Five Time-Saving Strategies for the Flipped Classroom. A few months ago, I heard a podcast by Michael Hyatt, a best-selling author and speaker who helps clients excel in their personal and professional lives.
This particular podcast focused on how to “create margins” in life to reduce stress and avoid burnout. Quoting Dr. Richard Swenson’s work, Hyatt defines a margin as “the space between our load and our limits. It is the amount allowed beyond that which is needed. . . . Margin is the gap between rest and exhaustion. . . . Three Focusing Activities to Engage Students in the First Five Minutes of Class. In the previous two articles, I shared ideas to address student accountability and student preparation in the flipped classroom.
Based on your feedback and emails, getting students to come to class prepared is an ongoing challenge for many of us! In this article, I’d like to keep the conversation going by zeroing in on the importance of the first five minutes of class. When I teach workshops about designing the flipped classroom, I always encourage faculty to think carefully about the first five minutes of class. In my lesson plan template, one of the first tasks we discuss when planning in-class time is to prepare what I call a “focusing activity.” A focusing activity is designed to immediately focus students’ attention as soon as they walk in (or log in) to the classroom.
Most focusing activities take fewer than five minutes of class time and are highly flexible. Why Are We So Slow to Change the Way We Teach? Some thoughts about change—not so much what to change, as the process of change, offered in light of its slow occurrence.
Yes, lecture is a good example. In a recent survey, 275 econ faculty who teach principles courses reported they lectured 70 percent of the class time, led discussion 20 percent of the time, and had students doing activities for 10 percent of the time. The article cites studies in that field from the mid-’90s reporting similar percentages. Five Ways to Improve Exam Review Sessions. Here are two frequently asked questions about exam review sessions: (1) Is it worth devoting class time to review, and (2) How do you get students, rather than the teacher, doing the reviewing?
Instead of answering those questions directly, I decided a more helpful response might be a set of activities that can make exam review sessions more effective. 1. Classroom ideas for Flippers on Pinterest. My Flipping Failure. I run a reasonably successful YouTube channel that contains videos for Higher Level International Baccalaureate Chemistry that are used by thousands of kids each day.
The head of science, Brian Kahn, even managed to get some of us time off during the week to make them. I put the favorable reception down to the fact that the course is complete, I have experience actually teaching the material for years, and I have made extensive use of video games to teach with. Zombies, explosions and aliens have all made appearances. There are even some 3D videos and augmented reality. Chemistry students have flocked to Richard Thornley’s YouTube videos, but trying to use them to implement a flipped classroom was harder than he expected! Trying the Flip Some teachers emailed me that they were using my videos to flip the classroom with success, so I thought I would give it a try.
Report: The 4 Pillars of the Flipped Classroom. Teaching with Technology | News Report: The 4 Pillars of the Flipped Classroom Though all classrooms are different, there are four critical elements that successful flipped classrooms have in common, according to a new report developed by the Flipped Learning Network, George Mason University, and Pearson's Center for Educator Effectiveness.
The report, "A Review of Flipped Learning," is designed to guide teachers and administrators through the concepts of flipped classrooms and provide definitions and examples of flipped learning in action. Among those concepts are four "pillars" that are required to support effective flipped learning. Flexible environments: Teachers must expect that class time will be "somewhat chaotic and noisy" and that timelines and expectations for learning assessments will have to be flexible as well. The report also identified challenges and concerns about flipped classrooms, including: LitReview_FlippedLearning.pdf. Research, Reports & Studies / Research, Reports & Studies. Blended and Flipped Learning Archives - Faculty Focus. June 15, 2015 Flipping Assessment: Making Assessment a Learning Experience By: Susan Spangler PhD If you’re a regular reader of this blog, you’re already aware that flipped instruction has become the latest trend in higher education classrooms.
Choosing the Best Approach for Small Group Work. Enter the term “group work” into a Google search, and you’ll find yourself bombarded with dozens of hits clustered around definitions of group work, benefits of group work, and educational theories underpinning group work.
If you dig a little deeper into the search results, however, you’ll find that not all of the pages displayed under the moniker of “group work” describe the same thing. Instead, dozens of varieties of group learning appear. They all share the common feature of having students work together, but they have different philosophies, features, and approaches to the group task. Does it matter what we call it? Maryellen Weimer asked this important question in her 2014 Teaching Professor article of the same title, with the implicit idea that one approach might be better suited for a given task than another. 8 Best Practices for Moving Courses Online. Online Learning 8 Best Practices for Moving Courses Online While a lot of schools are teaming up with third-party companies to launch online versions of long-standing degree programs, USC's business school is doing the work in-house.
Here's why. By Dian Schaffhauser02/11/15.