Power point tools for the flipped classroom
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Flipped learning is a pedagogical approach where direct instruction moves from group learning spaces to individual learning spaces. Students learn new concepts from digital tools at home, then apply their understanding in classroom activities guided by educators. The four pillars of flipped learning are a flexible environment that allows students to choose when and where they learn, a learning culture where class time is used to explore topics in depth through active student involvement, intentional content used to maximize in-class time, and professional educators who observe students and provide relevant feedback while tolerating controlled chaos in the classroom.
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Flipped education Richmond
The document discusses key aspects of the flipped classroom model including creating a flexible learning environment where students can choose when and where they learn. It also focuses on shifting to a learner-centered approach during class time where students actively participate in knowledge construction and exploring topics in greater depth. Educators using the flipped classroom model think about how to adopt active learning strategies and use intentional content to help students develop conceptual understanding and procedural fluency.
Principle 4: Balanced Approach
Effective teachers adopt a balanced approach to instruction that incorporates elements of both teacher-centered and child-centered learning. A balanced approach includes explicit skills instruction, opportunities for student choice and collaboration, and engaging students in evaluation of their own learning. It exposes students to core subjects like literacy, vocabulary, and content areas through a variety of teaching methods and materials.
Appendix Di
Appendix.
Differentiating Instruction. Workshop by Inspector Mr. Mohamed Salah ABIDI Regional Summer School 2008/2009 (docs)
Role of the student in odl
This document discusses the role of students in open and distance learning. It begins by defining open and distance learning as an educational mode that employs various strategies to promote blended learning for those who lack opportunities for higher education due to employment, time constraints, location, income or other obstacles. It then explains that distance learning in open universities involves independent study of course materials at home, with support from lecturers and student services. The document notes that open learning requires a shift from teacher-centered to student-centered learning, and identifies challenges students may face in isolation from instructors and institutions. It emphasizes characteristics important for distance learning students, such as self-direction, time management and family support.
Eclectic approach
1. The eclectic approach to language teaching combines various teaching methods and techniques depending on learners' needs and lesson objectives.
2. A key proponent of the eclectic approach is Rivers, who argued it allows teachers to select the best techniques from different methods for specific purposes.
3. Advantages include making learning easier, more engaging, and helping teachers attain objectives, while disadvantages include potential conflicts from mixing methods and difficulty selecting the right approach.
Eclectic approach
The eclectic approach combines multiple teaching methods as deemed appropriate by the teacher to accomplish classroom objectives. It uses techniques from different methods rather than being limited to one. This document discusses using elements of Total Physical Response and the Direct Method for a lesson introducing parts of the face to children. Students were asked to touch their own face when parts were named and sang a song involving body parts while dancing. Visuals were also used to reinforce vocabulary through images.
Eclecticism Approach
Principled eclecticism is a language teaching method that combines various approaches and methodologies depending on the lesson aims and student abilities [SENTENCE 1]. It uses methods like grammar translation, direct method, structural situational, audio-lingual, bilingual, communicative language teaching, total physical response, and the silent way [SENTENCE 2]. The advantages are that the teacher has flexibility, no language skill is ignored, there is variety in class, and the atmosphere is dynamic [SENTENCE 3].
Hedge, d. pp co teaching
The document defines co-teaching as two teachers sharing instructional responsibilities including planning, teaching, and assessing students. It outlines five models of co-teaching: one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Each model is described along with advantages and disadvantages. The document provides references for the definition of co-teaching and descriptions of the five models.
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Flipped education Richmond
The document discusses key aspects of the flipped classroom model including creating a flexible learning environment where students can choose when and where they learn. It also focuses on shifting to a learner-centered approach during class time where students actively participate in knowledge construction and exploring topics in greater depth. Educators using the flipped classroom model think about how to adopt active learning strategies and use intentional content to help students develop conceptual understanding and procedural fluency.
Principle 4: Balanced Approach
Effective teachers adopt a balanced approach to instruction that incorporates elements of both teacher-centered and child-centered learning. A balanced approach includes explicit skills instruction, opportunities for student choice and collaboration, and engaging students in evaluation of their own learning. It exposes students to core subjects like literacy, vocabulary, and content areas through a variety of teaching methods and materials.
Appendix Di
Appendix.
Differentiating Instruction. Workshop by Inspector Mr. Mohamed Salah ABIDI Regional Summer School 2008/2009 (docs)
Role of the student in odl
This document discusses the role of students in open and distance learning. It begins by defining open and distance learning as an educational mode that employs various strategies to promote blended learning for those who lack opportunities for higher education due to employment, time constraints, location, income or other obstacles. It then explains that distance learning in open universities involves independent study of course materials at home, with support from lecturers and student services. The document notes that open learning requires a shift from teacher-centered to student-centered learning, and identifies challenges students may face in isolation from instructors and institutions. It emphasizes characteristics important for distance learning students, such as self-direction, time management and family support.
Eclectic approach
1. The eclectic approach to language teaching combines various teaching methods and techniques depending on learners' needs and lesson objectives.
2. A key proponent of the eclectic approach is Rivers, who argued it allows teachers to select the best techniques from different methods for specific purposes.
3. Advantages include making learning easier, more engaging, and helping teachers attain objectives, while disadvantages include potential conflicts from mixing methods and difficulty selecting the right approach.
Eclectic approach
The eclectic approach combines multiple teaching methods as deemed appropriate by the teacher to accomplish classroom objectives. It uses techniques from different methods rather than being limited to one. This document discusses using elements of Total Physical Response and the Direct Method for a lesson introducing parts of the face to children. Students were asked to touch their own face when parts were named and sang a song involving body parts while dancing. Visuals were also used to reinforce vocabulary through images.
Eclecticism Approach
Principled eclecticism is a language teaching method that combines various approaches and methodologies depending on the lesson aims and student abilities [SENTENCE 1]. It uses methods like grammar translation, direct method, structural situational, audio-lingual, bilingual, communicative language teaching, total physical response, and the silent way [SENTENCE 2]. The advantages are that the teacher has flexibility, no language skill is ignored, there is variety in class, and the atmosphere is dynamic [SENTENCE 3].
Hedge, d. pp co teaching
The document defines co-teaching as two teachers sharing instructional responsibilities including planning, teaching, and assessing students. It outlines five models of co-teaching: one teach one assist, station teaching, parallel teaching, alternative teaching, and team teaching. Each model is described along with advantages and disadvantages. The document provides references for the definition of co-teaching and descriptions of the five models.
Teaching the Flipped Classroom Photos
The document discusses the flipped classroom model of instruction. In a flipped classroom, students learn content from online lectures and videos at home, then complete homework and problem-solving activities in the classroom with guidance from the teacher. This reverses the traditional model where lectures are given in class and homework is done at home. Flipped classrooms allow more class time for student-centered activities, differentiated instruction, and developing higher-order thinking skills through collaboration and problem-solving. Teachers guide students as they apply what they learned from the online content during in-class activities.
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The document discusses hybrid learning, continuous learning culture, and self-paced learning. Hybrid learning combines face-to-face instruction with online activities. Continuous learning culture refers to expanding one's skills through daily practice to adapt to changes. Self-paced learning allows participants to set their own schedule rather than following an instructor's structure.
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This document discusses the use of textbooks in language teaching. It defines a textbook as a supporting material that helps achieve learning outcomes and compile content for a field of study. Textbooks are primarily for students to practice activities and tasks, but also for teachers to engage students and test developers to design assessments. The document recommends using textbooks as a guide rather than a mandate, supplementing them with outside readings and resources from conferences, articles, and other teachers. It notes that in the Nepalese context, textbooks are often overrelied on and treated as the only resource, when they should support—not define—teaching based on the curriculum.
Co Teaching
The document defines co-teaching as two or more professionals jointly delivering instruction to a diverse group of students in a shared classroom space. It describes six approaches to co-teaching: one teach one observe, one teach one drift, station teaching, parallel teaching, alternative teaching, and team teaching. The rationale for co-teaching is that it meets students' individual needs and provides inclusive, individualized instruction in a general education environment.
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Education is the key to success in life, and Teachers make a lasting impact in the lives of their students. The Teacher is the key person in an educational organization.
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The document discusses classroom interaction and its importance in modern education systems. It defines classroom interaction as a practice that enhances speaking and listening skills among learners. Traditional teaching methods focused only on lectures, but current education demands more student interaction. The document outlines different types of classroom interaction activities and the teacher's role in facilitating them. It also discusses the benefits of classroom interaction for language learning and the importance of feedback.
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This document outlines a qualitative case study on silent teaching conducted by Brigitta Abraham and Simi Sharma. It discusses the background and need for silent teaching, how it was implemented at Avalon Heights School, strategies for lesson planning and examples of silent teaching, and the benefits perceived by both pupils and teachers such as improved listening, reflection, creativity, and character building.
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The document discusses the importance of classroom management for teachers. It states that an effective classroom plan involves advance planning of lessons from beginning to end, using various procedures. It also emphasizes that teachers must focus on whole-class management techniques throughout lessons to maintain a consistent learning environment. Finally, it concludes that classroom procedures and activities should focus on the whole class rather than individuals to ensure an ongoing effective and organized classroom system.
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Similar to Power point tools for the flipped classroom
Flipped classroom
Flipped learning is an educational approach that moves direct instruction outside of the classroom, allowing class time to focus on active, student-centered learning activities. It creates a flexible environment where students can choose when and where they learn. During class, educators observe students and provide feedback to help them construct knowledge in a personally meaningful way. Educators use instructional content to maximize classroom activities that develop students' skills while accommodating different grade levels and subjects.
flipped classeroom.pptx
Here are some potential challenges that may arise when implementing a flipped classroom model and some suggestions on how to address them:
1. Student buy-in and engagement with pre-class work
- Clearly communicate the purpose and benefits of pre-class work. Provide guidance on how long students should spend.
2. Technological issues
- Have backup plans that don't rely on technology. Test all resources before assigning. Provide alternatives for those without access.
3. Increased workload for teachers
- Start small by flipping just one unit. Streamline resources over time. Consider team-teaching to share the load.
4. Lack of support from administrators, parents or community
- Communicate goals
Differentiated-Instruction.pptx
The document discusses differentiated instruction, which enables teachers to meet the diverse needs of students by varying the content, process, product, and learning environment based on students' readiness, interests, and learning profiles. It explains that teachers should use flexible grouping, tiered lessons, choice boards, and varied products. The goal of differentiated instruction is to respect each student's learning needs and provide multiple avenues for meaning making.
Flipped Classroom.pptx
Flipped classroom is a blended learning model where students learn new content at home via video lectures or other instruction and practice applying the concepts in class with teacher guidance. This reverses the traditional model of content being introduced in class and homework being assigned for independent practice. Key aspects of flipped classroom include a flexible learning environment, shifting class time to deeper discussion, intentional selection of content for home versus classroom, and a focus on the teacher guiding practice and assessment.
FLIPPED CLASSROOM,ppt
Flipped classroom, Definition of Flipped classroom, Pillars of Flipped Classroom, Advantages and disadvantages, Traditional v/s flipped classroom
Flipped Classroom.pptx
The document discusses flipped learning and the flipped classroom model. It defines flipped learning as moving direct instruction from group to individual learning spaces, transforming group space into an interactive environment where educators guide applied concept learning. In flipped classrooms, students interact with new material as homework first through videos or other instruction, then use class time for discussion and practice. This allows for a more individualized and differentiated experience. The model flips Bloom's taxonomy, with instruction at home and applied learning during class time. Key aspects of flipped learning include a flexible learning environment, learning culture, intentional content, and professional educators.
Flipped Classroom - Presented By Tahira Rafiq
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?
Flipped Classroom.pptx
The document discusses an approach to 21st century English language teaching called a "flipped classroom". In a flipped classroom, direct instruction occurs through video lectures watched at home, while class time is used for hands-on practice and problem solving in small groups or individually. This allows students to learn at their own pace and take more responsibility for their learning. The goals are to make the classroom an active learning environment where students can enjoy practicing. The teacher guides and supports students, and students work in groups, watch videos, discuss, and do peer learning. Areas of language, knowledge and skills emphasized include discussions, collaborative work, real-world application, and transforming students into active learners. Evaluation is done through problem solving, discussions, written
Module 1 Introduction in Differentiated Instruction.pptx
The aim of this module is to introduce learners to Differentiated Instruction as a learner-centric model of education that aids VET educators struggling to respond adequately to varied VET student needs within one classroom or group.
DifferentiationOfInstruction.pdf
Differentiated instruction is an approach to teaching that aims to meet the varied needs of students. It involves modifying content, process, products, and the learning environment based on student readiness, interests, and learning profiles. This allows teachers to challenge advanced students while also supporting those who need more help. The document outlines strategies for differentiating in elementary classrooms, such as varying reading materials, offering flexible grouping, and providing choice in how students can demonstrate learning. It emphasizes that differentiation works best when focused on high-quality curriculum and ongoing assessment is used to inform instruction. Teachers are advised to gradually implement changes at their own pace with support from colleagues.
Mastery Learning - Flipped Classroom
What, why and how to implement Flipped Classroom?
Pillars of Flipped Classroom
Pros and Cons of Flipped Classroom
Differentiating Instruction
Differentiated instruction is an approach to teaching that aims to maximize student growth and success by tailoring instruction to meet individual student needs. It recognizes that students have different backgrounds, readiness levels, interests and preferences for learning. Teachers differentiate content, process, product and the learning environment based on formative assessment of student needs. The goal is to challenge and support all students by matching instruction to where they are in order to help them learn effectively. Differentiation is not a single strategy but a philosophy of teaching through flexible use of multiple materials and strategies.
Flipped learning
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the in-class time is used for applying concepts, interacting with educators, and engaging in creative activities. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educators. The four pillars involve strategies like providing flexible learning spaces, cultivating student-centered learning, prioritizing concepts for direct instruction, and the educator taking on an observational role to provide feedback.
Flip handout fnl_web
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the in-class time is used for applying concepts, interacting with educators, and engaging in creative activities. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educators. The four pillars are then described in more detail.
FLIPPPED CLASSROOM
The document discusses Flipped Learning, which is defined as an educational approach where direct instruction is delivered to students individually outside of the group learning space, typically through video lectures, and the resulting group space is used for interactive learning and applying concepts under an educator's guidance. It distinguishes Flipped Learning from simply flipping a classroom, noting that Flipped Learning incorporates four key pillars - flexible environments, learning culture, intentional content, and professional educator - into the educational approach. The document then proceeds to define each of these four pillars in detail.
GROUP 3 REPORTING IN TEACHING MULTIGRADE IN ELEMENTARY PPT.pptx
In a multigrade classroom, teachers must be flexible and use various teaching strategies to address the wide range of student ages and abilities, such as grouping students, individualized instruction, independent study, team teaching, group projects, and peer tutoring. Effective strategies for multigrade classrooms include whole class teaching, group teaching, and self-directed learning. Common methods used are lecture-recitation, small group work, independent study, paired and peer tutoring, and direct instruction. Teachers must individualize instruction to meet student needs through diagnostic assessment, grouping, and independent study with teacher support and feedback.
Pedagogical Approaches in Teaching Filipino.pptx
Pedagogy might sound like a complicated concept, but, put simply, it’s just the method and practice of teaching in general, especially in relation to academic subjects or theoretical concepts. Pedagogy can refer to all levels of teaching, from nursery and primary, all the way up to higher education.
When it comes to the fundamentals of Pedagogy, there are five different approaches to consider. Each of these approaches is usually placed on a spectrum from teacher-focused to learner-focused pedagogy. As the names suggest, teacher-focused pedagogy revolves around teachers, putting them at the centre of the learning process, while learner-focused pedagogy is centred around learners playing an active role in the learning process.
Flipped classroom.pptx
This document discusses a flipped classroom approach for an optional course. It defines flipped classroom as transferring direct instruction from the group learning space to individual learning space. The flipped classroom approach has four elements: flexible learning environment; student-centered learning culture; intentional content; and professional educators. It discusses traditional, partial, and holistic flipped classroom models and notes advantages like increased interactive time but also limitations like students not preparing or lacking equipment. It concludes by emphasizing the potential of the approach if properly presented and educators' technology skills are developed.
Differentiated instruction
An introduction to how we differentiate content, process, and learning environment to meet student needs.
Similar to Power point tools for the flipped classroom (20)
Module 1 Introduction in Differentiated Instruction.pptx
Module 1 Introduction in Differentiated Instruction.pptx
GROUP 3 REPORTING IN TEACHING MULTIGRADE IN ELEMENTARY PPT.pptx
GROUP 3 REPORTING IN TEACHING MULTIGRADE IN ELEMENTARY PPT.pptx
Power point tools for the flipped classroom
- 1. What´s a Flipped Classroom? School at home and homework at school 1 Digital tools for the Enblish Classroom / The Flipped classroom
- 2. What is Flipped Learning? It is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space In this process, the educator guides the students as they apply concepts, and engage creatively in the subject matter 2
- 3. The Four Pilars of FLIP FLEXIBLE ENVIROMENT LEARNING CULTURE INTENTIONAL CONTENT PROFESSIONAL EDUCATOR 3
- 4. FLEXIBLE ENVIRONMENT Educators create a flexible space in which students choose when and where they learn Educators provide students with different ways to learn 4
- 5. LEARNING CULTURE Learner centered approach Time in class is used to explore topics in depth Students are actively involved in learning 1. They participate 2. They evaluate their learning 5
- 6. INTENTIONAL CONTENT It is used to maximate time in class Students adapt to student centered ways of learning 6
- 7. PROFESSIONAL EDUCATOR Educators constantly observe students They provide relevant feedback They tolerate controlled chaos in the classroom 7