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Flipping the class

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Best-note-taking-apps-for-students-A93921306967. Facebook. 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. . . . As I listened to this podcast, I realized that the idea of creating margins also applies to the flipped classroom. If these comments sound familiar, it might be helpful to create margins in your flipped classroom. Recommendation #1: Find flippable moments.Faculty interested in the flipped classroom get really excited about the flipped classroom.

Recommendation #2: Make small changes.Once you identify the flippable moments in a course, focus on a specific lesson. Let’s keep the conversation going. Resources:Hyatt, M. Three Focusing Activities to Engage Students in the First Five Minutes of Class | Center for Engaged Teaching and Learning. 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. So, let’s get to it. Focus with a looping slide deck. Focus with an ordering exercise. Focus with drawing. 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. Maybe some other fields have changed more, but evidence supports a continuing reliance on lecture in many fields. However, lecture isn’t the only example of where we’re slow to change. Change is harder than we think. The work in cognitive psychology on the use of deliberate practice to develop expertise is relevant here.

Faculty tend to underestimate the complexity involved in changing teaching. We make change harder by going it alone. References: Goffe, W. Wieman, C. and Gilbert, S., (2015). 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. What’s going to be on the test?

Students take two or three minutes to look over their notes and maybe skim the text, and then they jot down five things (maybe a few more or less) they are confident will be on the exam. 2. 3. 4. 5. Now it’s your turn. Classroom ideas for Flippers on Pinterest | Flipped Classroom, Flipping and Classroom. 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. I had no time to sit with the kids that required help – my attention was always split ten ways. Report: The 4 Pillars of the Flipped Classroom -- THE Journal. 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. Culture shift: The classroom becomes student-centered. The report also identified challenges and concerns about flipped classrooms, including: LitReview_FlippedLearning.pdf. Research, Reports & Studies / Research, Reports & Studies. Research on Flipped Learning Looking for original research, case studies, surveys, infographics or our Literature Reviews? What is the difference between a Flipped Class and Flipped Learning? Along with the Four Pillars of F-L-I-P and 11 indicators.

Written by the board and practitioners of the FLN. Project Tomorrow and the FLN: In partnership FLN and Sophia Survey of Flipped Teachers (May 2014) The flipped classroom continues to grow in popularity and success. An extension of the Literature Review (see below), this brief looks at new research on flipped learning on college and university campuses. Case Studies Flipped Learning Model Dramatically Improves Pass Rate for At-Risk Students Byron High School, MN: A Case Study (June, 2013) Flipped Learning Model Increases Student Engagement and Performance Literature Review on Flipped Learning (2013 & 2014) The 2014 Extension of the 2013 Review of Flipped Learning (20-page PDF) The Executive Summary of the Literature Review (Two-page PDF)

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. And for good reason. As it was first articulated by Bergmann and Sams, flipped instruction personalizes education by “redirecting attention away from the teacher and putting attention on the learner and learning.” 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. So it is with group work. Collaborative learning: In this form of group learning, students and faculty work together to create knowledge. Cohen, E. Weimer, M. (2014).

8 Best Practices for Moving Courses Online -- Campus Technology. 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 A faculty video session at USC Marshall School of Business The first time Patricia Mills was invited to serve as a "guinea pig" instructor for a new program to turn one of her face-to-face tax classes into an online course, she was open-minded but highly skeptical. This clinical professor of accounting at the University of Southern California Marshall School of Business checked out samples of other courses created by Marshall's Online Learning unit, and couldn't see how her classes would work in that format.

On top of that, she had always assumed the students needed her presence and her lectures in order to learn the material. 1) Start Small One limitation on growth is faculty expansion. 2) Invest In-House.