Flipping the Teaching Paradigm
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Shows an alternative to the way teaching currently is. Has a small focus on STEM and Computer Science. Has not been presented yet.
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- Small group instruction for re-teaching, pre-teaching, enrichment
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- Flexible grouping for instruction
- Technology supports like audio books, text to speech, speech to text
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The flipped classroom
In our schools, students have grown accustomed to the traditional methods of instruction where the teachers stand in front of the class lecturing the same thing to all the students present. Then, just at the end of the class, students are given homework to reinforce the learned concepts at home where they get little or no added support. As a result of this way of teaching, students are just “passive” listeners on the receiving end of a one-way communication process that encourages little critical thinking. In order to change this trend of passive listening, teacher around the globe employ technology to implement a blended learning method that “frees up” class time for collaborative activities by shifting lectures out of the classroom and on the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
The flipped classroom model was pioneered by two chemistry teachers, Jonathan Bergman and Aaron Sams, who inverted the traditional teaching methods by delivering lectures online as homework and moving activities into the classroom. By flipping thier lessons they were able to spend class time working directly with students on more engaging activities giving them support and hands-on instructions. There are many ways that a classroom can be flipped, but the underlying premise is that students review lecture materials outside of class and then come to class prepared to participate in instructor-guided learning activities. In the presentation I will explain the flipped classroom model and compere it with the traditional classroom. We will look at what the flipped classroom enables the teacher to do as well as discuss the benefits of the flipped classroom for the students. Lastly we will look at how I implemented the flipped classroom and made it work for my elementary students.
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The document discusses the flipped classroom model of education. It defines flipped classroom as an approach where students learn new content through online videos and lectures at home, then do homework and projects in class with teacher guidance. This reverses the traditional model of lectures at school and homework at home. The document outlines several benefits of flipped classroom for students and teachers, such as allowing students to learn at their own pace and freeing up class time for more personalized instruction. It also describes various flipped classroom models and discusses implications of the approach.
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Flipped classroom sharing critter33
The document describes a teacher's experience flipping their classroom for a geography course. Key points:
1. The teacher had students learn new material through videos and presentations at home, so class time could be used for deeper learning, explanation, and assessment. This addressed issues like not having enough time to plan or cover the syllabus.
2. An initial pilot involved flipping a unit on water for a Sec 1 cohort. Students engaged well with the new approach and motivation levels increased, though exam results did not significantly change.
3. The teacher found flipping allowed more content to be covered in less time, and interventions could happen in real-time rather than after homework. Students also practiced applying knowledge to exam-style
Flipped Learning.pdf
The flipped classroom model reflects the paradigmatic shift taking place within education from teacher-centered to student-centered instructional strategies. Learn how to implement a flipped classroom approach, and specifically the benefits of flipped classroom for personalized education.
Flipped classroom sharing 8 june 2016 amk sec
This document describes how a teacher flipped their classroom. It discusses:
1. Providing instructional content as pre-learning through videos and presentations for students to access online or through hardcopies.
2. Devoting class time to completing work, reversing the traditional approach of instruction in class and homework at home.
3. The benefits experienced including having more time for learning, timely intervention, and being able to cover more content in less time.
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ICT tools provide many benefits for science education including accessibility of content anywhere, catering to different learning styles, easy differentiation of content, and freeing up teachers to assist students. Popular tools mentioned include Moodle, Google Calendar, online quizzes and forums, videos, animations, Kahoots, Padlet, displaying student work, and science-related apps. The document emphasizes keeping activities short, providing variety, and ensuring technologies work properly for students.
flipped classroom
The document discusses the flipped classroom model of education. It defines a flipped classroom as one where students gain initial exposure to new material outside of class, often via video lectures, and use class time to do homework and engage in problem-solving with teacher guidance. This model aims to increase interaction and feedback between students and teachers. Potential benefits include allowing self-paced learning, diving deeper into topics, and helping teachers identify areas where students need more support. However, issues like technology problems, lack of student motivation, and difficulty changing teaching styles can limit the model's effectiveness.
Flipped learning cpd for CLC
This document discusses flipped learning CPD and provides information about flipping the classroom. It defines flipped learning as preparing content for students to engage with outside of class time. This frees up class time for more personalized learning activities and interactions between students and teachers. The document outlines barriers to flipped learning like ensuring students engage with pre-class material and assessing their out-of-class work. It then provides guidance on how to structure flipped lessons, create video content, and where to share materials like online platforms and blogs. Assessment strategies and additional resources for learning more about the flipped classroom approach are also presented.
Flipping the Classroom Around the World
The document discusses flipping the classroom. It begins with a quick survey that finds teachers lack time, students procrastinate and complete work last minute, and it is hard to gauge if students are truly learning from passive classroom behaviors. This leads to discussing flipping the classroom as a possible solution. It defines flipping as having students engage with content outside of class, freeing up class time for active learning activities. The document provides tips for how to flip a classroom, including creating or finding content, distributing it, and changing the classroom culture to focus on active learning in class. It discusses challenges but emphasizes finding what works best for each teacher and students.
The flipped classroom
This is a PPT I created in order to familiarize my students with the concept of "flipped classroom" All material has been taken from Educause.
Digitally enhanced learning in the covid 19 era for steam ed dec 20
This document discusses strategies for effective distance learning. It defines distance education and outlines the presenter's goals of discussing pedagogical issues, solutions using digital tools, and enhancing the learning experience. The presenter advocates for using tools like Mentimeter to engage students, building community, and increasing asynchronous involvement. Characteristics of successful distance learning include variety, cooperation, interaction, flexibility, and active learning. Tools like Peergrade can support peer assessment and social learning. Overall, distance learning should provide a meaningful experience, transform learning, and allow formative assessment.
Two Years Down The Road – Student Ownership
1) The document discusses student ownership and control of the online learning platform GLOW, with teachers letting go of control and allowing students to change and take ownership of the platform.
2) It describes an experiment where students worked in small groups, set up GLOW groups, planned and taught four lessons to each other using a mix of tasks and formats with peer assessment. This resulted in organized chaos but also the emergence of method.
3) While gains were seen in attainment, the process was very labor intensive, raising questions about whether the investment in attainment is cost-effective compared to alternative instructional methods given issues like funding, hardware constraints, and the platform becoming outdated and unintuitive over time.
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2015 NCLC - Blended Learning and Flipped Instruction in K–12 Chinese Instruction
2015 NCLC - Blended Learning and Flipped Instruction in K–12 Chinese InstructionPhoenix Tree Publishing Inc
The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs.
Speaker:
Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012.
Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.asignment
The document discusses the flipped classroom model of education compared to the traditional classroom model. In the flipped classroom model, students learn content at home by watching pre-recorded video lectures. Class time is then used for hands-on activities, exercises, and discussions between students and teachers. While this model has advantages like allowing self-paced learning and freeing up class time, it also has disadvantages such as requiring reliable internet access and extensive preparation from teachers. The document argues that while the flipped classroom model could be implemented in Malaysian universities, it may not be suitable for all levels of education in Malaysia currently due to lack of infrastructure and teacher preparedness.
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Flipping the Teaching Paradigm
- 1. Flipping the Teaching Paradigm By: Olin Gallet Http://www.olingallet.com Twitter: @olingallet
- 2. How Teaching's Been Students go to class, take an hour lecture Go home and do homework
- 3. Why It's No Good Students learn at different rates. - Go too fast, they get lost. - Go too slow, they get bored. Students learn in different ways. - Through audio - Through visuals - Through doing
- 4. Proposed Solution Put homework in the classroom - Promotes learning by teaching other students - Encourages teamwork - Lets teachers guide rather than force education Let teaching happen at home - Empowers students by letting them learn at their own pace. - Students can replay parts of lecture for reinforcement.
- 5. Problems with Solution Technology Accessibility - Does every student have Internet and a way to use it at home? - Can the school provide resources for students to get work done at school?
- 6. Goals Specific to STEM Teach students the logic, not the language - Variables - Loops - Control statements - Arithmetic - Problem solving - Trial and error - Inductive and Deductive Reasoning
- 7. Relevant Real World Skills Teamwork / Coping Persistence Problem Decomposition
- 8. How To Do It? Scratch HTML5 / CSS3 Javascript / jQuery PHP? Remember the language is not important, it's about learning the process.
- 9. For more info: Technology in the Classroom - http://www.udel.edu/udaily/2015/oct/classroom-technology-100714.html
- 10. For more info: Technology in the Classroom - http://www.udel.edu/udaily/2015/oct/classroom-technology-100714.html