E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
E-Learning Development Team Lunchtime Webinar (2 November 2015, University of York). This presentation explores concepts of flipped classroom / flipped learning design. Drawing upon literature for definitions and case studies of different learning design models. This 'design' presentation will be followed up with technical advice later in the year. The intended audience is higher education lecturers.
PRESENTED TO: DR. SAMINAMALIK
PRESENTED BY: TAHIRARAFIQ
REG. NO. : 161-FSS/PHDEDU/F19
DEPARTMENT OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD
OBJECTIVES
• Students will able to understand that
• What is the flipped classroom?
• Traditional vs flipped classroom
• What the flipped classroom enables the teacher to do?
• What are the benefits of the students?
• How do we implement the flipped classroom with our students?
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.
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,
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Less is More Teaching Philosophy (less traditional teaching and more active learning, more integration of technology, less paper works). 5 best practices in teaching and learning (know your learner, learn by sharing, teach how to learn, feedback is good and stay connected)
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
PRESENTED TO: DR. SAMINAMALIK
PRESENTED BY: TAHIRARAFIQ
REG. NO. : 161-FSS/PHDEDU/F19
DEPARTMENT OF EDUCATION
INTERNATIONAL ISLAMIC UNIVERSITY, ISLAMABAD
OBJECTIVES
• Students will able to understand that
• What is the flipped classroom?
• Traditional vs flipped classroom
• What the flipped classroom enables the teacher to do?
• What are the benefits of the students?
• How do we implement the flipped classroom with our students?
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.
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,
A report on Technologies for Learning. This includes Learning Centers, Programmed Instruction,Programmed Tutoring, Programmed Teaching, and Personalized System of Insruction (PSI).
Less is More Teaching Philosophy (less traditional teaching and more active learning, more integration of technology, less paper works). 5 best practices in teaching and learning (know your learner, learn by sharing, teach how to learn, feedback is good and stay connected)
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
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4. Benefits of a Flipped Classroom
Student Teacher
•Students learn at varying speeds. •Teachers focus on the being “Guide on the
Side” not the “Sage on the Stage”
•Students are provide opportunities for
review.
•Teachers spend more time supporting
students with practice.
•Students do not Struggle with completing
homework because they “forgot” how.
•Teachers are not spending extra hours
tutoring and re-explaining to students who
didn’t understand the class lesson.
•·Students take ownership of their
learning.
•Teachers collaborate with peers in
creating materials.
•Students are actively working with their
peers.
•Teachers connect with students.