The Flipped Classroom: Pro and Con I recently attended the ISTE conference in San Diego, CA. While I was only there for about 36 hours, it was easy for me to pick up on one of the hottest topics for the three-day event. The "flipped classroom" was being discussed in social lounges, in conference sessions, on the exhibit floor, on the hashtag and even at dinner. People wanted to know what it was, what it wasn't, how it's done and why it works. Others wanted to sing its praises and often included a vignette about how it works in their classroom and how it transformed learning for their students. What It Is According to the description on ASCD's page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day, by flipped classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." What It Isn't Why It Works Why It Doesn't Work Why It's Nothing New Why It Matters
The Flipped Classroom: Pro and Con In 2012, I attended the ISTE conference in San Diego, CA. While I was only there for about 36 hours, it was easy for me to pick up on one of the hottest topics for the three-day event. The "flipped classroom" was being discussed in social lounges, in conference sessions, on the exhibit floor, on the hashtag and even at dinner. People wanted to know what it was, what it wasn't, how it's done and why it works. What It Is According to the description on ASCD's page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day, by flipped-classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." The authors go on to explain that the model is a mixture of direct instruction and constructivism, that it makes it easier for students who may have missed class to keep up because they can watch the videos at any time. What It Isn't
Harnessing the Internet to Provide Low-Cost Higher Education - Mission: Innovation A University of the People student from Haiti (Photo courtesy of University of the People) University of the People has an ambitious goal: to use the Internet to provide an extremely low-cost college education to students around the world. And the nonprofit’s big idea is starting to gain traction with grant makers. The Bill & Melinda Gates Foundation has awarded $500,000 to support the university’s effort to gain accreditation. The grant comes on the heels of recent awards by the William and Flora Hewlett Foundation, the Intel Foundation, and the Ewing Marion Kauffman Foundation. Since its inception in 2009, University of the People has enrolled 1,500 students from 132 countries. “If you educate one person, you change his life,” says Shai Reshef, the technology executive who founded and leads the university. While University of the People uses the Internet to deliver courses, the organization takes a straightforward, no-bells-and-whistles approach to technology. Seeking Sustainability
Flipped learning: A response to five common criticisms One of the reasons this debate exists is because there is no true definition of what “flipped learning” is. Over the past few years, the Flipped Learning method has created quite a stir. Some argue that this teaching method will completely transform education, while others say it is simply an opportunity for boring lectures to be viewed in new locations. While the debate goes on, the concept of Flipped Learning is not entirely new. Dr. It’s our opinion that one of the reasons this debate exists is because there is no true definition of what Flipped Learning is. Dr.
Flipped Class Helpful Documents After the #flipchat at the beginning of July, I wanted to have a single place where I could add documents that I talk about in my blog. Hopefully this will make it easier for everyone to find what they are looking for. I am putting all of the docs on through Google Docs. Please feel free to use them and modify them for your own uses. Parent/Student Flipped Class Intro Letter - I sent this letter to all my parents and students prior to the first day of class last year so that they would have an idea of what the new class structure would be. Flipped Parent Video - This video is new for this year. Class Outline (given to students on 1st day) - This is what I used last year. Unit Assignment Sheet - Here is a copy of a unit assignment sheet. New Unit Assignment Sheet - I have updated this to be easier to read for the students. Performance Assessment Rubric - This is the best rubric for performance assessment I have ever seen.
Carolyn Foote: Where Is the Media? I just returned from the ISTE (International Society for Technology in Education) annual conference -- an international gathering of over 15,000 educators and leaders and representing more than 100,000 ISTE members who are highly involved in using technology in their schools. Many of the "best of the best" practitioners of instruction are there sharing with their colleagues, having serious conversations about issues in education. And yet where was the media? When I run a Google search for ISTE 2012 and the New York Times, the only stories I find in the top page results are about new products from three vendors in the exhibit hall and one about the New York Times presenting a session on their new product. There are so many stories going on inside of our schools -- stories that are fascinating and complicated. These are all fascinating stories and fascinating conversations to be had with teacher-leaders who attend conferences like ISTE.
The truth about flipped learning By Aaron Sams and Brian Bennett Read more by Contributor May 31st, 2012 Ultimately, flipped learning is not about flipping the “when and where” instruction is delivered; it’s about flipping the attention away from the teacher and toward the learner. A flipped classroom is all about watching videos at home and then doing worksheets in class, right? Wrong! Consider carefully the assumptions and sources behind this oversimplified description. Is this the definition promoted by practitioners of flipped classrooms, or sound bites gleaned from short news articles? Many assumptions and misconceptions around the flipped class concept are circulating in educational and popular media. Assumption: Videos have to be assigned as homework. Although video is often used by teachers who flip their class, it is not a prerequisite, and by no means must a video be assigned as homework each night. Resulting misconception: Videos are just recorded lectures.
Flipteaching Can a $10 Robot Save African Education? | Wired Design Nii Adjetey Sowah programs a Mindstorms robot in Ayorkor Korsah’s Introduction to Robotics class at Ashesi University College in Ghana. Ten dollars doesn’t get you a lot of parts. Then again, $35 for a computer seemed pretty outrageous not too long ago. The success of that Raspberry Pi Micro-Computer prompted professors Ken Goldberg and Ayorkor Korsah to stage a contest: Design a $10 robot. Launched last month and ending on Sept. 15, the contest offers prizes for any professional, student, or hobbyist who can design a $10 robot — or at least one in that neighborhood. “Obviously a $10 is very … it’s a bit unrealistic,” says Goldberg, a professor of engineering at UC Berkeley. The AFRON 10 Dollar Robot Challenge offers three prizes, from $100 to $500, plus a Raspberry Pi, in each of three categories, based on the type of robot. The contest is designed to bring robots to Africa, not for industry, but as a learning tool for students. A ball-transporting robot, made from cardboard.
Can All Classroom Lessons be Flipped? I’ve been following articles on the Flipped Classroom Model for some time now. Because my school has a 1:1 MacBook Pro environment, flipped classrooms are very feasible – students have continual access to technology both at home and at school. While I see the advantages of a Flipped Classroom, I note weaknesses that must be addressed. In a Flipped Classroom, students view instructional videos at home. My concern is that proponents of Flipped Classrooms implement an “all or nothing” approach. I propose that educators start talking more about Flipped Lessons than Flipped Classrooms. By discussing Flipped Lessons, the idea of video lecture and active classroom learning becomes one more powerful tool in an educator’s toolbox. Flipped Lessons enable teachers to better differentiate instruction within the classroom. When videos are viewed in the classroom rather than at home, students can be paired to watch lectures. Like this: Like Loading...