This document outlines a flipped classroom lesson plan for a Year 4 mathematics class on fractions. The plan involves students watching online instructional videos at home to learn about equivalent fractions. In class, the teacher leads hands-on activities like using fraction walls and group worksheets to reinforce the concept. The goal is for 90% of students to understand equivalent fractions by expressing them in simplest form. The plan draws on educational theories like Bloom's Taxonomy and the ADDIE model of instructional design.
DEMONSTRATION: A Speaking Project with PollEverywhere, Google Slides, and Goo...Saint Michael's College
This document outlines a speaking project for students in an oral skills class involving surveys on sleep habits. The project uses blended learning with tasks completed both in and outside of class. Students collaborate in Google Drive to create a survey using PollEverywhere, conduct interviews on campus, and build a Google Slides presentation. They practice their presentations and are assessed using a rubric. The goal is for students to gain experience with online tools like Google Drive while developing public speaking skills through a collaborative project.
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.
In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
This document provides daily schedules and objectives for students working on a personal interest project. It outlines the components of the project, including gathering information, creating a lesson plan to teach others, and submission deadlines. The lesson plan template requires students to define the objective, include warm-up, learning activities, and a reflection/exit ticket. The document provides guidance and checks for progress each day to help students complete the project.
This document discusses blended learning approaches for sixth form teaching. It notes that some sixth form students lack engagement and independent learning skills. It then reviews evidence on effective teaching approaches, including Hattie's research on the effects of different activities. It proposes a blended learning model with three phases: online preparation before class, active classroom interaction, and online reflection/follow-up after class. This allows incorporating elements like pre-class readings, in-class processing of information, and post-class reflective journals. It provides examples of online content and discussions forums that could support such a model. Overall, the document advocates a blended approach to develop students' independent learning and metacognition.
Flipped learning is an instructional strategy that moves direct instruction outside of the classroom through videos or other content. This allows class time to focus on application, problem-solving, discussion, and formative assessment led by the teacher. The document outlines different models of flipped learning, including using ready-made content or creating your own. Potential pitfalls like student motivation and internet access are also discussed.
This document discusses flipped learning and its implementation in an 8th grade English class. It introduces the teacher, Ruslana Shamanska, and provides an overview of flipped learning where students watch videos for homework and complete assignments in class with the teacher. Examples are given of activities used in a flipped lesson on the topic of mass media, including a warm-up discussion, developing listening skills by filling in lyrics, a press conference role play, and writing an article for homework. Questions are raised about best practices for flipped learning regarding student access and engagement.
This document outlines a flipped classroom lesson plan for a Year 4 mathematics class on fractions. The plan involves students watching online instructional videos at home to learn about equivalent fractions. In class, the teacher leads hands-on activities like using fraction walls and group worksheets to reinforce the concept. The goal is for 90% of students to understand equivalent fractions by expressing them in simplest form. The plan draws on educational theories like Bloom's Taxonomy and the ADDIE model of instructional design.
DEMONSTRATION: A Speaking Project with PollEverywhere, Google Slides, and Goo...Saint Michael's College
This document outlines a speaking project for students in an oral skills class involving surveys on sleep habits. The project uses blended learning with tasks completed both in and outside of class. Students collaborate in Google Drive to create a survey using PollEverywhere, conduct interviews on campus, and build a Google Slides presentation. They practice their presentations and are assessed using a rubric. The goal is for students to gain experience with online tools like Google Drive while developing public speaking skills through a collaborative project.
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.
In this Presentation, we would like to discuss current developments on teaching Knowledge Management with Flipped Classroom. We will start with a short introduction into the Flipped Classroom concept. At the master program “Knowledge Management” at the University of Applied Sciences Burgenland the Flipped Classroom Model is introduced for the whole study program. Based on this experience and accompanying studies we can report about various Flipped Classroom examples of teaching Knowledge Management
This document provides daily schedules and objectives for students working on a personal interest project. It outlines the components of the project, including gathering information, creating a lesson plan to teach others, and submission deadlines. The lesson plan template requires students to define the objective, include warm-up, learning activities, and a reflection/exit ticket. The document provides guidance and checks for progress each day to help students complete the project.
This document discusses blended learning approaches for sixth form teaching. It notes that some sixth form students lack engagement and independent learning skills. It then reviews evidence on effective teaching approaches, including Hattie's research on the effects of different activities. It proposes a blended learning model with three phases: online preparation before class, active classroom interaction, and online reflection/follow-up after class. This allows incorporating elements like pre-class readings, in-class processing of information, and post-class reflective journals. It provides examples of online content and discussions forums that could support such a model. Overall, the document advocates a blended approach to develop students' independent learning and metacognition.
Flipped learning is an instructional strategy that moves direct instruction outside of the classroom through videos or other content. This allows class time to focus on application, problem-solving, discussion, and formative assessment led by the teacher. The document outlines different models of flipped learning, including using ready-made content or creating your own. Potential pitfalls like student motivation and internet access are also discussed.
This document discusses flipped learning and its implementation in an 8th grade English class. It introduces the teacher, Ruslana Shamanska, and provides an overview of flipped learning where students watch videos for homework and complete assignments in class with the teacher. Examples are given of activities used in a flipped lesson on the topic of mass media, including a warm-up discussion, developing listening skills by filling in lyrics, a press conference role play, and writing an article for homework. Questions are raised about best practices for flipped learning regarding student access and engagement.
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,
Designing Group work in the Online Environment - Lessons LearnedLearningandTeaching
The document outlines lessons learned from designing groupwork in an online course. It discusses having careful planning, overcommunicating, and encouraging and motivating students. The teacher should demonstrate presence but also allow students control. Technology should enhance experience but not be a barrier. The teacher should experience online groupwork themselves and have students reflect on their experience.
Beyond Sit and Git: Transform to Professional LearningRob Darrow
This document is a presentation by Rob Darrow on transforming professional development (PD) to professional learning (PL). It discusses how traditional PD is often ineffective sit-and-git sessions, but PL should allow for choice, customization, and compensation. Darrow advocates for making PL personalized and competency-based through blended learning. He provides examples of standards and resources to help educators implement more effective PL models. The goal is to better meet teacher needs and help them improve instruction.
Multidisciplinary Flipped Learning with ICTAyla Savaşçı
The document discusses a flipped learning project involving multiple countries to develop English language skills. The main goal is to flip an English classroom by creating digital learning materials like videos based on the Turkish English curriculum. This allows students to gain first exposure to new material outside of class, freeing up class time for activities like discussion and problem solving. Technology helps support flipped classrooms by providing learning materials in different formats and allowing feedback. The project aims to increase teaching and learning quality using this innovative student-centered flipped learning model.
TechLogic 2014 Keynote on Inverting an Algorithms Class (Extended Version)suthers
Discussion of the inversion of an Algorithms course: how it is motivated by learning theory; how the activities are organized; outcomes. This is an expanded version of an invited keynote talk for the "TechLogic" conference at the University of Hawaii at Manoa.
The document discusses the flipped classroom model of instruction. In a flipped classroom, students watch video lectures at home and do homework and projects in the classroom with a teacher present. This flips the traditional model where lectures are done in class and homework is done at home. The document outlines the key aspects of the flipped classroom model including having students watch videos to gain initial content exposure before applying and practicing what they learned in class. Examples are given of how the model has improved student outcomes in schools that adopted it.
This document outlines the agenda and activities for the final day of a workshop on becoming a networked NGO using social media effectively. The day includes debriefing on a practicum, designing an action learning experiment using Facebook, planning for ongoing support after the workshop through monthly calls and a Facebook group, learning how to use the workshop wiki, and reflecting on what was learned. Attendees will work on designing their individual action learning projects to implement after returning home and get practice using the Facebook group and Skype for future collaboration and support calls.
Dr. Debra Hoven presented at the ATL-C 2008 conference in Leeds, UK. She discussed her action research study into an online Master's in Distance Education program at Athabasca University in Canada. She identified issues with transitions, technology, and expectations that distance learners face. Through consultation with colleagues and students, she resolved to revise her pedagogical approach to emphasize experiential, collaborative, and ecological constructivist learning. Her goal was to create a more permeable online learning community and model effective technology uses to facilitate changes in student attitudes and beliefs.
This document summarizes a workshop on flipped learning. It discusses introducing flipped learning techniques, creating instructional videos, and planning in-class learning activities. The workshop covered why flipped learning is effective by engaging students in active learning. Presenters shared their experiences implementing flipped techniques and getting positive student feedback. Participants practiced creating short videos to explain concepts and discussed barriers to flipping their own classrooms. The document provides an overview of technologies for video creation, hosting, and polling students in class.
This document outlines Rob Darrow's workshop on planning, implementing, and sustaining a blended learning program. The workshop covers defining blended learning, understanding its implementation and sustainability, and applying it in schools. It discusses blended learning models and research, and presents a framework focusing on six key elements for successful blended learning programs: leadership, professional development, teaching practices, operations/policy, content, and technology. Participants engage in group work applying these elements to case studies and discussing how to implement them in their own schools.
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
Russell Stannard IATEFL 2018- Developing Learner Independence through online ...Russell Stannard
Russell Stannard gave a presentation on developing learner independence through online platforms. He discussed various learning platforms such as Moodle, Edmodo, and Blackboard. Stannard explained that while platforms have the potential to support autonomous learning, their uptake is inconsistent and not all students actively use the platforms. He emphasized the importance of integrating platforms into classroom lessons and providing feedback to students. Stannard concluded that platforms can be useful learning tools when skillfully implemented and connected to classroom instruction.
This document provides an overview of applying the SAMR model to blended learning programs. It discusses the SAMR model, which evaluates the use of technology in education from Substitution to Augmentation to Modification to Redefinition. It then defines blended learning as a formal education program where students learn both online and in a brick-and-mortar location. The rest of the document examines what blended learning looks like on a continuum from textbook-based to fully online, discusses adoption of blended learning programs, and provides examples and resources.
There has been a shift in how students use technology in learning, and how teachers use technology in their teaching strategies via blended and flipped classrooms. But how much similar technology do teachers use to communicate and collaborate with each other?
In these slides, Linda Butler and Jubilee Nicodemus go ‘beyond email’ to explore the possibilities of collaborative teaching using Google Docs, Whatsapp and image/video sharing.
Other technologies that participants are using include Microsoft Teams, Moodle Forums, Zoom, Google Hangouts, Slack and Asana.
This document discusses diversifying immediate feedback in the classroom using both traditional and digital tools. Immediate feedback provides data on whether students are meeting learning targets and lessons are on track. It can be given externally from teacher to student, between students, and internally from student to self. Traditional tools include whiteboards, questioning, and peer assessments. Digital tools featured include audio/video creation using apps like GarageBand, iMovie and Photo Booth for feedback, as well as online collaboration tools like email, wikis and VoiceThread. The presentation provides examples and encourages attendees to develop their own immediate feedback activities to assess learning.
This document outlines a lesson plan for a virtual Google Classroom on the simple present tense for elementary school students. The 4-hour virtual classroom will take place on September 17th, 2019 and will focus on describing daily routines, pets, and answering questions using the simple present tense through videos, flashcards, and worksheets. At the end, students will provide feedback on their experience in the virtual classroom to help improve future lessons.
This document outlines Rob Darrow's presentation on planning, implementing, and sustaining a blended learning program. The presentation defines blended learning and discusses various blended learning models. It also reviews existing blended learning research, which is limited given the newness of the field. The presentation emphasizes that successful blended learning involves focusing on six key elements: leadership, professional development, teaching practices, operations/policy, content, and technology. It provides examples of how these elements can be implemented in schools and promising practices within each element.
The document discusses the flipped classroom model of education. It defines the flipped classroom as inverting traditional classroom activities so that lectures are viewed at home via online videos and homework is completed in class with teacher guidance. The author then describes implementing a flipped classroom approach in their intensive Latin course. Key aspects included creating instructional and modeling videos for students to watch outside of class, using QR codes to provide links for in-class and out-of-home activities, creating fillable PDF homework assignments, and vocabulary PowerPoints. Student surveys found the flipped approach helped learning and provided sufficient practice opportunities. Suggestions for enhancement focused on maintaining the model.
This slide describes self-regulated learning based on the components derived by Magno (2010). Different ways of teaching it inside the classroom are presented
Helping Students Become More Self-Regulated LearnersBradley Vaden
The document discusses strategies for improving student motivation and academic self-regulation in the classroom. It addresses the importance of students developing beliefs and skills related to self-efficacy, goal-setting, help-seeking, and developing adaptive attributions for success or failure. The document also discusses how instructor beliefs can impact student motivation and provides strategies instructors can use to foster student engagement and self-regulated learning.
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,
Designing Group work in the Online Environment - Lessons LearnedLearningandTeaching
The document outlines lessons learned from designing groupwork in an online course. It discusses having careful planning, overcommunicating, and encouraging and motivating students. The teacher should demonstrate presence but also allow students control. Technology should enhance experience but not be a barrier. The teacher should experience online groupwork themselves and have students reflect on their experience.
Beyond Sit and Git: Transform to Professional LearningRob Darrow
This document is a presentation by Rob Darrow on transforming professional development (PD) to professional learning (PL). It discusses how traditional PD is often ineffective sit-and-git sessions, but PL should allow for choice, customization, and compensation. Darrow advocates for making PL personalized and competency-based through blended learning. He provides examples of standards and resources to help educators implement more effective PL models. The goal is to better meet teacher needs and help them improve instruction.
Multidisciplinary Flipped Learning with ICTAyla Savaşçı
The document discusses a flipped learning project involving multiple countries to develop English language skills. The main goal is to flip an English classroom by creating digital learning materials like videos based on the Turkish English curriculum. This allows students to gain first exposure to new material outside of class, freeing up class time for activities like discussion and problem solving. Technology helps support flipped classrooms by providing learning materials in different formats and allowing feedback. The project aims to increase teaching and learning quality using this innovative student-centered flipped learning model.
TechLogic 2014 Keynote on Inverting an Algorithms Class (Extended Version)suthers
Discussion of the inversion of an Algorithms course: how it is motivated by learning theory; how the activities are organized; outcomes. This is an expanded version of an invited keynote talk for the "TechLogic" conference at the University of Hawaii at Manoa.
The document discusses the flipped classroom model of instruction. In a flipped classroom, students watch video lectures at home and do homework and projects in the classroom with a teacher present. This flips the traditional model where lectures are done in class and homework is done at home. The document outlines the key aspects of the flipped classroom model including having students watch videos to gain initial content exposure before applying and practicing what they learned in class. Examples are given of how the model has improved student outcomes in schools that adopted it.
This document outlines the agenda and activities for the final day of a workshop on becoming a networked NGO using social media effectively. The day includes debriefing on a practicum, designing an action learning experiment using Facebook, planning for ongoing support after the workshop through monthly calls and a Facebook group, learning how to use the workshop wiki, and reflecting on what was learned. Attendees will work on designing their individual action learning projects to implement after returning home and get practice using the Facebook group and Skype for future collaboration and support calls.
Dr. Debra Hoven presented at the ATL-C 2008 conference in Leeds, UK. She discussed her action research study into an online Master's in Distance Education program at Athabasca University in Canada. She identified issues with transitions, technology, and expectations that distance learners face. Through consultation with colleagues and students, she resolved to revise her pedagogical approach to emphasize experiential, collaborative, and ecological constructivist learning. Her goal was to create a more permeable online learning community and model effective technology uses to facilitate changes in student attitudes and beliefs.
This document summarizes a workshop on flipped learning. It discusses introducing flipped learning techniques, creating instructional videos, and planning in-class learning activities. The workshop covered why flipped learning is effective by engaging students in active learning. Presenters shared their experiences implementing flipped techniques and getting positive student feedback. Participants practiced creating short videos to explain concepts and discussed barriers to flipping their own classrooms. The document provides an overview of technologies for video creation, hosting, and polling students in class.
This document outlines Rob Darrow's workshop on planning, implementing, and sustaining a blended learning program. The workshop covers defining blended learning, understanding its implementation and sustainability, and applying it in schools. It discusses blended learning models and research, and presents a framework focusing on six key elements for successful blended learning programs: leadership, professional development, teaching practices, operations/policy, content, and technology. Participants engage in group work applying these elements to case studies and discussing how to implement them in their own schools.
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
Russell Stannard IATEFL 2018- Developing Learner Independence through online ...Russell Stannard
Russell Stannard gave a presentation on developing learner independence through online platforms. He discussed various learning platforms such as Moodle, Edmodo, and Blackboard. Stannard explained that while platforms have the potential to support autonomous learning, their uptake is inconsistent and not all students actively use the platforms. He emphasized the importance of integrating platforms into classroom lessons and providing feedback to students. Stannard concluded that platforms can be useful learning tools when skillfully implemented and connected to classroom instruction.
This document provides an overview of applying the SAMR model to blended learning programs. It discusses the SAMR model, which evaluates the use of technology in education from Substitution to Augmentation to Modification to Redefinition. It then defines blended learning as a formal education program where students learn both online and in a brick-and-mortar location. The rest of the document examines what blended learning looks like on a continuum from textbook-based to fully online, discusses adoption of blended learning programs, and provides examples and resources.
There has been a shift in how students use technology in learning, and how teachers use technology in their teaching strategies via blended and flipped classrooms. But how much similar technology do teachers use to communicate and collaborate with each other?
In these slides, Linda Butler and Jubilee Nicodemus go ‘beyond email’ to explore the possibilities of collaborative teaching using Google Docs, Whatsapp and image/video sharing.
Other technologies that participants are using include Microsoft Teams, Moodle Forums, Zoom, Google Hangouts, Slack and Asana.
This document discusses diversifying immediate feedback in the classroom using both traditional and digital tools. Immediate feedback provides data on whether students are meeting learning targets and lessons are on track. It can be given externally from teacher to student, between students, and internally from student to self. Traditional tools include whiteboards, questioning, and peer assessments. Digital tools featured include audio/video creation using apps like GarageBand, iMovie and Photo Booth for feedback, as well as online collaboration tools like email, wikis and VoiceThread. The presentation provides examples and encourages attendees to develop their own immediate feedback activities to assess learning.
This document outlines a lesson plan for a virtual Google Classroom on the simple present tense for elementary school students. The 4-hour virtual classroom will take place on September 17th, 2019 and will focus on describing daily routines, pets, and answering questions using the simple present tense through videos, flashcards, and worksheets. At the end, students will provide feedback on their experience in the virtual classroom to help improve future lessons.
This document outlines Rob Darrow's presentation on planning, implementing, and sustaining a blended learning program. The presentation defines blended learning and discusses various blended learning models. It also reviews existing blended learning research, which is limited given the newness of the field. The presentation emphasizes that successful blended learning involves focusing on six key elements: leadership, professional development, teaching practices, operations/policy, content, and technology. It provides examples of how these elements can be implemented in schools and promising practices within each element.
The document discusses the flipped classroom model of education. It defines the flipped classroom as inverting traditional classroom activities so that lectures are viewed at home via online videos and homework is completed in class with teacher guidance. The author then describes implementing a flipped classroom approach in their intensive Latin course. Key aspects included creating instructional and modeling videos for students to watch outside of class, using QR codes to provide links for in-class and out-of-home activities, creating fillable PDF homework assignments, and vocabulary PowerPoints. Student surveys found the flipped approach helped learning and provided sufficient practice opportunities. Suggestions for enhancement focused on maintaining the model.
This slide describes self-regulated learning based on the components derived by Magno (2010). Different ways of teaching it inside the classroom are presented
Helping Students Become More Self-Regulated LearnersBradley Vaden
The document discusses strategies for improving student motivation and academic self-regulation in the classroom. It addresses the importance of students developing beliefs and skills related to self-efficacy, goal-setting, help-seeking, and developing adaptive attributions for success or failure. The document also discusses how instructor beliefs can impact student motivation and provides strategies instructors can use to foster student engagement and self-regulated learning.
Helping Young Children Learn Self-regulation: Doing More with LessBrad Chapin
This presentation includes the Self-regulation skill-training framework and specific interventions for teaching children how to Self-regulate. The strategies are from the book "Helping Young People Learn Self-regulation" and were designed by Brad Chapin, creator of the Challenge Software program for children. Improving Self-regulation has a positive impact on academic performance, behavior issues, social skills, emotional problems like anxiety and depression, and school safety.
This document discusses teaching children self-regulation. It begins by defining executive skills which allow organizing behavior over time and overriding demands in favor of long-term goals. These skills include planning, attention, persistence, emotion regulation, and behavior regulation. Brain development impacts these skills, with the prefrontal cortex developing through late adolescence. The document recommends modeling self-regulation, respect, and balance for children. It also suggests acknowledging children's positive behaviors, offering guidance, and correcting behaviors respectfully.
This document discusses self-regulation and its importance for academic achievement. It defines self-regulation as an integrated learning process involving the development of constructive behaviors that affect one's learning. Self-regulation involves regulating behavior, cognition, and motivation/affect. Regarding behavior, the document outlines strategies for structuring one's environment, using faculty/peers, and taking advantage of academic resources. For cognition, it notes controlling learning strategies improves performance. Finally, for motivation/affect, it emphasizes controlling beliefs and goals to adapt to course demands.
Self-regulated learning refers to self-generated thoughts, feelings, and behaviors oriented toward attaining goals. It involves a cyclic three-phase model of forethought, performance, and self-reflection. In the forethought phase, learners set goals and strategic plans. In the performance phase, they apply self-control and self-observation strategies. In the self-reflection phase, learners evaluate their performance and reactions. The model depicts self-regulated learning as a self-directive process where learners transform abilities into skills through personal goal-setting and monitoring of their progress.
The document outlines an agenda for a workshop on flipping the classroom.
The first part of the workshop from 2-4:30pm will include a discussion of what flipping the classroom means and implies for lesson planning. The second part from 4:55-7pm will include groups sharing examples of micro-flipped lessons from 5-6pm and updating e-blogs from 6-7pm.
The workshop agenda also includes groups designing a flipped lesson plan template, presenting and discussing their template with another group, and planning the before-and in-class parts of a flipped lesson using the agreed-upon template.
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
The document provides guidance on how to teach an effective first day of class. It outlines four key principles: 1) foster curiosity, 2) create community, 3) engage in learning, and 4) set expectations. For each principle, specific strategies are suggested, such as sparking student interest in course content, getting to know students individually, asking students to complete a cognitive task, and reviewing course policies and assignments. The document also recommends preparing for the first day by learning about students in advance and ensuring any technology works properly. Following the first day, instructors should summarize key points and student work for the next class to build on initial lessons.
The document outlines an agenda for a training on explicit instruction for teachers. The objectives are to recognize the importance of explicit instruction, identify the components of an explicit teaching framework, and appreciate how explicit instruction can develop concepts in vocabulary, oral language, language structure, and reading comprehension. It then provides examples of activities and strategies to actively engage students, such as think-pair-share, and outlines the key elements and principles of explicit instruction including modeling, scaffolding, and ensuring students have high levels of success.
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
[BIS] Intro to PYP For Parents Sept 2012irfansatria
The Primary Years Programme (PYP) is a transdisciplinary programme of international education designed for students aged 3 to 12. It aims to foster students' development as inquirers and prepares them to actively participate in lifelong learning. The PYP incorporates five essential elements into its written curriculum: concepts, skills, attitudes, action, and knowledge. It uses a framework of six transdisciplinary themes to organize units of inquiry and develop international-mindedness in students. Students are assessed using a variety of strategies to evaluate their understanding and application of skills and knowledge. More information about the PYP can be found on the IBO website and through the school.
This document discusses action research and teacher professional development. It explains that action research involves teachers critically reflecting on their own practice to improve student outcomes. This can be done individually or collaboratively through projects focused on an area of interest. The document provides examples of action research questions and outlines the process of developing a project including collecting and analyzing data. It notes benefits like improved teaching and confidence but also challenges like time required. Advice for schools includes supporting teachers by modeling projects and having structures in place to share learning.
This document summarizes a two-day workshop on designing curricula for global competences. Day one focuses on design-based and problem-based language learning through activities like visual poetry and designing challenge units. Day two covers literature-based language learning, including retelling a short story through emojis. The workshop aims to introduce global competences and explore how to modify existing practices to develop these skills. Participants provide feedback through tools like Socrative polling and blog reflections.
Jasper Shotts discusses tools and habits for success with flipped learning and engaging new and diverse learners. Some key points:
1) Prepare learning materials earlier and make them highly accessible to support students with different digital readiness.
2) In class, vary teaching methods like small group work, activities, and digital tools to accommodate different learning styles.
3) Engage students before, during, and after class through preparatory online tasks, participatory learning, and getting student feedback.
The document outlines key principles for communicative language teaching, including using suitable, meaningful materials that involve natural mistakes and positive reinforcement to make the teaching enjoyable and interactive. It discusses the importance of lesson planning for both teachers and learners, highlighting elements to consider like objectives, prior knowledge, activities, and constant components like objectives and procedures. Teachers are advised to design varied, coherent, balanced, flexible, and challenging lessons that manage time well.
The document outlines key principles for communicative language teaching, including using suitable, meaningful materials that involve natural mistakes and positive reinforcement to make the teaching enjoyable and interactive. It discusses the importance of lesson planning for both teachers and learners, highlighting elements to consider like objectives, prior knowledge, activities, and constant components like objectives and procedures. Teachers are advised to design lessons with variety, coherence, balance, flexibility, and appropriate challenge.
This document outlines objectives, assessments, and teaching/learning activities for a course. It discusses 8 key questions to develop clear and meaningful learning outcomes for students. It also addresses designing teaching strategies and assessments to engage students and ensure the curriculum is accessible to all. Assessments should evaluate what students can do in multiple ways, and provide scaffolding to support achieving major assignments. Opportunities for self-assessment are also important. The goal is to guide students toward meeting intended course outcomes.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, and anticipating difficulties.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, timing and potential difficulties.
The document discusses principles of communicative language teaching and lesson planning. It emphasizes using enjoyable, meaningful activities that actively engage learners. It also stresses the importance of lesson planning for both teachers and learners, considering factors like variety, coherence, balance, flexibility and challenge. Key components of an effective lesson plan are outlined, including objectives, procedures, materials, timing and potential difficulties.
The document discusses teacher action research and professional development. It provides examples of focus areas and questions for teacher action research projects, including how to use technology to enhance learning in various subject areas. Guidelines are provided for developing an action research plan and report, including collecting and analyzing data. Suggestions are made for schools to support teacher action research through modeling, providing time and resources, and encouraging reflection and sharing of results.
Sheltered Instruction is a way to teach English Language Learners within the context of their academic classes. The SIOP model is the only research based method that effectively ensures that all students have equal access to the curriculum.
Cengage Learning, Webinar, Dev Studies, Strategies for Integrating Reading & ...Cengage Learning
Professors Dr. Lori Hughes and Dr Lana Myers, Lone Star College-Montgomery, shared their successful strategies for teaching integrated reading and writing (IRW) courses. They presented their integration strategies, combined assessments, and lessons learned through two years of IRW pilots and full-scale implementation of an IRW program.
Similar to Flipping the classroom: Delta College (20)
In-Class Activities for MTH 201 Calculus Module 1ARobert Talbert
This document outlines the agenda for an online calculus class module on measuring velocity. The module will include a review of assignments, an activity to calculate instantaneous velocity by taking the limit of average velocity as the time interval approaches zero, a minilecture explaining this graphically, and further practice problems. Students will complete follow-up exercises on their own time and prepare for the next module.
This talk explores some of the properties of the columnar transposition cipher, a classical encryption technique that uses a rectangular grid structure to shuffle the characters of the plaintext. This means that the columnar transposition cipher is a permutation, and the group theoretic structure of the cipher admits some interesting features.
The inverted classroom and peer instruction: designing classes for meaningful...Robert Talbert
(Keynote presentation given at the annual conference of the Michigan Mathematical Association of Two-Year Colleges, Detroit, MI on October 5, 2013.)
The way we traditionally design college classes -- with lecture front and center in class and homework outside of class -- suffers from two serious flaws: There is no natural way to find and repair student misconceptions by the end of class, and students' access to expert help is inversely proportional to their need for help. The inverted or "flipped" classroom is a solution to those design flaws. In this presentation we discuss flipped course design, best practices for designing a flipped lesson, and lessons learned from flipping.
Better Learning Through Voting: Using classroom response systems to improve s...Robert Talbert
Slides from the first portion of a workshop on classroom response systems (clickers) given to faculty at Ferris State University, 23 August 2013. Facilitated by Robert Talbert, PhD., Department of Mathematics, Grand Valley State University.
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Slides from a presentation for a faculty workshop at Lindsey Wilson College, 14 August 2013.
The inverted or "flipped" classroom is a way to design classes so that students have all the time they need in class to engage with the most challenging material *and* get the help they need at the same time. This presentation breaks down the issues with the traditional classroom model, explains what's involved with the inverted classroom, goes through two case studies, and gives some ideas for best practices.
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This document summarizes a presentation about using classroom response systems, also known as clickers, to improve student conceptual understanding in mathematics courses. The presentation discusses the benefits of clickers for inclusivity, gathering formative assessment data, and increasing student engagement. It provides examples of how clickers can be used for polling, focusing questioning, and motivating group work. A significant portion of the presentation focuses on implementing peer instruction, a pedagogical technique where students teach each other concepts through multiple choice questions designed to address common misconceptions. Attendees worked in groups to design sample peer instruction sessions for calculus topics. The presentation emphasizes that focusing on conceptual learning improves problem-solving skills even if less class time is spent
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[Presentation given at the AMS/MAA Joint Meetings, Boston, MA on 1/4/2012.]
Transition-to-proof courses, designed to prepare students from calculus and other lower-level courses for the methodology
of upper-level mathematics, are often dicult for students in several ways. Students who are used to purely algorithmic
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The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
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A business may deal with both sales and purchases occasionally. They buy things from vendors and then sell them to their customers. Such dealings can be confusing at times. Because multiple clients may inquire about the same product at the same time, after purchasing those products, customers must be assigned to them. Odoo has a tool called Reception Report that can be used to complete this assignment. By enabling this, a reception report comes automatically after confirming a receipt, from which we can assign products to orders.
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Flipping the classroom: Delta College
1. FLIPPING THE CLASSROOM
Professional Development Seminar,
Delta College 1 February 2014
Robert Talbert, Grand Valley State University
Facilitator
2. Robert Talbert, PhD.
Associate Professor of Mathematics
Grand Valley State University
Dad, nerd, learner
talbertr@gvsu.edu
http://proftalbert.com
@RobertTalbert on Twitter
google.com/+RobertTalbert
!
Casting Out Nines blog: http://chronicle.com/blognetwork/
castingoutnines
!
This workshop: proftalbert.com/consulting/delta-college
3. The main goal:
!
Pick one course you would like to flip.
Pick one topic within that course.
Create an entirely flipped lesson for it.
!
And then: Set goals for near- and long-term
implementation of the flipped class in your own courses.
4. The plan for the schedule (approximate, and subject to change)
!
Now—about 10am: Background on the flipped class, setting terms, case
study from Calculus 1.
10—11: Move into working groups. Group work on setting learning
objectives, finding/making learning materials, and constructing pre-class
activities.
11—12: Work in groups. Construct: A complete pre-class activity for your
topic in your class.
!
12—1: Lunch.
!
1—2: Continued work in groups. Construct: Accountability instrument, inclass activity, follow-up assignments. Assemble materials in poster form.
2—3: Poster presentation.
3—4: Open time. Q&A, items from the pre-workshop, etc. End with goalsetting exercise and post-workshop information.
5. Robert’s rules of order for workshops
!
You can ask a question at any time.
Focus on questions useful to the whole group.
We can change course but keep the main goal in mind.
Stay active.
Stay positive.
6. Part 1
What is the flipped classroom and what problems does it address?
8. What issues or problems does the flipped
classroom address?
9. What class, and what topic within that class, do
you want to focus on today?
!
(Doesn’t have to be the same class or topic for the
whole group)
10. My take:
!
The flipped classroom is a course design platform in which class
meetings focus on active student work aimed at deep learning,
and pre-class time is focused on preparation for that work.
!
The flipped classroom addresses lots of issues, but especially:
- The relationship between difficulty of work and access to help
- The development of self-regulated learning skills and
behaviors
11. The inverse relationship between difficulty and help:
Traditional classroom
More difficulty
Less help
Less difficulty
More help
{
Out of class
{
In class
12. The direct relationship between difficulty and help:
Flipped classroom
More difficulty
In class
Out of
class
More help
Less difficulty
Less help
{
{
15. NEED for independent learning
DESIRE to practice
independent learning
Amount of PRACTICE
with independent learning
The NEED for independent learning increases
exponentially while the PRACTICE and DESIRE for it
AGE
decreases exponentially. Why?
16. The practice of, and desire for, independent
learning decrease — but students’ ABILITY to
learn independently does not decrease.
18. Class time focused
on active work
Pre-class activity
designed to
develop selfregulating skills
Pre-class and class
activities
designed to mediate
19. The flipped class offers a platform to not only deliver
content, but to train students intentionally on
self-regulated learning skills, build selfefficacy, and encourage active engagement.
23. Case Study: MTH 201 at GVSU
•
Fall 2013: 14 sections, about 400 students from variety
of majors.
•
Sets the tone for all future math courses (for better or
worse)
•
Three sections flipped.
•
Goal: Students will be at least as well prepared as nonflipped students and develop habits of mind attendant
with self-regulated learning.
24. Guided tour of course materials and a typical MTH
201 instructional unit
!
Think: How will this process map onto your unit in
your course?
26. But first: Let’s form working groups.
!
Option 1: Everybody in the group is working on the same course and
the same unit.
!
Option 2: Different people in the group are working on different
courses or units, but you all will help each other.
!
Take 5 minutes to form groups of 2—4.
30. Flipped design workflow: Designing pre-class activities
In your groups, construct
a complete Guided
Practice for your unit.
Type it up, print it out for
poster presentation.
32. Schedule until 2pm:
•
“Publish” your Guided Practice
•
Write an accountability instrument (entrance quizzes, exit
tickets, etc.)
•
Write an in-class activity (active, aimed at deep learning)
•
Write or at least outline follow-up activities
•
Brainstorm with your group contingency plans for if
things don’t go so well
35. Where to go from here?
!
Read some of the additional resources at the website.
Discuss the flipped class with your students (hypothetically).
Discuss the flipped class with your department and college administrators.
Get on Twitter, Google+, blogosphere and follow people who talk about/
do things with the flipped classroom.
!
Goal setting:
- Something small for this semester (last week of classes? test review? lab
sessions?)
- Something a little larger and more systematic for next semester (“flipped
Fridays”, weekly lab sessions, etc.)
- A full class one year from now (time to make videos, etc.)
!
What are some goals YOU have?
36. Thank you VERY MUCH.
talbertr@gvsu.edu
http://proftalbert.com
@RobertTalbert on Twitter
google.com/+RobertTalbert
!
Casting Out Nines blog: http://chronicle.com/blognetwork/
castingoutnines
!
This workshop: proftalbert.com/consulting/delta-college