL approach poses a challenge to instructional design, as it is necessary to integrate content learning with instructional language practice. To implement this design it is essential that students come to class with due preparation (linguistic micro-skills, specific terminology, familiarity with concepts, etc.) through a previous first contact to assign self-study material and activities. This allows different ways to interact with contents, instruction language, peers and instructor during Face2Face periods. An instructional technique that fits well to these requirements is the so-called “Flipped” (or inverted) “Classroom”. Students watch videos outside the classroom to have their first contact with course materials, and then answer on-line questionnaires related to the content and procedures in order to aid in-class performance and detect major comprehension problems. Face2Face time can then be devoted to active and collaborative learning, thus creating for students learning experiences where they use academic and subject-specific language. Recent evidence-based research (Deslauriers, Schelew & Wieman, 2011;Bates & Galloway, 2012 and Bishop& Verleger, 2013) back the use of this educational design in Higher Education.
This paper aims to discuss the impact on promoting student satisfaction and improving their involvement in their own learning when applying a “Flipped classroom” design in a first-year bilingual, English-taught module in a non-English-speaking country. “World Economy” is taught in the Faculty of Business and Economics at a traditional, F2F Spanish publicly-funded institution, the University of Oviedo (Spain). It is a bilingual module, where English is the medium of instruction and evaluation to a cohort of Spanish-speaking freshers. The design targets module contents, skills practice and improvement of students' linguistic skills. During 2013-14, the instructional designers implemented a “Flipped Classroom” design for this module: content delivery through videos in English of the different module topics, pre-class questionnaires answered through the University VLE, instructor mediation between students and content through mini-lectures and Just-in-Time Teaching, student-centered active learning approach for in-class sessions, and individual practice combined with peer-instruction mediated by the instructor.
FLIPPED CLASSROOM IN HIGHER EDUCATION WITHIN A VIDEOCONFERENCING CONTEXT : A ...Université de Sherbrooke
More and more institutions of higher education have videoconferencing and telepresence equipment to give users the feeling of being present around the same table in a synchronous manner. However, these facilities are not specifically adapted to the needs of the teaching profession, and teachers, pedagogical advisors and researchers need key to understand how to enhance the quality of teaching in such settings (Lameul & Loisy, 2014). In this context, it is crucial to build a repertoire of rigorous and critical knowledge about adapted pedagogical approaches, the effects of these devices on student learning (Albero, 2011) and emerging pedagogical innovations (Bédard & Béchard, 2009).
In order to reach this goal, we set up a design-based research project (Wang & Hannafin, 2005) called TOPIC (Telepresence as an Opportunity for Pedagogical Innovation and Conception). Among different trainings we designed based on a close collaboration between researchers and trainers, we designed a training which main goal was to bring teachers to develop 4 competencies related to teaching a flipped classroom in a videoconference context. This training we designed and taught was “flipped” and took place over 2 weeks, with participants in Australia, France and Quebec.
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.
One of the hottest topics in education is blended learning – a disruptive innovation that is changing both teaching and learning. Don’t miss one of its foremost experts, Michael Horn, Executive Director of Education at the Innosight Institute, for a conversation about the present and future of blended learning.
Attend this web seminar to learn the benefits of the blended learning disruptive model, get up-to-date on current trends in blended learning technologies, and learn the key elements to consider when evaluating blended learning models, technology and solutions.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
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.
How technology impact children’s development in schoolstarunwebglaze
When technology is blended into education, learners at schools are required to be more involved in the subjects they are studying. Technology offers various possibilities to make studying more enjoyment and pleasant in terms of teaching the same things in innovative methods. If you are wondering how technology impacts children’s development in schools then here is a complete guide for you. The schools are now realizing the requirement of integrated the appropriate quantity of technology in the learning system.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
we need new techniques foe teaching and learning. our life is changing its own way so methods of learning should be changed accordingly. here author has focused on blending of class room learning and on line learning; its called blended learning. its very useful for innovative teacher and students.
Training on Flipped classroom and EAS (Episodes of Situated Learning) held by the maths teacher at the Middle school Tinozzi of the IC8PE: Bello Simona.
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.
How technology impact children’s development in schoolstarunwebglaze
When technology is blended into education, learners at schools are required to be more involved in the subjects they are studying. Technology offers various possibilities to make studying more enjoyment and pleasant in terms of teaching the same things in innovative methods. If you are wondering how technology impacts children’s development in schools then here is a complete guide for you. The schools are now realizing the requirement of integrated the appropriate quantity of technology in the learning system.
iNACOL developed six key elements for implementing and maintaining a blended learning program. Rob Darrow's presentation outlines the six elements and promising practices.
we need new techniques foe teaching and learning. our life is changing its own way so methods of learning should be changed accordingly. here author has focused on blending of class room learning and on line learning; its called blended learning. its very useful for innovative teacher and students.
Flipped learning occurs when key learning materials are provided for study and review outside the traditional classroom environment, through audio, video, screen casts, online forums or reading.
عرض عن الصف المقلوب - المعكوس ونموذج له والتخطيط للدرس
ونماذج عملية عليه
واراء مؤيده ومعارضه
والفيديو المرفق
https://www.youtube.com/watch?v=s-GzETpSnUo
علي الشوربجي
تطبيقات شبكات التواصل الاجتماعي في التعليم والتعلم
"ورقة علمية في منتدى "التعليم في دول مجلس التعاون الخليجي: إبداعات وتطلعات تربوية
تنظيم كلية التربية - جامعة قطر
This presentation is about a pedagogical approach develop by Novak and colleagues in the USA in 1997 called JiTT However with today's learning technologies much more can be achieved in student outcomes. It introduces teachers to Interactive Learning Modules (ILMs) using Articulate software. These concepts and methods were introduced into the University of Adelaide in 2005 and have been very successful
Real-time Assessment: A Guide for Emergency Remote TeachingFitri Mohamad
This is a set of materials from a webinar held for Universiti Malaysia Sarawak's lecturers (UNIMAS), to guide the transition from f2f teaching to emergency remote teaching - specifically on conducting Real-time Assessments.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
Disrupting traditional public schooling with personalized learning through blended, mastery-based approaches requires teachers who have a new set of schools for facilitating learning and managing their classrooms. This presentation by Mary Esselman of the Education Achievement Authority of Michigan walks through the five phases of professional development for EAA's teachers: Mindset/mission/vision, Creating the learning environment, planning for instruction, assessing mastery, and using data to drive performance.
The aim of this presentation was to provide college staff and faculty with a framework for developing a a competency-based curriculum. The workshop was presented during the national conference of the Vietnam Association of Community Colleges on September 19, 2013.
The paradigmatic shift from a teacher-centered learning environment to a student-centered one is not an easy transition; and, does not occur effortlessly. What is student-centered learning? Necessary areas of change. Strategies for the shift. Positive outcomes. The paradigm shift. What changed? Teacher-centered vs. learning-centered instruction. 8 steps in the change process. Instructor concerns. Measurable objectives. Agent for change. Action plan.
Part 2 of a 2-part presentation plus workshop on Curriculum Transformation: taking time to design presented at the first North West University Teaching and Learning Festival, May 2018
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,
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
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?
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
How to Make a Field invisible in Odoo 17Celine George
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.
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
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.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
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.
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.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. What is Flipped
Classroom?
“The flipped classroom refers to a model of learning
that rearranges how time is spent both in and out of
class to shift the ownership of learning from the
educators to the students.”
NMC Horizon Report: 2014 Higher Education Edition
2
3. Teacher-centered traditional
classroom
Class time
Questions and Help Lessons
# @%& ?!
Homework
Adapted from Audrey McLaren McGoldrick 2012
Out-of-class Time
3
4. Concern #1: Lesson Time learning
or comprehension
Questions and Help
Lessons
# @%& ?!
Adapted from Audrey McLaren McGoldrick 2012 4
Homework
5. Concern #2: Students are alone when
they are typically struggling the most
Questions and Help
Lessons
# @%& ?!
Adapted from Audrey McLaren McGoldrick 2012 5
Homework
6. Concern #3: Too many questions for one
instructor or too few questions because not
enough of the homework completed.
Questions and Help
Lessons
# @%& ?!
Adapted from Audrey McLaren McGoldrick 2012 6
Homework
7. Thanks to technology...
Questions and Help
Lessons
# @%& ?!
Homework
Adapted from Audrey McLaren McGoldrick 2012 7
8. Self-Paced Lesson Time
Questions and Help
Lessons
# @%& ?!
Homework
Adapted from Audrey McLaren McGoldrick 2012
Students have as
long as they need
to absorb the
lesson. 8
9. Face-to-face Time
Problems/ Questions and Help
Assignments/
Projects
Adapted from Audrey McLaren McGoldrick 2012
Lessons
9
10. Now there is an opportunity to do
Just-in-time-teaching
Questions and Help
Adapted from Audrey McLaren McGoldrick 2012
Lessons
Problems/
Assignments/
Projects
10
11. But that’s not all…
Questions and Help
Adapted from Audrey McLaren McGoldrick 2012
Lessons
Problems/
Assignments/
Projects
11
12. But that’s still not all…
Face to Face Instruction Time is now
Questions and Help
available for more learning together
Adapted from Audrey McLaren McGoldrick 2012
Lessons
Key learning experiences
Problems/
Assignments/
Projects
12
13. The lines blur and the learning
experience becomes more Learner-
Centered
Adapted from Audrey McLaren McGoldrick 2012
Lessons
13
14. “Rather than the teacher using class time to dispense
information, that work is done by each student before
class, and could take the form of watching video
lectures, listening to podcasts, perusing enhanced e-book
content, and collaborating with peers in online
communities.”
NMC Horizon Report: 2014 Higher Education Edition
14
18. Lecture Flipped Learning
Creating
Evaluating
Analyzing
Applying
“Understanding”
Remembering
Assessment at the End
Assessment during
Class
Assessment
outside of
class
Adapted from Barbi Honeycutt, 2013 18
19. So let’s pull it apart…
Plan
Create, Gather,
Connect
Reflect
Face-to-face Implement
19
20. The Plan
Learning
Outcome
Out of Class
Activities
Formative
Assessment
In Class
Activities
Formative
Assessment
Summative
Assessment
Adapted from Barbi Honeycutt, 2013 20
23. Tips from the Pros
• Chunk material
o 10min intervals
• Build in formative assessments
• Decide what to do in class and what to do out-of-class
• Use a script to help manage content and activities
23
24. • What are some of things flipped learning would
allow me to do differently?
• What do I need to let go of?
• What do students need to let go of?
24
28. The Refresher
28
“The flipped classroom refers to a model of learning
that rearranges how time is spent both in and out of
class to shift the ownership of learning from the
educators to the students.”
NMC Horizon Report: 2014 Higher Education Edition
32. Key Components to
Flipping a Lesson
• Learning Outcome
• Out of Class Activities
• In Class Activities
• Formative Assessments
• Summative Assessments
35
34. Levels of Student
Learning Outcomes
Course Competency (s):
ENC 0025
Discipline Outcome:
Writing
MDC 10 Learning
Outcomes
The student will be able to….
Assess the quality of
one’s own writing,
and, when necessary,
strengthen it through
revision (WDECU8)
Revise and edit
written texts
35. When writing Learning Outcomes (SLOs)…
1) Focus on outcomes not processes
2) Start each outcome with an action verb
3) Use only one action verb per learning outcome
4) Avoid vague verbs such as ‘know’, ‘understand’ or
‘comprehend’
5) Check that the verbs used reflect the level of learning
required
6) Ensure that outcomes are observable and measurable
7) Write the outcomes in terms of what the learner does, not
what the instructor does
8) Check that the outcomes reflect knowledge, skills, or
attitudes required in the next level of instruction or workplace
9) Include outcomes that are woven into the entire course
10) Check that there are the appropriate number of outcomes
11) Check that the course outcomes and program outcomes
align with college wide outcomes
38
36. Out of Class of Activities
• The transfer of information
39
37. Finding Resources for
Out-of-Class Activities
https://sites.google.com/a/mymdc.net/ctd/flipped-classroom
40
Flipped Learning is a vast ocean that is ripe for
exploration and navigation. ~ Aaron Sams, 2013
39. In-Class Activities
• The assimilation of information
• Students work Individually
• Students work in groups
42
40. Finding Resources for In-
Class Activities
• Start with what you already have
• Discuss with colleagues
• Professional Organizations
• Active Learning Articles and Books
43
44. Summative Assessments
The goal of summative assessment is to evaluate
student learning at the end of an instructional
unit.
Summative assessments are often high stakes, which means that they
have a high point value. Examples of summative assessments include:
• a midterm exam
• a final project
• a paper
• a senior recital
**Information from summative assessments can be used formatively when
students or faculty use it to guide their efforts and activities in subsequent
courses.
Adapted fromhttp://www.cmu.edu/teaching/assessment/basics/formative-summative.html 49
45. Brace Yourself
• There will be resistance
• There will be extra work
• There will be a learning curve
• There will be hard choices
50
46. “Students forced to take major
responsibility for their own learning
go through some or all of the steps
psychologists associate with trauma
and grief: Shock, Denial, Strong
emotion, Resistance and withdrawal,
Struggle and exploration, Return of
confidence, and Integration and
success” (Felder & Brent, 1996, p. 43.)
51
47. Tips for dealing with student
resistance to flipped learning
1) Introduce active learning on the first day of class.
2) Show the evidence
3) Start small.
4) Keep the learning outcomes achievable in the
beginning of the course.
5) Assess often.
52
50. Reflect
• What are some of things flipped learning would
allow me to do differently?
• What do I need to let go of?
• What do students need to let go of?
57
In the flipped classroom model, valuable class time is devoted to more active, project-based learning where students work together to solve local or global challenges — or other real-world applications — to gain a deeper understanding of the subject.”
Because of innovation and human creativity we are able to deliver a better product.
Essentially “homework” is introduction to the new concept
The traditional classroom moves students at a fixed pace. However the flipped classroom allows for a mastery learning and the self-paced mastery.
And then class time reinforces that content with 100% dedicated to learner-centered active learning strategies
Now class time is focused on guided practice; group work; individual work and other key learning activities.
This is sometimes know as the inversion
Key assignments are done during face to face instruction with the instructor there.
Empowers the teacher to do direct problem solving with the student
It also opens up the classroom for creative activities and deeper exploration of mastery
Promoting deep learning
Teacher comes alongside and helps the students
Parallel in groups
Establishing an environment for Group and individual self-learners; student centric model- they teach themselves and they teach each other
This model bring new benefits to both teachers and students
Reference
http://demo.hosted.panopto.com/Panopto/Pages/Viewer.aspx?id=d8b12f6c-669b-4de7-ad66-c1734e85b451&__hstc=231909632.e27853f42ca4e0e56212d5cec3a4a123.1401833490769.1402501966808.1402505968645.16&__hssc=231909632.50.1402505968645&__hsfp=177871209
There are degrees to flipped learning flip a lesson; flip a unit or flip a whole course
So let’s go back a moment because the flipped model is not about technology, isn’t not about the videos. It is about what you do after the introduction to the content.
Some have suggested that flipped is a rebranding of inverted learning
In the end the concept of flipped isn’t new. However flipped learning really might be a step beyond some of what has already been done in this area because even though it isn’t new—its also not that old
Keep in mind that a 10min video watch time might actually take students 30-45mins to get thru
Its not about the technology it is about active learning and the way in which students practice with the material/concepts/skills in the course
When deciding what to move to in-class vs. out-of class: higher order thinking=needs support; passive learning=can be done on own time
When we think about how old some of the teaching methods in higher education are Flipped learning model is in its infancy by comparison
And when we make further comparisons we see that the whole world is changed around it but that education has evolved very little by comparison. Flipping is a way to continuously update and add activities to teaching
What we are providing for you here is a rough map a starting point for you to conduct your own exploration.
You Tube Educational Channel
Khan Academy
Brain Pop (paid service)
NBC Learn
Learner.org
Web-page content analysis
Upload power points
Screenr.com (free)
The Jigsaw is one of my favorite activities to use for reading comprehension with English language learners. It allows them to organize information they have read in a visual way, thereby helping them process the material more deeply. (The picture above is a link to a generic graphic organizer for a jigsaw activity.)
Here’s an example of how you might direct group work using this handout:
Sample topic: American Revolutionary War
1. Divide students into 3 groups of 3-5 (depending on class size). Each group should have the same number if possible. Give these groups a number.
2. Determine a subtopic to the main topic for the day, and assign to each group. For example, if you are discussing the American Revolutionary War, the subtopics could be: 1) Causes, 2) Major Events, 3) Results.
3. Students then discuss their assigned topic to determine 3 main ideas. Each group member should each record these on the front side of the handout.
4. Once students complete these steps, they will change groups entirely and form a new group with members from the other 3 groups. (If you number the groups, you can tell them that there should be one member from groups 1, 2, 3, and 4) in each new group.
5) In Group #2, students will begin to put together the big picture of the topic. Each member reports their findings from Group #1 and students in Group #2 take notes on the second part of the graphic organizer. Students take turns reporting until they are done.
I love jigsaw activities because they are student-centered and combine a variety of speaking, reading, writing, and listening skills. They also help students identify the most important information and condense it into language they understand. Make sure to visit http://www.jigsaw.org for more information on jigsaw activities.
First and foremost count on there being resistance and disorientation
No one told students they were suppose to hate lecture
Students are experiencing a paradigm shift—you’re the instructor you are suppose to lecture this chaotic classroom where I can no longer hide is not what I signed up for.
You will have to explain how the roles of the flipped classroom change
Cant just throw them in might have to ease into it
Share example: rules for flipping Seigel, M. 2014 p14: Flipping 2.0
Change is a process not an event.
Cognitive Processes that students
What students think are important
The way faculty set up and operate the teaching and learning environment affects the students balance between deep and surface learning
Be patient with yourself. You are learning how to teach in a new environment and learning to re-think the delivery of your content to build a foundation for more active learning.
When we think about how old some of the teaching methods in higher education are Flipped learning model is in its infancy by comparison
And when we make further comparisons we see that the whole world is changed around it but that education has evolved very little by comparison. Flipping is a way to continuously update and add activities to teaching