Introduction to the flipped classroom
•Download as PPTX, PDF•
0 likes•324 views
The flipped classroom model moves direct instruction outside of the classroom via video lessons and moves homework activities into the classroom. This allows class time to focus on higher-order thinking through discussion, projects, and other active learning. Students are responsible for watching video lessons before class to gain initial exposure to content. They then work through problems and examples together in class under the teacher's guidance. The goal is to help students take ownership of their learning and better prepare for college and careers.
Report
Share
Report
Share
Recommended
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
Flipping the Classroom by Brian Gross (Whittier College)
The document summarizes Brian Gross's experience flipping his ECON 301 class at Whittier College. Flipping involves recording lectures for students to view outside of class, then doing activities and exercises in class with instructor support. Gross recorded lectures using tablet/pen software, then created worksheets for in-class work. Students liked setting their own pace for lectures and getting help in class. While the first iteration showed lower exam scores, tweaks led to success in the second where students were well-prepared and completed difficult problems. Gross concluded flipping was worth doing and hopes to create more flipped classes over time.
SCLA Presentation: The Flipped Classroom
This document discusses the flipped classroom model used in a one-credit course on library research skills. The authors designed the course using a flipped classroom approach where primary content was delivered outside of class through short textbook chapters and students completed traditional homework activities like quizzes and reflections in class. Class time focused on active learning exercises directly connected to the concepts in the pre-class readings. The course included 9 lessons covering major research concepts. Student response was mixed with some being receptive to the model and others resistant to the increased responsibility. The authors found the model increased engagement and retention of information but note challenges in implementation and adapting the approach to one-shot library instruction sessions.
Flipping Fun: The Basics of a Flipped Classroom
The document discusses the flipped classroom model of instruction compared to the traditional lecture model. In a flipped classroom, lectures take place outside of class through video or other means while class time is used for projects, exercises, and discussions with the teacher present as a coach. This allows for individualized attention to students and more active learning. Potential downsides include the increased preparation time for teachers and students adjusting to being responsible for their own learning outside of class. Upsides include tailored instruction, assessment of real-time understanding, and students taking ownership of their learning.
Teaching and learning briefing 23rd sept 2016
The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.
Flipped learning
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.
Flipped Classroom - the Pain & Gain
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
Recommended
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
Flipping the Classroom by Brian Gross (Whittier College)
The document summarizes Brian Gross's experience flipping his ECON 301 class at Whittier College. Flipping involves recording lectures for students to view outside of class, then doing activities and exercises in class with instructor support. Gross recorded lectures using tablet/pen software, then created worksheets for in-class work. Students liked setting their own pace for lectures and getting help in class. While the first iteration showed lower exam scores, tweaks led to success in the second where students were well-prepared and completed difficult problems. Gross concluded flipping was worth doing and hopes to create more flipped classes over time.
SCLA Presentation: The Flipped Classroom
This document discusses the flipped classroom model used in a one-credit course on library research skills. The authors designed the course using a flipped classroom approach where primary content was delivered outside of class through short textbook chapters and students completed traditional homework activities like quizzes and reflections in class. Class time focused on active learning exercises directly connected to the concepts in the pre-class readings. The course included 9 lessons covering major research concepts. Student response was mixed with some being receptive to the model and others resistant to the increased responsibility. The authors found the model increased engagement and retention of information but note challenges in implementation and adapting the approach to one-shot library instruction sessions.
Flipping Fun: The Basics of a Flipped Classroom
The document discusses the flipped classroom model of instruction compared to the traditional lecture model. In a flipped classroom, lectures take place outside of class through video or other means while class time is used for projects, exercises, and discussions with the teacher present as a coach. This allows for individualized attention to students and more active learning. Potential downsides include the increased preparation time for teachers and students adjusting to being responsible for their own learning outside of class. Upsides include tailored instruction, assessment of real-time understanding, and students taking ownership of their learning.
Teaching and learning briefing 23rd sept 2016
The document announces two CPD sessions for teachers this half-term on September 29th and October 10th. The first session focuses on improving student vocabulary and will include a discussion on strategies for developing reading skills. Teachers are asked to bring one successful vocabulary strategy to share. The second session focuses on sharing strategies for challenging all students, with teachers signing up to give short presentations of classroom ideas. The document also provides information on the benefits of using contents pages and knowledge organisers with students.
Flipped learning
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.
Flipped Classroom - the Pain & Gain
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Stretch and challenge wall (1)
The stretch and challenge wall is a removable card display that provides students with challenging tasks to work on. The tasks focus on metacognitive activities and getting students to think about how they are learning. Teachers can direct students to the wall for extension activities, as a reflect and review activity, or as part of a group challenge. Using the wall benefits students by giving them regular access to metacognitive activities, high-order thinking challenges, and a sense of pride in selecting activities from the wall.
U of I INTR 101 03 Introductions Syllabus
This document provides an overview and introduction to an online college success strategies course. It introduces the instructor, Kelly Christensen, and outlines the course goals, structure, participation requirements, grading, and policies. The course aims to teach tools for academic success and engage students with university resources. It is fully online, with lectures, assignments, and required check-ins. Students will complete a final project proposal. Professional communication is expected, and additional campus resources are referenced.
Engaging large groups in active learning
This document discusses techniques for engaging large groups of students in active learning. It begins by outlining the learning outcomes of exploring techniques for large group teaching. Some examples of techniques provided include having students work in pairs or groups to discuss questions, using real-life cases and problems for group work, implementing elements of a flipped classroom approach, and incorporating one-minute writing activities. The document encourages making lectures more interactive, incorporating student-centered activities, and not relying solely on lectures. It concludes by providing additional resources on interactive teaching strategies for large groups.
Taking it a step further: The teaching demonstration
This document provides guidance for teaching demonstrations which are used in faculty job interviews. It outlines the do's and don'ts of demonstrations, such as sticking to the topic, engaging learners, and having a backup plan if technology fails. It also introduces the BOPPPS lesson planning method, which stands for Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary. Attendees practiced designing a short lesson using this method. The document concludes by summarizing the do's and don'ts and confirming the presenters followed the BOPPPS structure in their demonstration.
The Flipped Classroom
This document outlines the three essential components of a flipped classroom: 1) Experiential and Exploratory Engagement, which involves a hands-on learning activity to fully engage students; 2) Conceptual Connections, where students learn concepts from the engagement through video lectures they can pause and take notes on; 3) Demonstration and Application, where students demonstrate and apply what they've learned by discussing questions and answering deeper questions.
Flipped Classroom Presentation
The document discusses the flipped classroom model of instruction. In a flipped classroom, students learn new concepts at home by watching videos or reading, then practice applying the concepts in class with teacher guidance. This switches the traditional model where lectures are done at home and practice is done in class. Benefits include students taking more ownership of learning and more class time for exploration. Drawbacks can include lack of student motivation and computer access. The document provides examples of typical flipped homework assignments and in-class activities. Student quotes share both initial skepticism and growing appreciation for the model.
Module1 ss
This document outlines the expectations and requirements for a Social Psychology course. It details that learning modules should be completed in 10-25 minutes and include various materials. Students are expected to keep up with weekly tasks, actively participate in discussions, and complete a final presentation and paper. The professor will provide learning materials and support through online office hours, quizzes and exams, and ensuring students appreciate social psychology.
Teaching by stations
During this workshop English teachers will be able to practice this simple approach to grammar in order to achieve the necessary English structure teaching to our students. Teaching by Stations is generally used when there are more than two teachers in a classroom. Nevertheless, that is not the case in the majority of the Bi-National Centers. To achieve a multi-teacher instruction given by a single educator is the purpose of this presentation. The development of this approach was a result of various trial and error procedures that ended up in a multi skilled way to what I like to call the fun shortcut to grammar.
Department of Nursing Science: Writing Week January 2022
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
Venado Tutorial
This document outlines the bell schedule and tutorial program for Venado Middle School for the 2013-2014 school year. It details the period start and end times, as well as the times for nutrition break, lunch, and homeroom. The tutorial program begins on September 24th and runs Monday through Thursday. Students can earn tutorial passes each grading period for earning all A's, B's, or C's, which allow them to attend tutorials in non-classroom locations like the library or computer lab. Teachers can also require student attendance in specific subject tutorials by stamping their planner. The goals of the tutorial program are to increase grades, complete missing assignments, and improve test scores.
Flipped classroom
The document discusses flipped classrooms, where students learn material outside of class such as through reading or lecture videos, and use class time for discussion and problem-solving. It provides guidance for implementing a flipped classroom, such as making sure students have access to videos, teaching them how to watch videos, and including accountability measures to ensure they watch the videos as assigned. The document emphasizes that video production does not need to be perfect and encourages starting small by flipping just one lesson or subject at first.
Class room policy
This document outlines the classroom policies for an English speaking skills course. It details 13 rules that students must follow, such as only speaking English in class, completing weekly reading assignments, and maintaining a reflection notebook. Students will be graded on recitation, online activities, and worksheets. The policies address attendance, tardiness, cleanliness and orderly conduct. The document also lists 9 responsibilities for student assistants, such as taking attendance, leading book reviews, and documenting class activities. Cleanliness, order, and respect are emphasized as matters of education.
Angel training agp ppt_0510
The document provides considerations for developing an effective online or blended course. It suggests determining teaching style and how this aligns with how students learn today. Content and goals should be established to ensure students know and can do upon completion. Methods of transferring knowledge should include varied activities to engage different learning styles like visual, textual, auditory, and kinesthetic learners. Student-centered approaches with the instructor as facilitator are recommended, utilizing blended synchronous and asynchronous activities for engagement and assessment.
Daring to educate
This document provides an overview of the Northampton Learning & Teaching Conference 2016 with the theme "Dare to be different". It discusses using technology in lectures without clickers, defining teaching excellence, the strengths and weaknesses of lecture capture, creating online video vignettes, a model of lecture flipping that incorporates pre-recorded screencasts and in-lecture activities, and determining the appropriate role of questions and student activities in the classroom. The document also references principles of education and encouraging daring approaches to improve the sector.
Humanities - Spring 2017 quick start guide
This document provides a quick start guide for a humanities course. It outlines the course structure, assignments, grading criteria, and module schedule. The course uses a learning management system called Blackboard for announcements, modules, and submitting assignments. It is organized into 8 modules, with participation worth 26% of the grade. The first module must be completed before the end of the first week or the student risks being dropped from the course. All assignments have deadlines by the last date of each module and late work loses 10% per week.
Flipped classroom for the 21st century
Find tips when implementing flipped classroom to teaching in your classroom. It will save you time and efforts with rewarding outcomes on student learning.
A Beginners Guide to the Flipped Classroom
In this session, George Phillip chronicles his experience with the Flipped Classroom Model. What has worked for him and what has not.
Lecture Capture – is more always better?
This document summarizes research on the impact of recorded lectures (RLs) on student outcomes. Key findings include:
- RLs can reduce student stress but may also increase workload if overused. They support flexible learning but could enable passive learning.
- RLs help some students consolidate learning through reiteration, but may limit focus if relied on exclusively without other study methods.
- Students are more engaged in live lectures without RLs, but feel less stressed with them as a safety net. Overall impacts are mixed depending on how students use RLs.
- Further investigation is needed to understand impacts in different academic ability groups and on outcomes like attendance and achievement. Managing potential negatives requires guidance on study skills and ensuring
CONUL T&L 2021 Speaking into the void (Roisin Guilfoyle)
Speaking into the Void… Reflections of a teaching librarian during Covid
An overview of reflections on the highs and lows of teaching during COVID. The ideas that worked and didn’t, and the workarounds that helped. With a look at new techniques and practices that will stay after a return to campus.
ACL Orientation returning students only
This document provides information for students about the Adaptive Computer Lab (ACL) orientation for the spring 2020 semester. It introduces the ACL staff, tutors, and instructor Corinne Haynes. It outlines the lab hours of operation, expectations for students, and how students can be successful. It also details what students can gain from taking classes like COUN 71 or COUN 75 which teach assistive technology and study skills. The document aims to welcome returning students and provide important details about lab policies, requirements, and available support services.
ACL Orientation returning students only
This document provides information for students about the Adaptive Computer Lab (ACL) orientation for the spring 2020 semester. It introduces the ACL staff, tutors, and instructor Corinne Haynes. It outlines the lab hours of operation, expectations for students, and how students can be successful. It also details what students can gain from taking classes like COUN 71 or 75, which teach assistive technology and basic computer skills. Finally, it lists activities for students to complete like an orientation quiz and signing a responsibilities agreement to receive credit.
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.
leading effective discussions.
This document provides guidance on leading effective discussions and dealing with common roadblocks. It discusses establishing clear expectations, encouraging participation, addressing student confusion, asking appropriate questions, handling controversial topics and distracting behaviors. Tips include being prepared, maintaining neutrality, acknowledging all viewpoints, implementing time limits, and ending with a concise summary. The overall message is to be proactive in cultivating an engaging and inclusive discussion environment.
More Related Content
What's hot
U of I INTR 101 03 Introductions Syllabus
This document provides an overview and introduction to an online college success strategies course. It introduces the instructor, Kelly Christensen, and outlines the course goals, structure, participation requirements, grading, and policies. The course aims to teach tools for academic success and engage students with university resources. It is fully online, with lectures, assignments, and required check-ins. Students will complete a final project proposal. Professional communication is expected, and additional campus resources are referenced.
Engaging large groups in active learning
This document discusses techniques for engaging large groups of students in active learning. It begins by outlining the learning outcomes of exploring techniques for large group teaching. Some examples of techniques provided include having students work in pairs or groups to discuss questions, using real-life cases and problems for group work, implementing elements of a flipped classroom approach, and incorporating one-minute writing activities. The document encourages making lectures more interactive, incorporating student-centered activities, and not relying solely on lectures. It concludes by providing additional resources on interactive teaching strategies for large groups.
Taking it a step further: The teaching demonstration
This document provides guidance for teaching demonstrations which are used in faculty job interviews. It outlines the do's and don'ts of demonstrations, such as sticking to the topic, engaging learners, and having a backup plan if technology fails. It also introduces the BOPPPS lesson planning method, which stands for Bridge-in, Objective, Pre-assessment, Participatory learning, Post-assessment, and Summary. Attendees practiced designing a short lesson using this method. The document concludes by summarizing the do's and don'ts and confirming the presenters followed the BOPPPS structure in their demonstration.
The Flipped Classroom
This document outlines the three essential components of a flipped classroom: 1) Experiential and Exploratory Engagement, which involves a hands-on learning activity to fully engage students; 2) Conceptual Connections, where students learn concepts from the engagement through video lectures they can pause and take notes on; 3) Demonstration and Application, where students demonstrate and apply what they've learned by discussing questions and answering deeper questions.
Flipped Classroom Presentation
The document discusses the flipped classroom model of instruction. In a flipped classroom, students learn new concepts at home by watching videos or reading, then practice applying the concepts in class with teacher guidance. This switches the traditional model where lectures are done at home and practice is done in class. Benefits include students taking more ownership of learning and more class time for exploration. Drawbacks can include lack of student motivation and computer access. The document provides examples of typical flipped homework assignments and in-class activities. Student quotes share both initial skepticism and growing appreciation for the model.
Module1 ss
This document outlines the expectations and requirements for a Social Psychology course. It details that learning modules should be completed in 10-25 minutes and include various materials. Students are expected to keep up with weekly tasks, actively participate in discussions, and complete a final presentation and paper. The professor will provide learning materials and support through online office hours, quizzes and exams, and ensuring students appreciate social psychology.
Teaching by stations
During this workshop English teachers will be able to practice this simple approach to grammar in order to achieve the necessary English structure teaching to our students. Teaching by Stations is generally used when there are more than two teachers in a classroom. Nevertheless, that is not the case in the majority of the Bi-National Centers. To achieve a multi-teacher instruction given by a single educator is the purpose of this presentation. The development of this approach was a result of various trial and error procedures that ended up in a multi skilled way to what I like to call the fun shortcut to grammar.
Department of Nursing Science: Writing Week January 2022
Our Faculty have three writing weeks each year, when we focus on our writing. In our department, we facilitate the week with a mix of writing slots, expert sessions and a daily short writing sprint, based on the work of Peter Elbow on freewriting. This presentation has the daily writing 'sprint' tasks - please feel free to re-use and share - just credit where appropriate (all credits at end of slidedeck)
Venado Tutorial
This document outlines the bell schedule and tutorial program for Venado Middle School for the 2013-2014 school year. It details the period start and end times, as well as the times for nutrition break, lunch, and homeroom. The tutorial program begins on September 24th and runs Monday through Thursday. Students can earn tutorial passes each grading period for earning all A's, B's, or C's, which allow them to attend tutorials in non-classroom locations like the library or computer lab. Teachers can also require student attendance in specific subject tutorials by stamping their planner. The goals of the tutorial program are to increase grades, complete missing assignments, and improve test scores.
Flipped classroom
The document discusses flipped classrooms, where students learn material outside of class such as through reading or lecture videos, and use class time for discussion and problem-solving. It provides guidance for implementing a flipped classroom, such as making sure students have access to videos, teaching them how to watch videos, and including accountability measures to ensure they watch the videos as assigned. The document emphasizes that video production does not need to be perfect and encourages starting small by flipping just one lesson or subject at first.
Class room policy
This document outlines the classroom policies for an English speaking skills course. It details 13 rules that students must follow, such as only speaking English in class, completing weekly reading assignments, and maintaining a reflection notebook. Students will be graded on recitation, online activities, and worksheets. The policies address attendance, tardiness, cleanliness and orderly conduct. The document also lists 9 responsibilities for student assistants, such as taking attendance, leading book reviews, and documenting class activities. Cleanliness, order, and respect are emphasized as matters of education.
Angel training agp ppt_0510
The document provides considerations for developing an effective online or blended course. It suggests determining teaching style and how this aligns with how students learn today. Content and goals should be established to ensure students know and can do upon completion. Methods of transferring knowledge should include varied activities to engage different learning styles like visual, textual, auditory, and kinesthetic learners. Student-centered approaches with the instructor as facilitator are recommended, utilizing blended synchronous and asynchronous activities for engagement and assessment.
Daring to educate
This document provides an overview of the Northampton Learning & Teaching Conference 2016 with the theme "Dare to be different". It discusses using technology in lectures without clickers, defining teaching excellence, the strengths and weaknesses of lecture capture, creating online video vignettes, a model of lecture flipping that incorporates pre-recorded screencasts and in-lecture activities, and determining the appropriate role of questions and student activities in the classroom. The document also references principles of education and encouraging daring approaches to improve the sector.
Humanities - Spring 2017 quick start guide
This document provides a quick start guide for a humanities course. It outlines the course structure, assignments, grading criteria, and module schedule. The course uses a learning management system called Blackboard for announcements, modules, and submitting assignments. It is organized into 8 modules, with participation worth 26% of the grade. The first module must be completed before the end of the first week or the student risks being dropped from the course. All assignments have deadlines by the last date of each module and late work loses 10% per week.
Flipped classroom for the 21st century
Find tips when implementing flipped classroom to teaching in your classroom. It will save you time and efforts with rewarding outcomes on student learning.
A Beginners Guide to the Flipped Classroom
In this session, George Phillip chronicles his experience with the Flipped Classroom Model. What has worked for him and what has not.
Lecture Capture – is more always better?
This document summarizes research on the impact of recorded lectures (RLs) on student outcomes. Key findings include:
- RLs can reduce student stress but may also increase workload if overused. They support flexible learning but could enable passive learning.
- RLs help some students consolidate learning through reiteration, but may limit focus if relied on exclusively without other study methods.
- Students are more engaged in live lectures without RLs, but feel less stressed with them as a safety net. Overall impacts are mixed depending on how students use RLs.
- Further investigation is needed to understand impacts in different academic ability groups and on outcomes like attendance and achievement. Managing potential negatives requires guidance on study skills and ensuring
CONUL T&L 2021 Speaking into the void (Roisin Guilfoyle)
Speaking into the Void… Reflections of a teaching librarian during Covid
An overview of reflections on the highs and lows of teaching during COVID. The ideas that worked and didn’t, and the workarounds that helped. With a look at new techniques and practices that will stay after a return to campus.
ACL Orientation returning students only
This document provides information for students about the Adaptive Computer Lab (ACL) orientation for the spring 2020 semester. It introduces the ACL staff, tutors, and instructor Corinne Haynes. It outlines the lab hours of operation, expectations for students, and how students can be successful. It also details what students can gain from taking classes like COUN 71 or COUN 75 which teach assistive technology and study skills. The document aims to welcome returning students and provide important details about lab policies, requirements, and available support services.
ACL Orientation returning students only
This document provides information for students about the Adaptive Computer Lab (ACL) orientation for the spring 2020 semester. It introduces the ACL staff, tutors, and instructor Corinne Haynes. It outlines the lab hours of operation, expectations for students, and how students can be successful. It also details what students can gain from taking classes like COUN 71 or 75, which teach assistive technology and basic computer skills. Finally, it lists activities for students to complete like an orientation quiz and signing a responsibilities agreement to receive credit.
What's hot (20)
Taking it a step further: The teaching demonstration
Taking it a step further: The teaching demonstration
Department of Nursing Science: Writing Week January 2022
Department of Nursing Science: Writing Week January 2022
CONUL T&L 2021 Speaking into the void (Roisin Guilfoyle)
CONUL T&L 2021 Speaking into the void (Roisin Guilfoyle)
Similar to Introduction to the flipped classroom
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.
leading effective discussions.
This document provides guidance on leading effective discussions and dealing with common roadblocks. It discusses establishing clear expectations, encouraging participation, addressing student confusion, asking appropriate questions, handling controversial topics and distracting behaviors. Tips include being prepared, maintaining neutrality, acknowledging all viewpoints, implementing time limits, and ending with a concise summary. The overall message is to be proactive in cultivating an engaging and inclusive discussion environment.
Flipped classroom blog version final
Top Opportunities for Flipped Classroom Platform Innovation
Flipping the classroom is a fast-growing trend in education. At Useagility, we believe that the best digital product strategy starts with uncovering unmet user needs and gathering insights that drive innovation.
We recently conducted an independent study to better understand how educators are using technology to flip their classrooms and to explore gaps and unmet needs. Research shows clear opportunities for eLearning companies seeking to improve their platforms and grow business through improved support of flipped learning.
1. Most are not using a single platform, which makes it harder. Teachers are darn resourceful. On average instructors are using at least three separate (often free) tools to create flipped lesson assignments and to deliver them for students to use. It’s not seamless and not integrated with other systems.
2. Lack of feedback loop to inform instructors. One of the biggest gaps for instructors is not knowing which students actually watched the lessons. Instructors want more insight into what students do or don’t understand before they come to class.
3. Student-side experience can be difficult. In most cases, there isn’t a centralized place for students to find lessons and homework for different classes. This creates a burden for parents and lowers student completion. In addition, video lessons are usually accompanied by a note worksheet or sample problems. Student need multiple technologies - which are not currently integrated - to complete the work.
This presentation includes the full research findings and product design recommendations.
Flipped classroom
The document discusses the flipped classroom model, where typical lecture and homework elements are reversed - short video lectures are viewed at home by students before class, while in-class time is used for exercises, projects, and discussions. It notes some common misconceptions, such as that it is easy for teachers or that teachers are replaced by computers. Best practices for the flipped classroom model include using videos for students to learn concepts at home, then applying those concepts in class through activities where teachers can better identify errors and provide support. The goal is to put more responsibility on students while giving them more control over their learning.
Anh 10 global_ bài giảng điện tử Unit 8_Lesson 5.pptx
Get content on Google Play Download content on the IOS Store
Enter keywords to search documents, courses,...
Toggle navigation
Series of writing lessons, writing Literature lessons, solving exercises and to learn Math, Physics, Chemistry, Biology, History, Geography, English well and learn programming for free
Unit 8 Grade 10 Listening (page 91) - English 10 Global Success
Download the VietJack app. See answers faster!
Previous pageNext page
Solution for Unit 8 class 10 Listening exercises on page 91 in Unit 8: Listening English 10 Global Success book series Connecting good and detailed knowledge to help students easily do 10 Unit 8 English exercises.
Content
Lesson 1, page 91, 10th grade English Unit 8
Lesson 2, page 91, 10th grade English Unit 8
Lesson 3, page 91, 10th grade English Unit 8
see more
English 10 Unit 8 Listening (page 91) - English 10 Global Success
ADVERTISEMENT
1 (page 91 English 10 Global Success): Work in pairs. Tick (V) what you often do to prepare before a new lesson
Unit 8 grade 10 Listening (page 91) | English 10 Global Success
Translation instructions:
Read the material for the new lesson (Textbook)
Watch videos related to the article
Tìm kiếm thông tin liên quan đến bài mới
Ôn bài cũ
2 (trang 91 Tiếng Anh 10 Global Success): Listen to the first part of the conversation between a teacher and her students, then answer the following questions (Nghe phần đầu tiên của cuộc trò chuyện giữa một giáo viên và học sinh của cô ấy, sau đó trả lời các câu hỏi sau)
Bài nghe:
1. What is the teacher talking about?
2. What has she uploaded on Eclass?
Lời giải:
1. The teacher is talking about homework/things students need to do at home / how to prepare for the next lesson.
2. She uploaded materials and videos.
Nội dung bài nghe:
Teacher: Now, listen everybody! I'd like you all to complete this population map at home. Do you have any questions for this week's homework?
Nam: Do we need to read the materials and watch the videos that you've uploaded on Eclass for the next lesson?
Teacher: Yes, Nam …
Hướng dẫn dịch:
Giáo viên: Bây giờ, mọi người hãy lắng nghe! Cô muốn tất cả các em hoàn thành bản đồ dân số này ở nhà. Các em có câu hỏi nào cho bài tập tuần này không?
Nam: Chúng em có cần đọc tài liệu và xem video mà cô đã tải lên trên Eclass cho bài học tiếp theo không ạ?
Giáo viên: Ừ, Nam…
3 (trang 91 Tiếng Anh 10 Global Success): Listen to the second part of the conversation and complete the flow chart with no more than TWO words. (Nghe phần thứ hai của cuộc trò chuyện và hoàn thành sơ đồ luồng với không quá HAI từ.)
Bài nghe:
Unit 8 grade 10 Listening (page 91) | English 10 Global Success
Lời giải:
1. Homework 2. take notes 3. (more) information
4. discuss 5. Email
Nội dung bài nghe:
Teacher: To prepare for next week's class, you should log in to your account on Eclass and click the Homework folder. I've uploaded some reading passGet content on Google Play Download content on the IOS Store
Enter keywords
ELO_9.5_Reading_Lesson_Plan_(1)[1].pptx
This document provides guidance on developing a reading lesson plan. It outlines key steps such as consulting the syllabus to identify the competency to be taught, selecting an appropriate learning activity, and developing pre, during, and post reading activities. An example reading lesson plan is then provided, which demonstrates how to structure the different stages of the lesson, including arousing learner interest, teaching reading strategies, and incorporating higher-order thinking skills questions. Teaching techniques, aids, and methods for evaluating the lesson are also discussed.
Flipping the classroom pd training presentation
This document provides an overview of a professional development training on flipping the classroom. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom, and to experiment with flipping one's own classroom. Flipping the classroom involves assigning instructional videos for students to watch at home and engaging students in hands-on activities and application during class time. The training covers how to create instructional videos, platforms for hosting videos, and examples of pre-made videos. Participants are asked to brainstorm how they will flip one of their own lessons.
DNLE Go FORTH Final Project
The document proposes a variation on the flipped classroom model where students take a more active role in preparing lesson materials and asking questions. In the variation, students are divided into teams to prepare instructional videos and activities that their peers complete as homework. In class, the teacher supports student teams and answers questions prepared by students. This allows the teacher to focus on individual support while developing student expertise and engagement through peer teaching and questioning. The approach aims to improve learning outcomes over traditional passive lectures.
Want to get the most out of class time? Flip it!
‘Flipping’ a classroom has become a popular buzzword in recent years, originally used as a way for students who missed a class to catch up on lecture content. The concept has rapidly evolved and the flipped classroom can now be described as a reversal of traditional teaching where students access materials before class (readings, lecture videos, etc.) so that the class time can be devoted to deeply understanding the content through strategies such as problem-solving, discussion or debates.
In these slides, Ann offers up a model of learning activities that can help you get started, discusses the 4 golden rules of a flipped classroom and concludes with some practical tips from a teacher.
Academic Success Pt.3
The document discusses different note-taking strategies for college courses including the Cornell note-taking system, outline system, and notes on notes system. It provides tips for effective note-taking during lectures and from textbooks. Additionally, it reviews study methods for college-level textbooks including avoiding multi-tasking, studying with purpose, and techniques for reviewing notes.
Flipped teacher panel
This document provides information about implementing a flipped classroom model at a school. It includes a list of teachers and their subject areas. It then defines the traditional classroom model and the flipped classroom model. In the flipped model, direct instruction occurs through video lessons watched at home, while class time is used for hands-on activities, projects, and addressing student questions. The document discusses benefits of the flipped model like increased engagement and test scores. It provides tips for teachers in planning and executing a flipped model. Overall, the document serves to explain the flipped classroom approach and provide guidance for teachers interested in adopting this method.
Strategies for effective lesson planning flipped classroom
The document provides guidance on lesson planning for a flipped classroom. It defines a flipped classroom as one where typical lecture and homework elements are reversed - students watch video lectures at home and class time is used for exercises, projects, or discussion. The key steps in planning are: 1) Identifying learning objectives for videos and in-class activities using Bloom's Taxonomy; 2) Outlining the lesson plan using the STEPP method; 3) Developing video lectures that engage students; 4) Planning in-class activities to check understanding; and 5) Creating a timeline and being flexible. Reflection after teaching is also recommended.
Flipped classroom - A quick guide to concepts and practice
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,
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.
Flipping the classroom pd training presentation
The document provides an overview of a training on flipping the classroom. It defines flipping the classroom as assigning instructional videos for homework and using class time for interactive activities and application of the material. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom and to experiment with it. Advantages include students learning at their own pace and having more opportunities for engagement and collaboration during class. Potential drawbacks include students not watching videos and teachers spending time creating videos. The document shares results of a student survey that found mixed opinions and provides guidance on how to flip a classroom, including creating instructional videos and using learning management systems.
educational technology and communication in education
The document discusses the flipped classroom model of education. In a flipped classroom, students learn new content at home by watching video lectures. Class time is used for applying concepts, group work, discussions, and personalized guidance from the teacher. This reverses the traditional model where content is presented in class and homework is individual practice. The document outlines various flipped classroom models and discusses benefits like flexible learning and increased teacher-student interaction time.
Bensi.b 38 ns edu03 with mcq
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.
Writing lessonplans
This document discusses planning effective English as a foreign language (EFL) lessons. It begins with two group activities asking teachers to reflect on what cartoons and their own lesson planning can convey. It then explains the Presentation-Practice-Production (PPP) model of lesson planning and identifies what is missing from this model. The document notes that effective lessons have five parts: preparation, presentation, practice, evaluation, and expansion. It directs readers to watch a video about lesson planning skills and answer questions. Finally, it lists lesson planning steps and resources for additional support.
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses:
1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge.
2) The PPU framework which includes the presentation, practice, and production stages of a lesson.
3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
This document provides guidance on using problem-solving situations and the PPU framework to teach listening and speaking lessons. It discusses:
1) Using a problem-solving situation at the start of a lesson to engage learners and activate prior knowledge.
2) The PPU framework which includes the presentation, practice, and production stages of a lesson.
3) Examples of activities for each stage like brainstorming, guessing, and roleplays to help students develop their speaking and listening skills.
Similar to Introduction to the flipped classroom (20)
Anh 10 global_ bài giảng điện tử Unit 8_Lesson 5.pptx
Anh 10 global_ bài giảng điện tử Unit 8_Lesson 5.pptx
Strategies for effective lesson planning flipped classroom
Strategies for effective lesson planning flipped classroom
Flipped classroom - A quick guide to concepts and practice
Flipped classroom - A quick guide to concepts and practice
educational technology and communication in education
educational technology and communication in education
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
Teacher's hand out 2nd g & in put situation novemb 22nd 2016
More from leblance
Parent night contact&survey
The Triton Travel Club contact survey collects a student's name, address, birthday, and parent/guardian contact information. It asks whether the student will enroll in an upcoming tour and which other countries or places the club should offer trips to in the future, with options including Argentina, Australia, Britain, California, China, Costa Rica, Egypt, France, Germany, Greece, India, Italy, Mexico, New Zealand, Peru, South Africa, Spain, Thailand, Vietnam and others.
7.3 daqy 2
Logarithmic functions are inverses of exponential functions. To graph a logarithmic function:
1. Identify the inverse exponential form.
2. Create a table of values for the exponential form.
3. Invert the ordered pairs.
4. Plot the points and sketch the graph of the logarithm.
Logarithmic functions can be transformed through stretching, compression, reflection, horizontal translation, and vertical translation compared to the parent logarithmic function. Examples are shown to demonstrate how transformations alter the graph.
7.3
This document introduces logarithmic functions as inverses of exponential functions. It defines logarithms as the inverse of an exponential function y = bx, such that y = bx is equivalent to logby = x. The document provides examples of writing exponential equations in logarithmic form and vice versa. It also demonstrates how to evaluate logarithms by using the definition to write them in exponential form and setting the exponents equal. Finally, it defines the common logarithm as a logarithm with base 10, which can be written as logx.
7.1
The document discusses exponential functions of the form f(x) = a*b^x, explaining that they always have a curved shape and asymptote at y=0. It distinguishes between exponential growth, where the value of y increases as x increases, and exponential decay, where the value of y decreases as x increases. Examples are provided to demonstrate how to determine if a function represents growth or decay and to find the y-intercept.
7.2
This document discusses properties and transformations of exponential functions, including stretch, compression, reflection, and horizontal and vertical translation. It also discusses the number e as the base for natural exponential functions and using the function A=Pe^rt to model continuously compounded interest. Examples are provided to demonstrate graphing transformations of exponential functions and using the continuously compounded interest formula.
10.1 part2
This document discusses testing for homogeneity among populations using chi-square tests. It defines homogeneity as populations having the same structure or composition. A test of homogeneity determines if different populations have the same proportions for various categories. It requires using a contingency table and chi-square distribution. An example tests if the same proportion of males and females prefer different pet types using survey data from college students.
10.1 part 1
The document provides an overview of the chi-square distribution and how it can be used for hypothesis testing. It discusses that the chi-square distribution is used to find critical values for determining the area under the curve for a given degrees of freedom. It also gives an example of how chi-square can be used to test if two variables such as keyboard type and time to learn typing are independent.
5.4 synthetic division
This document discusses synthetic division and the remainder theorem. Synthetic division is a process that simplifies long division when dividing a polynomial by a linear factor of the form x - a. It involves setting up the coefficients of the polynomial and multiplying/adding through the process. The remainder theorem states that if a polynomial P(x) is divided by x - a, then the remainder is equal to P(a). It provides a quick way to find the remainder of a polynomial division problem by evaluating the polynomial at the value of a. Examples are given to demonstrate evaluating polynomials using the remainder theorem.
5.4 long division
Long division can be used to divide polynomials in a similar way to dividing numbers. The key steps are to set up the division problem, divide the term of the dividend by the term of the divisor, multiply the divisor by the quotient term and subtract, then bring down the next term of the dividend and repeat. This polynomial long division allows polynomials to be factored by finding all divisor polynomials that give a remainder of zero. The factor theorem can also be used to check if a linear polynomial is a factor by setting it equal to zero and checking if it makes the other polynomial equal to zero.
5.3
This document discusses solving polynomial equations by factoring. It provides examples of factoring polynomials, including factoring the difference and sum of cubes. Factoring by substitution is also introduced as a method for factoring polynomials of degree 4 or higher. The document demonstrates solving polynomial equations by factoring the expressions and setting each factor equal to 0. Both real and imaginary solutions may be obtained depending on whether the factors are real or complex numbers. Graphing is presented as an alternative method to find real solutions of a polynomial equation.
9.3 Part 1
The document discusses inferences for correlation and regression. It provides an example of testing the correlation between percentage of population with a college degree (x) and percentage growth in income (y) for 6 Ohio communities. There is a positive correlation between x and y, but this does not necessarily mean higher education causes higher earnings. The document also discusses measuring the spread of data points around the least squares line, including the standard error of estimate, using an example of how much copper sulfate dissolves in water at different temperatures.
9.1 9.2 9.3 using the graph calc
This document provides guided notes on inferences for correlation and regression. It discusses how the sample correlation coefficient and least squares line estimate population parameters and require assumptions about the data. It also outlines how to test the population correlation coefficient using a significance test and interpret the results. An example is provided testing the correlation between education levels and income growth. Students are asked to practice computing the standard error of estimate from a data set and answering summary questions.
5.2
1. The document discusses writing polynomials in factored form and finding the zeros of polynomial functions. It defines linear factors, roots, zeros, and x-intercepts as equivalent terms.
2. Examples are provided of writing polynomials in factored form using the factor theorem to find the zeros, and then graphing the polynomial function based on its zeros.
3. The factor theorem states that a linear expression x - a is a factor of a polynomial if and only if a is a zero of the related polynomial function. This allows writing a polynomial given its zeros.
5.1 part 2
This document discusses how to describe the shape of a cubic function by listing it in standard form, describing the end behavior of the graph, determining the possible number of turning points using a table of values, and determining the increasing and decreasing intervals. It explains that to describe the shape, you identify the sign of the leading coefficient to determine the end behavior and the number of turning points, which is one less than the possible degree. The document also discusses using differences of consecutive y-values in a table to determine the least degree of the polynomial function that could generate the data, with constant first differences indicating linear, constant second differences indicating quadratic, and constant third differences indicating cubic.
5.1[1]
This document defines key concepts related to polynomials and polynomial functions. It defines monomials as terms involving variables and exponents, and polynomials as sums of monomials. The degree of a polynomial is the highest exponent among its terms. Polynomial functions are polynomials written in terms of a single variable. Standard form arranges polynomial terms by descending degree. Polynomials are classified by degree and number of terms. Higher degree polynomials can have more turning points and their end behavior depends on the leading term. Examples show determining standard form, classifying polynomials, identifying end behavior and increasing/decreasing parts of graphs.
9.1
This document discusses scatter diagrams and linear correlation. It provides examples of scatter diagrams that do and do not show linear correlation. It defines the correlation coefficient r as a measure of linear correlation between two variables on a scatter plot, with values between -1 and 1. It presents formulas for calculating r and provides an example of computing r using wind velocity and sand drift rate data. It cautions that correlation does not necessarily imply causation and that lurking variables can influence the correlation between two variables.
9.2 lin reg coeff of det
1) Linear regression finds the "best-fitting" linear relationship between two variables by minimizing the vertical distances between the data points and the linear equation line.
2) The coefficient of determination, r^2, measures how well the linear relationship described by the regression line fits the actual data, with higher r^2 values indicating less unexplained variability.
3) r^2 has an interpretation as the percentage of the total variation in the response variable that is explained by the explanatory variable.
More from leblance (20)
Introduction to the flipped classroom
- 2. •The flipped classroom inverts traditional teaching methods, delivering instruction outside of the classroom and moving “homework” into the classroom. • Responsibility for learning flipped from the teacher’s hands to the student’s hands (A college readiness skill) • Face to face time flipped from teacher focused to student focused. • Focus of class time flipped from lower order thinking to higher order thinking.
- 3. o To make the best use of our class time o To challenge ourselves in new ways o To prepare students to be 21st century learners for 21st century college and careers o The ultimate goal is to help you learn!
- 4. Watch Summarize Question (WSQ) 1. Watch a video at home (or read the text) and take guided notes. 2. Complete the Guided Notes and Summary Questions (Answer 2 – 5 questions). 3. Ask a “HOT” question. (Higher order thinking questions – cannot be yes or no!) • A specific question about an example that was worked out and where you got stuck or confused • A general question about the concept and something that was said or explained • A question that could be asked and expected to be answered after watching the video. This may be a question you think your classmates might have, or just a good question you think I (the teacher) would ask and expect you to know. 4. Process the lesson – let the information settle in Note: some nights you will have “traditional homework” for example the night before a test.
- 5. 1. Brief overview (2 minutes max)of video highlights (whole class). Teacher may also give you some goals/tasks to accomplish during your WSQ chat. 2. WSQ Chat - Structured time to discuss the lesson with peers (groups will be assigned by the teacher and will change periodically) • Share important points • Discuss/Compare the Summary Questions • Ask each other the student made HOT questions – make sure you write down the answer! • Review examples (time permitting) • Students should jot down notes they find helpful during the discussion 3. Practice and Activities • Work on the assigned practice problems and/or activities. • Teacher check off WSQ completion • Elements of a “Complete WSQ” include • Guided Notes • HOT Question • Answer to HOT Question 4. Small group (or whole class)re-teaching as needed
- 6. • Students are expected to come to class prepared with background knowledge of the concepts, ready to learn more about it and gain a deeper understanding. • Students are NOT expected to have full mastery of the content • Students must take responsibility for their learning in several ways • They must plan time to watch the videos • They should take the initiative to re-watch videos as needed • If they are absent they should still watch the required videos and come to class prepared • Communicate with me if there are issues.
- 7. • Sophia.org can be accessed on smartphones • Mrs. LeBlanc-Perrone has two classroom computers that students can use before school (7am), after school, or during a study (bring headphones!)
- 8. • http://tritonstats.wikispaces.com/ • The class wikispace will be our “home base” • All slideshows will still be posted, the way they always have been • Links to the video tutorials will be posted on the wikispace • www.sophia.org • http://www.sophia.org/groups/1887 • Group Code: b419e5