Edudemic's Guide to the Flipped Classroom for 2014 For the past few years, Edudemic has covered the rise of the flipped classroom and its subsequent evolution. Each year, we find that more teachers are testing this new learning strategy and creating new ways to improve current methods. While some teachers are trying it out for the first time this fall, others who used the flipped classroom method in 2013 are making changes to build on their lesson plans for the 2014-15 school year. Read this brief guide to learn why flipped learning is an increasingly popular choice, and review a few steps for teachers wanting to try it out. What Is a Flipped Classroom? Image via Flickr by flickingerbrad Studies have found that students K-12 are assigned an average of three hours of homework a day, but many parents question whether the quantity of work matches the quality of learning. Instead of banning homework completely, a growing trend in 2014 is the implementation of the flipped classroom. The Benefits of a Flipped Classroom How Can You Implement It?
Flip teaching Flip teaching or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing. This is also known as backwards classroom, flipped classroom, reverse teaching, and the Thayer Method."[1][2][3] Traditional vs flipped teaching[edit] The traditional pattern of teaching has been to assign students to read textbooks and work on problem sets outside school, while listening to lectures and taking tests in class. "My AP Calculus class was a really anxious environment, it was weird trying to get through way too much material with not enough time. In flip teaching, the students first study the topic by themselves, typically using video lessons prepared by the teacher[5][6] or third parties. Flipped classrooms free class time for hands-on work. Math[edit]
Why Blended Learning Is Better? Blended learning is a buzz word that’s been thrown around quite a bit lately and brings together the best of both classroom learning and elearning. In fact it seems to be the ideal solution all-around as it appeals to all learning styles, circumstances, needs and demands. It combines the support of classroom learning with the flexibility of elearning. Blended learning has been defined by Innosight Institute as “a formal education program in which a student learns at least in part through online delivery of content and instruction with some element of student control over time, place, path or pace.” Blended learning however largely depends on the technical resources with which the learning experience is delivered - these tools need to be up to date, reliable, and user-friendly in order to have a meaningful impact. So, why choose blended learning over elearning, or face-to-face? This great post on why blended learning works spells it all out. Application in the corporate setting Resources
Flipping the Classroom Printable Version “Flipping the classroom” has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. Bloom's Taxonomy (Revised)In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. What is it? | Does it work? What is it? Flipped Classroom Inverted Classroom
4 Pillars & 11 Indicators Of Flipped Learning 4 Pillars & 12 Standards Of Flipped Learning by Kari M. Arfstrom, Executive Director of the Flipped Learning Network Flipped Learning Defined 10 Common Misconceptions About The Flipped Classroom, by Kelly Walsh, offered some insight. TeachThought has published numerous articles about flipped classroom in the recent past, so it’s only fitting that the Flipped Learning Network™ (FLN) share its latest resource about the definition of Flipped Learning. The governing board and key leaders of FLN, all experienced flipped educators, released a whitepaper today distinguishing between a Flipped Classroom and Flipped Learning. While often defined simplistically as “school work at home and home work at school,” Flipped Learning is an approach that allows teachers to implement a methodology, or various methodologies, in their classrooms. 4 Pillars & 11 Standards Of Flipped Learning The Definition of Flipped Learning For a downloadable PDF of the definition, Pillars and Indicators, click here. Kari M.
Flip Your Classroom How flipping works for you Save time; stop repeating yourself Record re-usable video lessons, so you don't have to do it again next year. It's easy to make minor updates to perfect lessons over time once the initial recording is done. Let students take control of their learning Not all students learn at the same pace. Spend more time with students Build stronger student-teacher relationships, and promote higher level thinking. Other teachers are doing it, you can too Stacey Roshan found that the traditional classroom model wasn't cutting it for her AP students, so she flipped her class. Watch Stacey's Story Crystal Kirch started using videos as instructional tools in her class but soon realized the real value of flipping lectures was being able to spend more face-to-face time with students. Read Crystal's Story Tools You Can Use
Get the Lecture before You Even Arrive in Class Ignoring the advice of friends, Wilfrid Laurier University honours psychology student Sari Isenstein chose a second-year organic chemistry course as one of her electives. “Chemistry is not my forte and organic chemistry is one of the hardest courses offered at the university,” says Isenstein, 21, who graduates next year. She took the course in 2012 as a challenge, earning an A in the first semester and an A-minus in the second. She credits her professor, Stephen MacNeil, a recent convert to an innovative teaching method known as the “flipped” or “inverted” classroom. Instead of a traditional three-hour lecture, the professor prepares online video lectures, slide shows of core content and quizzes for students to work on before class – hence the flip. Flipping the classroom is labour intensive for the professor and puts the onus on students to be active learners, not passive note-takers. What’s prompting the interest in the new approach? For Dr. MacNeil’s Aha! Dr. “I was thankful for that.”
What is the Flipped Classroom? | Center for Teaching and Learning CTL is partnering with ITS to help implement the new Canvas LMS, creating the Canvas Training Center, a new online resource. more on Canvas... CTL administers a number of grant opportunities to develop and nurture promising innovations in undergraduate and graduate education. more on CIG... OnRamps is a blended-learning initiative that offers rigorous coursework and cross-disciplinary skill building to prepare high school and community college students for university-level success. more on OnRamps...
Toward Canadian Public Education 2.0 In a demographically challenged and technology fuelled world, where talent and ideas are the new wealth of nations, are we adequately focused on the role of a strong public education for our future success in Canada? The concern that we are not was the impetus for a recent education summit, organized by the Learning Partnership, where leaders from business, government, public policy and education came together to contemplate what public education 2.0 needs to look like, and how we might get there from here. The good news is that Canada is doing well in the basics: Canadian students’ reading, mathematics and science test scores were sixth, 10th and eighth, respectively, among OECD countries in the most recent Program for International Student Assessment. By comparison, U.S. students had respective rankings of 31st, 23rd and 17th. Today, we see a growing mismatch between “people without jobs” and “jobs without people,” and we simply have to do better at aligning the two.
Video in the Class Keeps Savvy Students Engaged Zara Cruickshank’s Grade 8 science class is a little different from those of yesteryear. Students regularly make mini films or podcasts for class projects, reams of notes are a thing of the past and video is an important part of learning. As the new school year begins a number of Canadian classrooms are increasingly implementing video as an educational tool to keep their digitally savvy students engaged and interested. “It’s just easy to focus when it’s visual,” says Ms. The 13-year-old at Regina’s Ecole Wilfrid Walker is talking specifically about Joanna Sanders Bobiash’s classroom. Ms. “Everyone has different learning styles, they learn best in different ways,” she says. The days of classroom video consisting of a TV and VCR rolled in for a lengthy film students could zone out on are over. “Before they could only express themselves in the written form, but now they can express themselves in different ways,” said the 35-year-old teacher. Ms. Shelly Wright knows what Ms. For Ms.
A Radical Approach to Teaching Canadian Students in the Digital Age This fall, Graham Johnson gave up lecturing to his students. YouTube, he figured, could handle that. So he had his math classes at Okanagan Mission Secondary School in Kelowna, B.C., watch prerecorded video lessons from home – freeing up school time for one-on-one work. Turns out pixelated teaching works well: His students’ grades are up about 5 per cent. But that may not be enough. How can we compete with countries like South Korea, which is arming every child with an iPad in a push for a paperless education system by 2015? The problem is that technology doesn’t have a proven payoff. What’s needed isn’t simply technology, but a radical shift in education for the digital age – the courage to address uncomfortable questions. For example, when students can access information online, what’s the value of a teacher at the front of a class? Take Mr. It not only re-imagines how to teach kids – but when they learn and from whom. The flipped classroom isn’t without skeptics. Mr. Mr. Mr.
Classroom Management and the Flipped Class | Edutopia Editor's Note:This post was co-authored by Aaron Sams, CEO of Sams Learning Designs, LLC and founding member of the Flipped Learning Network. Let's face it. We teachers spend far too much time and energy trying to keep students quiet so that they can listen to us. We have taken countless courses and workshops on classroom management in our careers, and it seems that the underpinning goal of classroom management is for teachers to keep kids quiet so that they can learn. Is there a better way to think about classroom management? What if the goal of class was for the students to actively engage in the content and participate in tangible ways in the learning process? Noise Is Good As we pioneered the flipped class, we got away from the front of the room and got a whole different perspective on what classroom management could look like. As we did this, the dynamics of the classroom dramatically changed. But, as with any change, we found some new challenges. 4 New Management Issues