The flipped classroom
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This is a PPT I created in order to familiarize my students with the concept of "flipped classroom" All material has been taken from Educause.
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Flipped classroom
This presentation describes flipped classroom and compares flipped classroom vs traditional method of teaching.
Class 6 adlt 606 fall 2011
The document discusses the design of instructional programs using Vella's four I's framework: Induction, Input, Implementation, and Integration. It provides an overview of each step in Vella's seven steps of design which are used to plan a program around identifying learners, objectives, content, timeframe, location and transfer of learning. As an exercise, students are asked to work in groups to design a session teaching how to prepare Thanksgiving dinner using the four learning tasks.
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The document discusses the use of flipped classroom technology in language learning. It defines flipped classroom as an approach where traditional classroom activities and homework are reversed, with students gaining initial exposure to new material outside of class, often via reading or video lectures, and using class time to do activities that would traditionally be homework. It notes that this approach allows students to learn at their own pace and encourages collaboration. However, it also acknowledges challenges like the initial workload for teachers in developing online content and ensuring all components of teaching and learning are well-connected.
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The document discusses flipped classrooms and blended learning. A flipped classroom reverses traditional teaching by delivering instructional content online outside of class and using class time for hands-on work and projects. Blended learning combines online and in-person learning, such as students attending a traditional classroom and also completing online coursework. Both approaches integrate technology into teaching. While both use online and in-person elements, blended learning uses them together, whereas flipped learning separates the online instruction and in-class application of knowledge. The document also outlines pros and cons of each approach.
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Flipped classroom
This presentation describes flipped classroom and compares flipped classroom vs traditional method of teaching.
Class 6 adlt 606 fall 2011
The document discusses the design of instructional programs using Vella's four I's framework: Induction, Input, Implementation, and Integration. It provides an overview of each step in Vella's seven steps of design which are used to plan a program around identifying learners, objectives, content, timeframe, location and transfer of learning. As an exercise, students are asked to work in groups to design a session teaching how to prepare Thanksgiving dinner using the four learning tasks.
Flipped classroom
The document discusses the use of flipped classroom technology in language learning. It defines flipped classroom as an approach where traditional classroom activities and homework are reversed, with students gaining initial exposure to new material outside of class, often via reading or video lectures, and using class time to do activities that would traditionally be homework. It notes that this approach allows students to learn at their own pace and encourages collaboration. However, it also acknowledges challenges like the initial workload for teachers in developing online content and ensuring all components of teaching and learning are well-connected.
Flipped classroom
In this teaching model, the events that have traditionally taken place in the classroom, now take place outside the classroom through technological tools.
Demonstration method
The document describes the demonstration method of teaching, where the teacher demonstrates a skill or procedure for students to observe and then practice themselves. The teacher first introduces the lesson objectives and demonstrates the activity. Students then try to perform the activity while the teacher provides feedback and further demonstration as needed. Finally, the teacher integrates all activities and has students rehearse, revise, and evaluate their skills. The goal is for students to learn by observing the teacher's demonstration and then doing the activity themselves.
Flipped Classroom and blended learning, pros, cons, similarities and differences
The document discusses flipped classrooms and blended learning. A flipped classroom reverses traditional teaching by delivering instructional content online outside of class and using class time for hands-on work and projects. Blended learning combines online and in-person learning, such as students attending a traditional classroom and also completing online coursework. Both approaches integrate technology into teaching. While both use online and in-person elements, blended learning uses them together, whereas flipped learning separates the online instruction and in-class application of knowledge. The document also outlines pros and cons of each approach.
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Find tips when implementing flipped classroom to teaching in your classroom. It will save you time and efforts with rewarding outcomes on student learning.
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A flipped classroom reverses the traditional classroom structure by having students learn new content at home through online videos and lectures, freeing up class time for collaborative activities and hands-on practice with the teacher present. In a flipped classroom, teachers record lectures for students to watch outside of class, while class time focuses on applying the new knowledge through problem-solving and projects with the teacher available for guidance. While it requires more preparation from teachers, a flipped classroom allows students to learn at their own pace and receive more individualized attention, though some students prefer face-to-face lectures. Equipment access and student motivation must also be considered.
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RTI is a multi-tiered approach to providing students with quality instruction and intervention based on their needs. It involves closely monitoring student progress through different tiers of instruction that increase in intensity depending on student response. The core of RTI involves tiered instruction, with the level of instruction varying based on the nature and severity of a student's difficulties. A variety of academic and behavioral interventions and supports are used within the RTI framework to help students succeed, including time management, classroom environment, and instructional supports.
Demonstration method of teaching
This document discusses the demonstration method of teaching. It defines demonstration as a planned manipulation of materials and equipment that allows learners to observe scientific principles and operations. The key aspects of demonstration are that it combines verbal explanation with a live display or use of apparatus. The demonstration method focuses on developing psychomotor and cognitive skills. It involves the teacher dominating the lesson by showing students how to operate equipment or demonstrate a process step-by-step. Guidelines for effective demonstration include planning thoroughly, using training aids, allowing hands-on practice, and providing examination and evaluation.
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This document provides information on different teaching methods: demonstration, inquiry approach, problem solving method, and project method. It describes the key steps and guidelines for implementing each method effectively and highlights the advantages of engaging students through these active, hands-on approaches to learning. Demonstration involves a teacher or student showing how to use equipment while others observe, while inquiry approach encourages student exploration, investigation, and discovery. Problem solving method applies the scientific process to find solutions, and project method requires students to present concrete work showcasing information gathered on a topic. Overall, these learner-centered techniques promote skills like critical thinking, cooperation, and feeling of accomplishment.
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The document discusses the flipped classroom teaching model. It explains that the flipped classroom delivers instruction at home through videos created by teachers and moves homework into the classroom. This allows teachers to spend more one-on-one time with students in class. Students can ask questions and work through problems with teacher guidance. The flipped classroom also builds stronger student-teacher relationships and allows students to learn at their own pace by rewatching lessons.
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This document discusses the use of flipped classroom in foreign language teaching. It defines flipped classroom as activities traditionally done in class, such as lectures, being moved outside of class, while activities traditionally done as homework, such as problem-solving, are moved into the classroom. This allows class time to be used for active learning activities like discussions and working on difficult concepts. The document outlines how to implement flipped classroom, including creating pre-recorded videos and integrating online tools. It also discusses common approaches and steps for an effective flipped classroom model. Research has shown students have mostly positive attitudes towards flipped classroom. Benefits include personalized learning, increased motivation, and a continuous connection between teachers and students.
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The document discusses principles for enabling a learning organization, with the end goal of accelerating training to boost performance and retention. It emphasizes techniques that force participants to demonstrate learning, as true learning is uncomfortable and requires stretching one's mind. These techniques include retrieval, interleaving, spacing, and exposing learners to different situations. The document provides examples showing that interleaving topics and spacing out study periods results in better long-term learning outcomes than mass studying or blocking topics together. It suggests methodologies like reflection, teaching back topics, quizzes, real-life exercises with spacing and interleaving, and post-workshop follow ups to reinforce learning.
Flipped classroom
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teaching method - demonstration method
The document describes the teacher-dominated demonstration method of teaching. It involves the teacher demonstrating how to operate equipment while students observe. The techniques are presented in steps rather than activities. The document outlines the proper procedure for demonstrations, including preparing materials and equipment in advance, maintaining quiet during demonstrations, and allowing questions afterwards. It notes demonstrations are effective for teaching skills that use sophisticated equipment but are not suitable when class sizes are large.
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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,
demonstration Training methods
The document discusses the demonstration method of training. It involves a trainer visually demonstrating a process or procedure to participants, while providing commentary. There are three main types: pure demonstration with just visuals; demonstration with commentary; and participative demonstration where participants try parts of the demonstration. Key advantages are that it provides both visual and verbal learning, allows clarification from participants, and relates theories to practical situations. Challenges include needing the right equipment and properly organizing the demonstration so it is not lost on participants, especially in large groups. Characteristics of effective demonstrations include providing context, going slowly, maintaining communication, and evaluating learning. Careful planning of objectives, steps, and introductions is important.
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Bachelor of Technical Teacher Education
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Question 3
New Line Cinema would be the best distributor for the film because they have distributed similar genre films like Nightmare on Elm Street, Se7en, and the Final Destination series. Distribution has become more complex with technology - it now includes extensive marketing with trailers, posters, websites and forums to promote the film. The film will have a theatrical release, first showing in cinemas, then on airplanes, DVD, streaming services, and television channels.
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A flipped classroom reverses the traditional classroom structure by having students learn new content at home through online videos and lectures, freeing up class time for collaborative activities and hands-on practice with the teacher present. In a flipped classroom, teachers record lectures for students to watch outside of class, while class time focuses on applying the new knowledge through problem-solving and projects with the teacher available for guidance. While it requires more preparation from teachers, a flipped classroom allows students to learn at their own pace and receive more individualized attention, though some students prefer face-to-face lectures. Equipment access and student motivation must also be considered.
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RTI is a multi-tiered approach to providing students with quality instruction and intervention based on their needs. It involves closely monitoring student progress through different tiers of instruction that increase in intensity depending on student response. The core of RTI involves tiered instruction, with the level of instruction varying based on the nature and severity of a student's difficulties. A variety of academic and behavioral interventions and supports are used within the RTI framework to help students succeed, including time management, classroom environment, and instructional supports.
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This document discusses the demonstration method of teaching. It defines demonstration as a planned manipulation of materials and equipment that allows learners to observe scientific principles and operations. The key aspects of demonstration are that it combines verbal explanation with a live display or use of apparatus. The demonstration method focuses on developing psychomotor and cognitive skills. It involves the teacher dominating the lesson by showing students how to operate equipment or demonstrate a process step-by-step. Guidelines for effective demonstration include planning thoroughly, using training aids, allowing hands-on practice, and providing examination and evaluation.
Teach Talk: Devices are taking over the classroom - so what next?
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This document provides information on different teaching methods: demonstration, inquiry approach, problem solving method, and project method. It describes the key steps and guidelines for implementing each method effectively and highlights the advantages of engaging students through these active, hands-on approaches to learning. Demonstration involves a teacher or student showing how to use equipment while others observe, while inquiry approach encourages student exploration, investigation, and discovery. Problem solving method applies the scientific process to find solutions, and project method requires students to present concrete work showcasing information gathered on a topic. Overall, these learner-centered techniques promote skills like critical thinking, cooperation, and feeling of accomplishment.
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The document discusses the flipped classroom approach to education. It defines a flipped classroom as one where students receive direct instruction at home via videos or readings and apply the concepts in class under the guidance of the teacher. It was pioneered by Jonathan Bergmann and Aaron Sams who discovered software to record narrated PowerPoint presentations. Students may watch lectures, read, discuss, or research at home and do activities like practice, projects, or labs in class with teacher support.
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The document discusses the flipped classroom teaching model. It explains that the flipped classroom delivers instruction at home through videos created by teachers and moves homework into the classroom. This allows teachers to spend more one-on-one time with students in class. Students can ask questions and work through problems with teacher guidance. The flipped classroom also builds stronger student-teacher relationships and allows students to learn at their own pace by rewatching lessons.
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This document discusses the use of flipped classroom in foreign language teaching. It defines flipped classroom as activities traditionally done in class, such as lectures, being moved outside of class, while activities traditionally done as homework, such as problem-solving, are moved into the classroom. This allows class time to be used for active learning activities like discussions and working on difficult concepts. The document outlines how to implement flipped classroom, including creating pre-recorded videos and integrating online tools. It also discusses common approaches and steps for an effective flipped classroom model. Research has shown students have mostly positive attitudes towards flipped classroom. Benefits include personalized learning, increased motivation, and a continuous connection between teachers and students.
Accelerating learning in an organization
The document discusses principles for enabling a learning organization, with the end goal of accelerating training to boost performance and retention. It emphasizes techniques that force participants to demonstrate learning, as true learning is uncomfortable and requires stretching one's mind. These techniques include retrieval, interleaving, spacing, and exposing learners to different situations. The document provides examples showing that interleaving topics and spacing out study periods results in better long-term learning outcomes than mass studying or blocking topics together. It suggests methodologies like reflection, teaching back topics, quizzes, real-life exercises with spacing and interleaving, and post-workshop follow ups to reinforce learning.
Flipped classroom
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The document describes the teacher-dominated demonstration method of teaching. It involves the teacher demonstrating how to operate equipment while students observe. The techniques are presented in steps rather than activities. The document outlines the proper procedure for demonstrations, including preparing materials and equipment in advance, maintaining quiet during demonstrations, and allowing questions afterwards. It notes demonstrations are effective for teaching skills that use sophisticated equipment but are not suitable when class sizes are large.
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1. A flipped classroom reverses the traditional lecture and homework elements, having students watch short video lectures at home and devote class time to exercises, projects, and discussions. This allows class time to focus on active learning.
2. In a common flipped classroom model, students watch video lectures outside of class and complete quizzes. In class, instructors lead discussions and help students apply what they learned through hands-on activities and problem solving.
3. Several colleges and universities have implemented flipped classroom techniques in courses like video production, accounting, physics, and more. This allows more flexible learning and moves instruction to an active, collaborative model.
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- Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework.
- An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.
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This document discusses lesson planning for teachers. It begins with an outline of a lecture on lesson planning, then poses questions and examples related to key aspects of planning lessons. Some of the main points covered include determining aims and objectives, time allocation, classroom interaction patterns, dealing with unexpected situations, and reviewing literature on lesson planning. The document emphasizes that lesson planning is an important skill for new teachers to develop and provides guidance on creating effective plans.
Fillipped classroom pedagoggy
The document discusses the flipped classroom pedagogy. It defines flipped classroom as reversing traditional teaching where students gain first exposure to new material outside of class through videos or readings, and class time is used for hands-on learning like problem solving and discussions. This shifts the focus from passive learning to active learning and higher-order thinking skills. Key aspects of flipped classrooms include providing first exposure materials for students beforehand, assessing understanding, and using class time for activities that develop cognitive skills. Benefits include improved outcomes, efficiency, interactive lectures, data-driven instruction, and mastery-based learning.
Visuals -flipping--draft-one
This document provides an overview of flipping a course and outlines an agenda for a workshop on designing a flipped classroom session. The workshop aims to guide participants through designing a 1-3 hour flipped class by first conducting a mini needs assessment of the material and objectives. It then walks through designing the key components of a flipped lesson, including preparing pre-class materials to introduce concepts and skills, as well as planning classroom activities to practice and reinforce the skills. The document discusses considerations for each component and prompts participants to make design decisions for their flipped session. The goal is for participants to leave the workshop having completed a formal lesson plan for their selected flipped class.
Theory/literature vs practice - the flipped classroom
This document discusses the theory and practice of flipped classrooms based on literature and examples. It defines flipped classrooms as shifting from traditional lectures to active learning during face-to-face class time after students are first exposed to content outside of class. Several studies show improved exam performance and student perceptions with flipped models in statistics, economics, and calculus courses, though preparation outside of class was sometimes lacking. Open questions remain around large-scale implementation, measuring success, and whether readily available technologies are suitable for all mathematics teaching.
Blended Education in Practice
The document describes a case study of blended education at Delft University of Technology involving 12 courses and 3,000 students. It outlines the blended learning cycle used, which is based on a flipped classroom model where students prepare for face-to-face sessions at home through activities like watching pre-lecture videos and doing simple exercises. Class time focuses on interactive sessions and feedback. The case study found that the blended approach improved student activation and conceptual understanding through more practice and feedback opportunities. However, instructors need support to fully integrate online and in-person learning and adapt their teaching methods.
Learner centered teaching n flipped classroom- paper presented at mct on 7th ...
‘Guide more, teach less.’ ‘From sage on the stage to guide on the side.’ ‘I do, I learn.’ These quotes clearly indicate that the role of teacher has gone a sea change from sage on the stage to guide on the side of the students. For well over a decade, the focus of the classroom has steadily shifted from a teaching-centric approach to a learning-centric approach (Barr & Tagg, 1995). This approach warrants for a rethinking of the traditional way of teaching still prevalent in our institutions. Active learning is anything that students do in a classroom other than merely passively listening to the lecture. All genuine learning is active, not passive. It involves the use of mind, not just the memory. A paradigm shift is occurring in teaching-learning activities and the world has moved ahead but our educational institutions still caught in a web of old, traditional methods originated a century ago. It is time for teachers and administrators to think, analyze and steer ahead with the integration of the approaches blended with the tools of technology leading to better learning of our students. Today’s gathering is a step in this direction.
[[ENG]] (PPT) Day 1- Flipped Classroom..pdf
This file is about the flipped classroom method. It explains this concept as well as the teaching strategies used in this teaching method.
Flipped classroom (Part 1)
On October 16, 2013, Dr. Ningchun Han at the Office of Instructional Technology gave a presentation to Calumet faculty on Flipped Classroom.
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The flipped classroom
- 1. The Flipped classroom An introduction…
- 2. What is it?? • The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions
- 3. This leads to… … the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities
- 4. How does it work? There is no single model for the flipped classroom—the term is widely used to describe almost any class structure that provides prerecorded lectures followed by in-class exercises. In one common model, students might view multiple lectures of five to seven minutes each. Online quizzes or activities can be interspersed to test what students have learned
- 5. Mind you…Because of the “technical” nature of flipping, the flipped model is mostly preferred for teaching the sciences: Physics, Chemistry, Maths
- 6. Why is it significant? In a traditional lecture, students often try to capture what is being said at the instant the speaker says it. They cannot stop to reflect upon what is being said, and they may miss significant points because they are trying to transcribe the instructor’s words. By contrast, the use of video and other prerecorded media puts lectures under the control of the students: they can watch, rewind, and fast- forward as needed.
- 7. What are the downsides? Teachers: Students -Careful planning -complaints about -Additional work the loss of face- to-face lectures -New technological skills needed -may skip a flip that focuses on activities
- 8. Implications for teaching and learning Teachers Students A role change (give More of the up their front-of- responsibility for the-class position learning on the in favor of a more shoulders of collaborative and students while cooperative giving them contribution to the greater impetus to teaching process. experiment
- 9. Adapted from…”Things you should know about Flipped Classroom” Educause/ Learning initiative
- 10. Adapted from…”Things you should know about Flipped Classroom” Educause/ Learning initiative