GrammarFlip Presentation
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GrammarFlip is a website that provides over 60 grammar lessons to help students learn at their own pace. Each lesson includes instructional videos, presentations, practice exercises with feedback, and writing activities. It benefits teachers by freeing up class time and allowing them to monitor individual student progress. Teachers receive student progress reports, writing pads for student interaction, and 150 free student accounts. Students learn parts of speech, mechanics, and become better writers through fun and interactive lessons.
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The document provides tips for increasing student engagement, including using engaging assessments that give choices and relate to students' lives, flipping the classroom to have students gain knowledge outside of class, using social media and pre-created content for learning, and providing visual and verbal feedback through tools like Google Docs. Gamification and interactive learning activities are also recommended to motivate students and keep them engaged.
Emerging trends in educational technology
The document discusses the "Math Emporium" model used at some universities for teaching introductory math courses. Key aspects include students attending one weekly lecture and then completing online homework, practice quizzes, and graded exams at on-campus computer labs open 24/7. The labs provide tutoring and instant feedback. Studies show students doing better than in traditional lecture-only courses. The model is being expanded to other subjects and education levels due to improved outcomes and reduced costs compared to conventional teaching methods.
Emerging trends in educational technology
The document discusses the "Math Emporium" model used at some universities for teaching introductory math courses. It involves students completing online homework, quizzes, and exams at their own pace in a computer lab space (the "emporium") that is open 24/7. This allows large numbers of students to be supported with fewer traditional lectures. The model provides instant feedback and multiple practice attempts to help students master the material in a cost-effective way. The document also discusses using similar models to deliver middle and high school courses through online programs and computer-based learning.
Flipped learning workshop kys (1)
This document provides an overview of flipped learning, which involves students watching video lectures or completing other instructional content before class so that class time can be used for hands-on learning activities. It discusses the advantages for both educators and students, such as increased engagement and opportunities for collaboration. It also addresses common concerns about flipped learning, such as students not completing pre-class work or not having access to technology. Overall, the document aims to introduce readers to flipped learning and provide guidance on how to implement it in the classroom.
LTTO assignment 3
The document outlines a redesign of an Arabic blogging activity used in one of the author's past Arabic courses. The original blogging activity was not well integrated into the course and saw low student engagement. The redesign proposes having students blog regularly about their own topics of interest in Arabic and comment on others' posts. It suggests assessing the blog and linking it more closely to classroom activities and discussions to improve alignment with learning outcomes and increase motivation. The redesign aims to make better use of blogging for language learning through self-directed practice and online interaction in Arabic.
Module 7pres
The document discusses the key elements of designing integrated hybrid and online courses, including determining course competencies and learning objectives, developing assessments to measure student progress, creating instructional materials and learning experiences to engage students, and synthesizing these elements into a course syllabus that incorporates interaction and technology. Faculty are provided with sample materials and resources to help with course planning, development of assessments and activities, and creation of an accessible online course.
The lcc at bc
This document discusses implementing a learning-centered classroom (LCC) at a college preparatory school. It addresses challenges with assessing project-based learning and provides examples of strategies to make classrooms more student-centered and collaborative. These include using group projects, reflections, and technology tools to engage students and break up the lecture format. The LCC approach aims to make students more accountable for their own learning through hands-on work and projects done in class or as homework.
Flipped instruction for new faculty
The document introduces flipped instruction, which moves lectures outside of class time through videos or other activities, freeing up class time for more interactive activities. It discusses how flipped instruction allows for differentiation, active learning, and better use of class time. Tips are provided for successful implementation, including using apps and videos, considering student engagement, and getting started gradually. Potential pros and cons are outlined. The presenters are available for more information on creating flipped classrooms.
The digital divide presentation
This document summarizes a presentation on challenges and opportunities related to technology in learning given at the UWS Learning and Teaching Conference. The presentation discussed how the diversity of today's students requires reimagining learning approaches away from passive, didactic styles to more active, collaborative and networked approaches. Challenges mentioned include the need for flexible scheduling and more formative feedback. The flipped classroom model was proposed as an approach to flex teaching by moving direct instruction outside of class and using class time for active learning. Creating video content for the flipped classroom using tools like Camtasia was discussed as a way to develop content once and use it for many students.
Carl Condliffe Future Learning Environments - Flipped Learning
Slides from my presentation on the concept of flipped learning as a speaker at Future Learning Environments Conference 30/07/2014
e-Show_sharon_altena
The document outlines a professional development program developed by Southbank Institute of Technology to improve teachers' eLearning capacities. It discusses research showing that effective professional development must have institutional support, be continuous, related to the classroom, individualized, include follow-up support and mentoring, and provide opportunities for collegiality. Southbank developed a program based on this research that offered scholarships for teachers to spend one day per week developing online courses and skills with mentoring support over a semester. The program achieved positive outcomes, with teachers creating new online courses and increasing their institutions' overall eLearning capacities.
Week 5 ruth - 2014-15
This document discusses teaching writing through the gradual release of responsibility model. It provides examples of classroom layouts and assessments that support this model. It also outlines the writing process and describes procedural writing examples that could be used to teach different writing stages.
Mypeexam example
- Online bank of video resources and linked questions to allow students to learn physical education at their own pace
- Created to address changes to GCSE and A-Level PE curriculums that emphasize theory more
- Used by over 600 schools nationwide to support flipped learning, revision, monitoring student progress both in and out of school, and catering to different learning needs
Flipped uta final
This document provides an overview of the flipped classroom model. It begins by outlining the day's objectives which are to examine components of flipped classrooms, discuss research on benefits, and consider FAQs. It then defines flipped classroom as instructional content being accessed at home via videos or lessons, allowing class time to be used for problem-solving and collaborative work. The document discusses benefits found in research like increased engagement and homework completion. It also profiles Jon Bergmann, a pioneer in flipped learning. The remainder provides suggestions for getting started flipping a classroom, examples of what a flipped day may look like, answers to common questions, and contact information for the presenter.
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Chapter 3
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Chapter 6
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- 2. GrammarFlip Features Over 60 different lessons, each lesson containing the following features: • Instructional Videos that allow for self-paced learning • Slideshow Presentations that provide quick review of material • Practice Exercises with instant feedback allowing for students to self-assess • Writing Activities in which students can apply the concepts learned
- 3. How Will GrammarFlip Benefit Teachers? • Address a wide array of learning modalities in the classroom. • Free up time in the class so as to make wiser and more efficient use of class time. • Monitor the progress of individual students. • Focus your attention on students who need it most. • Engage your students in a digitally-interactive environment. • Empower students to become more independent, self-reliant learners. • Allow students to learn at their own pace on their own time. • Provide students with a foundation of resources to study, practice, apply, & review. • Motivate students with digital badges. • Keep absent students current with their learning.
- 4. What Comes With a Teacher Account? • Easy student account management and setup • Student progress reports in quick-view format • Interactive writing pads with students (free GoFormative.com account needed) • 150 FREE student accounts • As many as 6 different class sections
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