Flipped Learning

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  • students gain first exposure to new material outside of class, usually via reading or lecture videos - lower levels of cognitive work (gaining knowledge and comprehension) outside of classthen use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. - higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor.
  • Flipped Learning

    1. 1. Susan.ross@stockton.edu
    2. 2. Blended Learning A formal educational program in which a student learns at least in part through online delivery with some element of student control over student time, place, path or pace At least in part at a supervised brick and mortar location away from home
    3. 3. Learnin
    4. 4. Discussion What do you know about Flipped Learning?
    5. 5. The Flipped Classroom is not…
    6. 6. Flipped Learning is more than just a technology –rich instruction. It goes beyond one to one computers and high-tech gadgets. It involves using the Internet to afford each student a more personalized learning experience.
    7. 7. It’s more than just the video! In many learning environments, the instructor directs the energy toward his or her lecture. Planning typically starts with the question “What am I going to talk about?” In a flipped environment, this structure is reversed. The instructor directs the energy toward his or her students. Planning starts with the question “What do the students need to do?” This fundamental shift changes the whole dynamic of the learning environment. Teachers need to structure lesson plans to shift focus from content delivery to student engagement.
    8. 8. Focus class time from Lower Order Thinking to Higher Order Thinking
    9. 9. Homework Classwork
    10. 10. Successful Flippers Crystal Kirch Flipping with Kirch Todd Nesloney Website
    11. 11. Crystal Kirch In class her students • make meaning of the material and make connections to other content in an environment with the support of the teacher and other classmates, • understand the concepts at a deeper level through practice, answering and posing questions, or explaining problems/solutions to others, and • receive one-on-one support and explanation from the teacher or other student "experts" when needed. Processing Accountability Discussion Organization
    12. 12. Todd Nesloney • Students watch a video of about 4-10 minutes in length • Rewind and replay as needed • Complete a WSQ • Students begin class by discussing WSQs in small groups of 3 or 4 • Inquiry based lesson in class "Flipped Classroom" instructional Webinars Sample WSQ – Watch the video – Summary • Guided or written – Question • a question that they do not know how to answer and need explained, • a question that they do know the answer to. • a question they could see on an exam based after the content.
    13. 13. Lunar and Solar Eclipses The following day, the teacher should review questions posed by the class on the tutorial quiz and reteach any information that students did not seem to understand. Next, students will work in groups of 3 or 4 to create their own lunar and solar eclipses using flashlights (sun), globes (earth), and foam balls (moon). Students will have to recall and figure out information on the positions of each object during each event to complete the activity. Students should record observations as they complete the activity. They will have to use this first activity in which they are figuring out the positions of each object during lunar and solar eclipses to complete their second activity. Students will then create their own 3D models of either a solar or lunar eclipse using paint, foam balls, and poster board. Students will work together and collaborate on a Google document containing a brief explanation of the eclipse that they presented. These activities allow students to apply information that they learned outside of the classroom to an interactive in-class activity.
    14. 14. Color Wheel After students viewed the lesson at home the night before, students would be creating their own color wheels in class by mixing the primary colors to create the secondary colors that make up the basic color wheel! In other words, students would be given paint in the colors red, blue, and yellow and asked to mix the colors they were given to make the colors green, orange, and purple. Then students would arrange the colors in the order of a color wheel by applying the paint onto a piece of paper.
    15. 15. More Examples/Resources • Matt Zigner is a 7th grade math teacher • Brian Bennet is a biology and chemistry teacher • Hamilton Middle School Science • Flipped Classroom to teach a Holocaust lesson • Flipped Classroom for teaching History • Flipped Learning Resources • Mrs. Burton Flipped Resources • How to Flip a Class • Examples of Flipped Classes in K-12
    16. 16. Homework
    17. 17. Sophia How to Use Sophia to Create a Tutorial What content can you add to a Tutorial? Text/ Images Video Screen Recording Slideshow Audio PDF HTML
    18. 18. How do I Start?
    19. 19. http://padlet.com/wall/46xc9hbyqk

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