What is a flipped classroom
•Download as PPTX, PDF•
0 likes•220 views
A flipped classroom is where direct instruction is delivered to students through video or podcast outside of class, allowing homework and problem-solving activities to take place in the classroom with the teacher present to provide individual support. This approach allows for more interactive questioning and content exploration during class time while giving students responsibility over their own learning. Though flipping requires constant refinement, it enables effective differentiation and gives students more control over their learning experience.
Report
Share
Report
Share
Recommended
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.
Carl condliffe flipped learning conf.
Slides from my presentation on flipped learning at the Future Learning Environments Conference, 30/07/2014
Flipped learning presentation wgtn cluster
The document discusses flipped learning, which is an instructional model where students learn new content from video lectures watched at home, then use class time to engage in activities that apply and reinforce the concepts. The physical education teacher implemented flipped learning to address issues like students learning at different paces and absenteeism. Key factors in the decision were books and blogs about flipped learning as well as access to iPads. Now, students watch videos for homework and spend class time discussing questions in groups and doing practical activities outside. While challenges exist, the teacher believes this keeps all students actively engaged in learning daily.
The Flipped Classroom Model
The document discusses the flipped classroom model of education, where traditional lectures are moved outside of class time through short video lectures for students to watch at home, while class time is used for exercises, projects, discussions, and other active learning activities with the instructor present to provide guidance. Key benefits of this model include students learning more deeply by controlling the pace of videos, increased interaction and collaboration between students, and instructors gaining more insight into student understanding through immediate feedback. However, producing video lectures requires time and effort, and not all students may fully engage with pre-class materials. The flipped classroom represents a shift in both the role of instructors and priorities of education towards mastery of material over simple coverage of content.
Carl Condliffe Future Learning Environments - Flipped Learning
Slides from my presentation on the concept of flipped learning as a speaker at Future Learning Environments Conference 30/07/2014
Flipped Classroom: How does the role of a teacher change for teaching the con...
Flipped Classroom: How does the role of a teacher change for teaching the con...Social Media Week (SMW) Bangalore
This is session was host by HCL Talentcare @SMW Bangalore.
Know more here: http://socialmediaweek.org/bangalore/2015/03/04/flipped-classroom-how-does-the-role-a-teacher-change-for-teaching-the-connected-class/The flipped classroom introduction and sources
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Pl...
Presentation at Designing our Learning Futures: Technology-Enhanced Learning Symposium, Centre for Learning Futures, Griffith University, Australia, 31 October-1 November, 2013
Recommended
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.
Carl condliffe flipped learning conf.
Slides from my presentation on flipped learning at the Future Learning Environments Conference, 30/07/2014
Flipped learning presentation wgtn cluster
The document discusses flipped learning, which is an instructional model where students learn new content from video lectures watched at home, then use class time to engage in activities that apply and reinforce the concepts. The physical education teacher implemented flipped learning to address issues like students learning at different paces and absenteeism. Key factors in the decision were books and blogs about flipped learning as well as access to iPads. Now, students watch videos for homework and spend class time discussing questions in groups and doing practical activities outside. While challenges exist, the teacher believes this keeps all students actively engaged in learning daily.
The Flipped Classroom Model
The document discusses the flipped classroom model of education, where traditional lectures are moved outside of class time through short video lectures for students to watch at home, while class time is used for exercises, projects, discussions, and other active learning activities with the instructor present to provide guidance. Key benefits of this model include students learning more deeply by controlling the pace of videos, increased interaction and collaboration between students, and instructors gaining more insight into student understanding through immediate feedback. However, producing video lectures requires time and effort, and not all students may fully engage with pre-class materials. The flipped classroom represents a shift in both the role of instructors and priorities of education towards mastery of material over simple coverage of content.
Carl Condliffe Future Learning Environments - Flipped Learning
Slides from my presentation on the concept of flipped learning as a speaker at Future Learning Environments Conference 30/07/2014
Flipped Classroom: How does the role of a teacher change for teaching the con...
Flipped Classroom: How does the role of a teacher change for teaching the con...Social Media Week (SMW) Bangalore
This is session was host by HCL Talentcare @SMW Bangalore.
Know more here: http://socialmediaweek.org/bangalore/2015/03/04/flipped-classroom-how-does-the-role-a-teacher-change-for-teaching-the-connected-class/The flipped classroom introduction and sources
Presentation given at the GuldenSporenCollege in Kortrijk, Belgium for one of their SOS sessions (pedagogical sessions).
The presentation looks at the concept of the flipped classroom, some research results, the options, the roles, and points to extra sources.
The Flipped Classroom: How to Flip and not Flop (Including 10 Tips for New Pl...
Presentation at Designing our Learning Futures: Technology-Enhanced Learning Symposium, Centre for Learning Futures, Griffith University, Australia, 31 October-1 November, 2013
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?
Video lectures at Social Sciences UvA; past, present & future
Presentation for teachers at the department Social Geography and Planning. About how filming lectures slowly evolves from doing what we always did, to possibly the flipped classroom.
Flipped Classroom
This document discusses lecture capture and the flipped classroom model. It defines lecture capture as technology that allows instructors to record classroom content and make it available digitally. The flipped classroom model involves students viewing short video lectures at home before class, while class time is used for exercises, projects and discussions. The document provides details on how the flipped classroom works in practice and the benefits it provides such as increasing teacher-student contact time and engaging students in active learning. It also discusses why lecture capture technology is growing in popularity due to changes in how students consume and learn from information.
Flipping y our classroom
The document discusses the flipped classroom model, where instruction occurs through video lessons for students to watch outside of class, allowing class time to be used for hands-on activities, projects, and discussions. It provides perspectives from both students and teachers on the benefits. Key goals are to shift the focus from passive lecture-based learning to active learning, and to allow students to learn at their own pace. The document gives guidance on creating video lessons, engaging students through note-taking and questioning, and managing the logistics of video distribution and homework. Common misconceptions about lack of motivation and technology access are addressed.
Flipped classrooms
The document discusses the flipped classroom model, which inverts traditional teaching methods by delivering instruction online outside of class and moving homework into classroom activities. In a flipped classroom, students view lecture videos as homework at their own pace. Class time is used for hands-on learning like experiments, projects, and discussions. The document provides tips for implementing flipped lessons and lists some useful websites and videos about flipped classrooms.
Flipping the Math Classroom
This presentation was designed to go with the session entitled "Flipping the Math Classroom with Edusmart Math". While the use of Edusmart for video content will be modeled, the information in this presentation is applicable to any teacher interested in getting started with Flipped Instruction.
Video presentation
The document discusses using instructional videos to "flip" or make lessons accessible outside of class time. It notes that while video is not required, it has benefits like being multi-modal, pausable, and consistent with how students learn. Video can be used for instruction, demonstrations, or sharing outside content. For the teacher, instructional videos allow covering curriculum rigorously while using class for activities, and ensuring students can review basic lessons if absent. Key software mentioned is free screen casting tool Jing.
Otc1
The document provides 5 ways to engage students: 1) Enliven lecture materials with videos and stories, 2) Encourage students to respond to lectures and discussions using multimedia platforms, 3) Use discussion forums that allow video and audio responses, 4) Assign multimedia projects where students create videos, and 5) Hold live virtual events for students to participate in real-time activities and presentations. The goal is to pique students' interest and motivate learning through interactive and multimedia experiences.
ARLG 2019: U Manecke
The Open University's Live Engagement Team teaches information literacy skills to students through a variety of approaches. They created subject showcase videos featuring librarians introducing resources for different subjects. While cost-efficient to produce, the showcases required significant staff time and the project was put on hold due to delays. The team also piloted early morning and late evening training sessions based on student personas and feedback. Evening sessions had good attendance and were added to the schedule, while early sessions had low turnout and were suspended. Student feedback on expanding session times was positive. Both interventions aimed to increase information literacy and student satisfaction at low cost, but evaluating effectiveness ongoing is important.
Russell Stannard
The document discusses the flipped classroom model, which involves students learning new material at home through videos, podcasts, and other online content, and using class time for interactive group activities and applying the new knowledge. It recommends tools like Edmodo for organizing content and assignments, and Snagit or Jing for creating screen recordings to use as instructional videos. It provides links to tutorial videos and websites about using these tools to implement a flipped classroom approach to language teaching.
Session 22 anne_mc_loughlin_scott_farrow_web_yes
Using Panopto for students’ self-submitted lesson observations.
Teachers on postgraduate specialist inclusion courses are required to have
observation of their practice of teaching and assessment. Many of these teachers are
distance learners so it was not practical for a tutor to visit these teachers in person.
The lessons that the teachers undertake are usually one to one specialist lessons and
up to an hour long.
Panopto is available throughout the university, mainly used to record lectures as a tool
to support learning but we decided to explore the use of this in an innovative way. The
aim was to provide a system where students could upload their recorded lessons
securely to the VLE. These could then be viewed by the observation tutor for formative,
then summative feedback.
Students are encouraged to use the recorded lessons to reflect on their own practice
and evaluations on lessons have improved since students have been using this
process. We also decided to use the system as a tool for teaching and learning.
Recorded lessons have been shown in face to face sessions for critical evaluation.
The system is being been used on the Postgraduate Certificate in SpLD (Dyslexia)
and Postgraduate Certificate Education (Dyscalculia). The courses are blended
courses with a required number of face to face teaching sessions and the additional
teaching is online. The teachers on these programmes are nationwide. The courses
have external professional accreditation from the British Dyslexia Association. There
are 60-80 teachers on the Dyslexia course and they need 4 observations each. There
are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors
give feedback on the lesson observations and there is moderation of these by the
programme leader and external moderation by the British Dyslexia Association and
external examiners.
Panopto has given us the opportunity to streamline the students’ workflow, as well as
provide detailed, swift feedback, secure access for moderators, a valuable reflection
tool for students and a permanent record of assessment for quality assurance.
Anne McLoughlin
Senior Lecturer, Professional Learning
Edge Hill University
Scott Farrow
Content Developer & VLE Support Officer
Edge Hill University
The 8 Step Guide to the Flipped Classroom
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
Flipped classrooms
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
Vanja Falzinic
This document discusses the benefits of integrating filmmaking into the curriculum. It argues that filmmaking supports different components of learning like creativity, communication, and critical thinking. Some benefits include enhancing language learning, increasing student motivation, and improving student-teacher relationships. The document then provides examples of easy filmmaking projects like creating a weather forecast or how-to video. It also outlines the filmmaking process from scriptwriting to editing. Integrating filmmaking can help reach curricular objectives by supporting topics across different subjects through short films.
Flipped classroom attempt 2
A flipped classroom is one where students learn content at home through videos or readings and use class time for discussions and activities. This allows students to work at their own pace and get help from teachers and peers. Some benefits are that it accommodates different learning styles and allows students to learn more deeply. However, it requires more work from teachers in preparing materials and relies on students completing work at home. The document also discusses ways to implement flipped classrooms and considerations around student and teacher preparation and access to technology resources.
How Flipping your Classroom Can Improve Instruction
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
1 to 1 digital learning
This document discusses using digital learning and 1:1 devices in math classrooms. It outlines advantages like meeting 21st century skills, engaging students, and ease of distributing information. Disadvantages include lack of computer literacy, reliability issues, and students forgetting devices. The author describes using flipped videos from Khan Academy, uploading practice and assessments for students to complete digitally and submit for feedback, and using online testing platforms. Instructions are provided on sharing files and folders with students so they can make copies to complete and return classwork digitally.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Report
This document discusses challenges and opportunities in flipped writing classrooms based on a preliminary study. It summarizes the flipped classroom model and reviews literature on the approach. The study examined a writing course for English education majors in Korea that used video lectures for content delivery outside of class. Student perceptions were generally positive toward videos but less so for quizzes. They preferred engaging in-class activities. The teacher was satisfied with increased class time but saw room for improving video content and integrating quizzes better. Suggested changes included shortening videos, adding examples, and demonstrating concepts more in activities.
Lecture 00 Introduction to the course
This is an introduction to the course on supply chain management for civil engineers, particularly for construction managers. Aspects of supply chain are explained in this course with case studies taken from projects I was associated in.
Most of the slides present here will also have an accompanying YouTube Video.
Please ask your queries and comment.
Let knowledge be shared.
This lecture series is part of the construction management program I teach in VIT during the Fall 2018-19.
AZLA 2014 Blitz: "Flipping the Classroom"
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
The membership conundrum
How do you help people feel part of something they didn't choose to join? My talk from Comms by the Coast 2016 to people working in students' union communications
More Related Content
What's hot
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?
Video lectures at Social Sciences UvA; past, present & future
Presentation for teachers at the department Social Geography and Planning. About how filming lectures slowly evolves from doing what we always did, to possibly the flipped classroom.
Flipped Classroom
This document discusses lecture capture and the flipped classroom model. It defines lecture capture as technology that allows instructors to record classroom content and make it available digitally. The flipped classroom model involves students viewing short video lectures at home before class, while class time is used for exercises, projects and discussions. The document provides details on how the flipped classroom works in practice and the benefits it provides such as increasing teacher-student contact time and engaging students in active learning. It also discusses why lecture capture technology is growing in popularity due to changes in how students consume and learn from information.
Flipping y our classroom
The document discusses the flipped classroom model, where instruction occurs through video lessons for students to watch outside of class, allowing class time to be used for hands-on activities, projects, and discussions. It provides perspectives from both students and teachers on the benefits. Key goals are to shift the focus from passive lecture-based learning to active learning, and to allow students to learn at their own pace. The document gives guidance on creating video lessons, engaging students through note-taking and questioning, and managing the logistics of video distribution and homework. Common misconceptions about lack of motivation and technology access are addressed.
Flipped classrooms
The document discusses the flipped classroom model, which inverts traditional teaching methods by delivering instruction online outside of class and moving homework into classroom activities. In a flipped classroom, students view lecture videos as homework at their own pace. Class time is used for hands-on learning like experiments, projects, and discussions. The document provides tips for implementing flipped lessons and lists some useful websites and videos about flipped classrooms.
Flipping the Math Classroom
This presentation was designed to go with the session entitled "Flipping the Math Classroom with Edusmart Math". While the use of Edusmart for video content will be modeled, the information in this presentation is applicable to any teacher interested in getting started with Flipped Instruction.
Video presentation
The document discusses using instructional videos to "flip" or make lessons accessible outside of class time. It notes that while video is not required, it has benefits like being multi-modal, pausable, and consistent with how students learn. Video can be used for instruction, demonstrations, or sharing outside content. For the teacher, instructional videos allow covering curriculum rigorously while using class for activities, and ensuring students can review basic lessons if absent. Key software mentioned is free screen casting tool Jing.
Otc1
The document provides 5 ways to engage students: 1) Enliven lecture materials with videos and stories, 2) Encourage students to respond to lectures and discussions using multimedia platforms, 3) Use discussion forums that allow video and audio responses, 4) Assign multimedia projects where students create videos, and 5) Hold live virtual events for students to participate in real-time activities and presentations. The goal is to pique students' interest and motivate learning through interactive and multimedia experiences.
ARLG 2019: U Manecke
The Open University's Live Engagement Team teaches information literacy skills to students through a variety of approaches. They created subject showcase videos featuring librarians introducing resources for different subjects. While cost-efficient to produce, the showcases required significant staff time and the project was put on hold due to delays. The team also piloted early morning and late evening training sessions based on student personas and feedback. Evening sessions had good attendance and were added to the schedule, while early sessions had low turnout and were suspended. Student feedback on expanding session times was positive. Both interventions aimed to increase information literacy and student satisfaction at low cost, but evaluating effectiveness ongoing is important.
Russell Stannard
The document discusses the flipped classroom model, which involves students learning new material at home through videos, podcasts, and other online content, and using class time for interactive group activities and applying the new knowledge. It recommends tools like Edmodo for organizing content and assignments, and Snagit or Jing for creating screen recordings to use as instructional videos. It provides links to tutorial videos and websites about using these tools to implement a flipped classroom approach to language teaching.
Session 22 anne_mc_loughlin_scott_farrow_web_yes
Using Panopto for students’ self-submitted lesson observations.
Teachers on postgraduate specialist inclusion courses are required to have
observation of their practice of teaching and assessment. Many of these teachers are
distance learners so it was not practical for a tutor to visit these teachers in person.
The lessons that the teachers undertake are usually one to one specialist lessons and
up to an hour long.
Panopto is available throughout the university, mainly used to record lectures as a tool
to support learning but we decided to explore the use of this in an innovative way. The
aim was to provide a system where students could upload their recorded lessons
securely to the VLE. These could then be viewed by the observation tutor for formative,
then summative feedback.
Students are encouraged to use the recorded lessons to reflect on their own practice
and evaluations on lessons have improved since students have been using this
process. We also decided to use the system as a tool for teaching and learning.
Recorded lessons have been shown in face to face sessions for critical evaluation.
The system is being been used on the Postgraduate Certificate in SpLD (Dyslexia)
and Postgraduate Certificate Education (Dyscalculia). The courses are blended
courses with a required number of face to face teaching sessions and the additional
teaching is online. The teachers on these programmes are nationwide. The courses
have external professional accreditation from the British Dyslexia Association. There
are 60-80 teachers on the Dyslexia course and they need 4 observations each. There
are 15-20 teachers on dyscalculia course who have 3 observations. Observation tutors
give feedback on the lesson observations and there is moderation of these by the
programme leader and external moderation by the British Dyslexia Association and
external examiners.
Panopto has given us the opportunity to streamline the students’ workflow, as well as
provide detailed, swift feedback, secure access for moderators, a valuable reflection
tool for students and a permanent record of assessment for quality assurance.
Anne McLoughlin
Senior Lecturer, Professional Learning
Edge Hill University
Scott Farrow
Content Developer & VLE Support Officer
Edge Hill University
The 8 Step Guide to the Flipped Classroom
For many, flipping the classroom simply involves turning the traditional classroom on its head - moving the class work home, and the homework to class. Others argue there is a lot more to flipping than meets the eye. Rather, as flipped learning pioneer, Jon Bergmann states, it’s moving from “sage on the stage” to “guide on the side.” For students, the obvious benefit lies in the ability to pause and rewind the teacher at will. For teachers, it means less time creating lectures, and more engaged students as the boring introductions are pushed out, and the fun practical work is pulled in. Fishtree makes flipping your classroom as simple and effective as possible, providing everything you need in one platform. Follow our 8 simple steps to flipping your classroom, and transforming your teaching!
Flipped classrooms
The flipped classroom model reverses traditional teaching by having students gain initial content exposure outside of class, often via online lectures, and using class time for hands-on activities. It aims to increase engagement and empower students. Key aspects include short online videos, in-class application of knowledge, and communication between teachers and students. While requiring preparation, proponents argue it can improve grades and better support varied pacing.
Vanja Falzinic
This document discusses the benefits of integrating filmmaking into the curriculum. It argues that filmmaking supports different components of learning like creativity, communication, and critical thinking. Some benefits include enhancing language learning, increasing student motivation, and improving student-teacher relationships. The document then provides examples of easy filmmaking projects like creating a weather forecast or how-to video. It also outlines the filmmaking process from scriptwriting to editing. Integrating filmmaking can help reach curricular objectives by supporting topics across different subjects through short films.
Flipped classroom attempt 2
A flipped classroom is one where students learn content at home through videos or readings and use class time for discussions and activities. This allows students to work at their own pace and get help from teachers and peers. Some benefits are that it accommodates different learning styles and allows students to learn more deeply. However, it requires more work from teachers in preparing materials and relies on students completing work at home. The document also discusses ways to implement flipped classrooms and considerations around student and teacher preparation and access to technology resources.
How Flipping your Classroom Can Improve Instruction
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
1 to 1 digital learning
This document discusses using digital learning and 1:1 devices in math classrooms. It outlines advantages like meeting 21st century skills, engaging students, and ease of distributing information. Disadvantages include lack of computer literacy, reliability issues, and students forgetting devices. The author describes using flipped videos from Khan Academy, uploading practice and assessments for students to complete digitally and submit for feedback, and using online testing platforms. Instructions are provided on sharing files and folders with students so they can make copies to complete and return classwork digitally.
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Report
This document discusses challenges and opportunities in flipped writing classrooms based on a preliminary study. It summarizes the flipped classroom model and reviews literature on the approach. The study examined a writing course for English education majors in Korea that used video lectures for content delivery outside of class. Student perceptions were generally positive toward videos but less so for quizzes. They preferred engaging in-class activities. The teacher was satisfied with increased class time but saw room for improving video content and integrating quizzes better. Suggested changes included shortening videos, adding examples, and demonstrating concepts more in activities.
Lecture 00 Introduction to the course
This is an introduction to the course on supply chain management for civil engineers, particularly for construction managers. Aspects of supply chain are explained in this course with case studies taken from projects I was associated in.
Most of the slides present here will also have an accompanying YouTube Video.
Please ask your queries and comment.
Let knowledge be shared.
This lecture series is part of the construction management program I teach in VIT during the Fall 2018-19.
AZLA 2014 Blitz: "Flipping the Classroom"
Information Literacy presentation use of Research Ready in a flipped classroom concept. Challenges, assessment and results of using off-the-shelf software instruction alongside active learning for information literacy and library instruction classes.
What's hot (20)
Video lectures at Social Sciences UvA; past, present & future
Video lectures at Social Sciences UvA; past, present & future
How Flipping your Classroom Can Improve Instruction
How Flipping your Classroom Can Improve Instruction
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Report
Challenges and Opportunities in Flipped Writing Classrooms: A Preliminary Report
Viewers also liked
The membership conundrum
How do you help people feel part of something they didn't choose to join? My talk from Comms by the Coast 2016 to people working in students' union communications
You don't know what you've got until it's gone?
Membership Services Conference 2016
If your members had the chance to vote on staying a member of your Union how do you think that would go?
We’ve seen how challenging it can be to explain the benefits of
being part of collective movements and organisations.
What would we do if union membership became opt-in? What
would you do if your members had the chance to vote on
their affiliation to your Union?
55_ESPOSITO_RINAUDO
This document summarizes the restoration of the Holy Shroud Chapel in Turin, Italy following a devastating fire in 1997. A comprehensive documentation and management system was developed using GIS to aid the restoration process. Over 5,000 elements of the chapel were documented through surveys, analyses, and inspections. This data was stored and managed through a custom web-based GIS system called AGR to allow specialists to query and analyze the data. AGR will also be used to document the restoration work and implement a monitoring system to track the structural stability of the chapel over time.
Voter turnout
The document discusses strategies that a university student union used to increase voter turnout in student elections and referendums. They set an ambitious goal of reaching 50% voter turnout, which they were able to achieve in 2014. Some of the strategies that helped increase turnout included hiring election ambassadors, improving the voting system, promoting the elections year-round, training candidates, appealing to student motivations, using marketing techniques, and making voting a social norm. Their new goal is to reach 75% voter turnout by the end of the 2017-2018 academic year.
About Xorbia Tickets
Xorbia Tickets is an online ticketing solution provider that has been in business since 2002. It has sold over a million tickets for over 5,000 events. Xorbia provides tools for event organizers to market, sell, and control access to tickets. These tools include real-time sales analytics, email campaigns, social media integration, payment processing, and ticket scanning for entry. Xorbia aims to help clients sell more tickets through effective marketing and excellent customer service.
Why I love 'digital' - a presentation to inspire my colleagues
A presentation I delivered to colleagues at the University of Sussex Students' Union at the start of our digital transformation project. I wanted to share my enthusiasm, explain what I mean by 'digital' and get them thinking about some of the options it offers us
งานคอมแก ส ง
1. This document discusses an electrical circuit simulator called ZerKit that is designed for educational purposes.
2. It also mentions an extensible interactive learning system called Eils that can be used to create interactive e-books, CDs, and other digital content.
3. Examples are given of how these tools could be used to create educational materials on various topics like electrical circuits, painting techniques from Thailand, and other subjects.
MS04-Urban Development_index
This document provides a summary of urban development in Kolašin, Montenegro. It analyzes the national legal framework on sustainable development, tourism development, and urban development. It then assesses the current state of urban planning, tourist infrastructure, real estate market, and development policies in Kolašin. Different scenarios for Kolašin's urban development are identified. Objectives for development at the municipal and urban area levels are presented. Proposed measures are outlined for the municipality and urban area, identifying key development areas. Tourism planning guidelines are also provided.
Viewers also liked (20)
RETE_DEI_MUSEI_DEL_MARE_E_DELLA_NAVIGAZIONE_DELLE_QUATTRO_ISOLE_MINORI_DELLA_...
RETE_DEI_MUSEI_DEL_MARE_E_DELLA_NAVIGAZIONE_DELLE_QUATTRO_ISOLE_MINORI_DELLA_...
Why I love 'digital' - a presentation to inspire my colleagues
Why I love 'digital' - a presentation to inspire my colleagues
Similar to What is a 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.
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.
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.
Digital prototype parents evening presentation
- 54 pupils at Carnoustie High School will participate in a digital learning prototype to enhance learning experiences and inform the school's digital strategy. They will use a flipped learning approach in their physics classes, accessing instructional materials like videos and readings at home and doing hands-on work in class. This is aimed to free up more class time for active learning, peer support, and individualized attention from the teacher. Some challenges may include access to technology, identifying suitable online resources, and developing pupils' independent learning skills. The school aims to address these through providing all pupils with Surface devices, curating resources, and fostering a growth mindset.
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.
NAIS 2013 to flip or not to flip
The document discusses the flipped classroom model, where instruction is delivered through videos for students to watch at home, while class time is used for deeper learning activities like discussion and experimentation. Three educators share their experiences flipping classes. Chris flipped a physics class, Jason flipped economics and other subjects, and Lorri flipped a math class twice, improving the second time. Benefits included more class time for problem-solving, but challenges included student accountability for watching videos and video production time. The document advocates for flipping when direct instruction is not necessary, and questions how teachers can best use class time.
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.
Student Engagement Strategies in STEM Classes
Engage your students and increase their depth of understanding by adding blended learning, flipped classroom, and project-based learning to your classroom repertoire.
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.
Flipped learning through frog
This document discusses flipped learning and how mobile technology can improve it. Flipped learning involves students learning new material at home through videos or readings and then applying that knowledge in class under a teacher's guidance. Using the FROG platform and tools like Evernote, Google Docs, and Khan Academy videos allows students to access learning resources anywhere and learn at their own pace. The document argues this mobile, flipped approach can develop students' independence while still providing teacher support and feedback to guide learning. Key challenges are ensuring all students have access and support needed to learn independently and balancing individual pacing with curriculum targets.
Pukunui- student led learning - feb13
The document outlines different components that can be used to design a student-led learning course with Moodle, including databases, wikis, glossaries, and forums where students take on the role of curating lessons and sharing their knowledge. It also describes using quizzes, assignments, and question forums to assess student learning, as well as providing instructional materials like pages, videos, and folders for students to explore course topics with the teacher acting as a guide.
Flipped classroom
The document discusses the flipped classroom model of instruction. In a flipped classroom, students watch video lectures at home and do homework and projects in the classroom with a teacher present. This flips the traditional model where lectures are done in class and homework is done at home. The document outlines the key aspects of the flipped classroom model including having students watch videos to gain initial content exposure before applying and practicing what they learned in class. Examples are given of how the model has improved student outcomes in schools that adopted it.
Flipped Classrooms
This document discusses flipping the classroom, which involves assigning lecture videos for students to watch at home and using class time for collaborative work and problem-solving. It provides examples of how to structure pre-class, in-class, and post-class activities. Key aspects of flipping include repurposing class time for active learning, engaging students through structured activities that integrate online and in-class work, and shifting the teacher's role from "sage on the stage" to "guide on the side." The document also offers tips for implementation such as not over-flipping courses and managing student expectations of the new approach.
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.
Screencasting for Students 101
Short introductory level presentation showing how screencasting can be used as a tool in the classroom and the tools that you as a teacher need to get started.
Flipped classroom
This document discusses the flipped classroom model of instruction. In a flipped classroom, students complete readings and watch videos as homework, then spend class time having discussions and doing activities with the teacher to deepen their understanding of concepts. The document outlines advantages like allowing more in-depth class discussions and individualized help, as well as potential disadvantages like ensuring students complete homework. It also addresses technology needs, funding options, different flipped classroom models, student and teacher perspectives on transitioning, and considerations for implementing flipped classrooms across different school contexts.
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.
Hamble Moodle Activities
Copy of the 15 minute presentation for Hamble Community Sports College covering 15 basic Moodle tips for teachers
An Introduction to Flipped Learning
This document discusses flipped learning and how to implement it in the classroom. It defines flipped learning as moving content delivery outside of class time through online videos and activities, and using class time for discussion and application of the material. Case studies show benefits like decreased failure rates. The document discusses delivering content through videos, audio, documents and considering tools like YouTube. It suggests activities for the classroom like discussion, group work and applying knowledge. It also addresses implementing flipped learning online through synchronous and asynchronous tools and strategies. Lastly, it discusses making classes more student-centered and conducting a SWOT analysis of flipped learning.
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,
Similar to What is a flipped classroom (20)
Flipped classroom - A quick guide to concepts and practice
Flipped classroom - A quick guide to concepts and practice
Recently uploaded
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
skeleton System.pdf (skeleton system wow)
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
Gender and Mental Health - Counselling and Family Therapy Applications and In...
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...Nguyen Thanh Tu Collection
https://app.box.com/s/nrwz52lilmrw6m5kqeqn83q6vbdp8yzpBIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Internet resources for social science
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...Nguyen Thanh Tu Collection
https://app.box.com/s/qspvswamcohjtbvbbhjad04lg65waylfHow to Fix [Errno 98] address already in use
This slide will represent the cause of the error “[Errno 98] address already in use” and the troubleshooting steps to resolve this error in Odoo.
Recently uploaded (20)
220711130088 Sumi Basak Virtual University EPC 3.pptx
220711130088 Sumi Basak Virtual University EPC 3.pptx
Gender and Mental Health - Counselling and Family Therapy Applications and In...
Gender and Mental Health - Counselling and Family Therapy Applications and In...
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Juneteenth Freedom Day 2024 David Douglas School District
Juneteenth Freedom Day 2024 David Douglas School District
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 8 - CẢ NĂM - FRIENDS PLUS - NĂM HỌC 2023-2024 (B...
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
220711130083 SUBHASHREE RAKSHIT Internet resources for social science
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
spot a liar (Haiqa 146).pptx Technical writhing and presentation skills
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
CHUYÊN ĐỀ ÔN TẬP VÀ PHÁT TRIỂN CÂU HỎI TRONG ĐỀ MINH HỌA THI TỐT NGHIỆP THPT ...
What is a flipped classroom
- 1. What is a flipped classroom? http://farm9.staticflickr.com/8084/8450 019871_8ba6cbf64f_d.jpg
- 2. Flipped Classroom A classroom lesson taught by video or podcast • Video/Audio takes the place of direct instruction • The lesson is viewed at home • Homework and assigned problems are done in class
- 3. Positives • Allows students to get more time individual time with teacher • Students are responsible for their learning • If student is absent they can catch up
- 4. Outcomes • Interactive questioning • Content and idea exploration • Student content creation • Student voice and choice • Effective differentiation in instructional strategies Adapted from http://www.thedailyriff.com/articles/are-you-ready-to-flip-691.php
- 5. Conclusion • Flipping is a constant work in progress • Not all flip classes look the same • Students come with questions and notes