Creating learning objectives, flipped classroom style - Casting Out Nines. In my last post about the inverted/flipped calculus class, I stressed the importance of Guided Practice as a way of structuring students’ pre-class activities and as a means of teaching self-regulated learning behaviors.
I mentioned there was one important difference between the way I described Guided Practice and the way I’ve described it before, and it focuses on the learning objectives. A clear set of learning objectives is at the heart of any successful learning experience, and it’s an essential ingredient for self-regulated learning since self-regulating learners have a clear set of criteria against which to judge their learning progress.
And yet, many instructors – myself included in the early years of my career – never map out learning objectives either for themselves or for their students. Or, they do, and they’re so mushy that they can’t be measured – like any so-called objective beginning with the words “understand” or “appreciate”. We’re not done with this list. Infographic- Flipped classroom. Why I Gave Up Flipped Instruction. A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it.
I have to admit, the flip wasn’t the same economic and political entity then that it is now. And in some ways, I think that matters. Here’s the thing. When I recently re-read the post, I didn’t disagree with anything I’d said. Yet my brief love affair with the flip has ended. When I wrote that post, I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom. What is the flip? The flipped classroom essentially reverses traditional teaching. When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content included in my senior Biology & Chemistry curricula.
My flipped experiments. Flip Your Classroom - Get Your Students to Do the Work. Recently I shared lunch with colleague and friend, Mike Gwaltney.
He teaches in a variety of blending settings both in class and online. We got into an interesting discussion about ways to deliver instructional content and learning process both in and outside the classroom. The conversation quickly turned to the notion of "flipping the classroom. " This is the idea that teachers shoot videos of their lessons, then make them available online for students to view at home. Class time is then devoted to problem solving - with the teacher acting as a guide to teams of students.
Watch this video to see flipping in action - cool graphics courtesy of Camtasia Studio. Both of us admired teachers (like these in the video) with the time, technology and talent to do video productions - but questioned how many teachers would be able to morph into video producers. Flip the delivery of the lesson to homework - it's like a TiVo time shift that can reshape your classroom. 1. 2. 3. 4. Flipping your Classroom - 13 Must Read Resources. Flipped Classroom - Savage Science. Who Said Lecture is Dead?
Flipping the Traditional Classroom Model By Craig Savage I’ll let you in on a little secret: Teachers love to lecture. Okay, that’s probably not such a big secret. Just listen to one of my students: “Savage loves to hear himself talk. The fact is, lecture is a very efficient way for teachers to move through the material they think is important, in the order they think is important, at the pace they think is appropriate.
However, in this time of educational reform (has there ever been a time when we weren’t reforming education?) But lecture isn’t dead. However, the larger question remains: Does lecture still belong in the classroom? For me personally the questions are: What is my value in the classroom? “The sage on the stage” model (a style in which I was able to thrive as a student and a style I believe I have mastered as a teacher) represents a one-way flow of information that fails to capitalize on the social opportunities of a classroom. Flipping the Classroom. 4/27/2012 By: Teachers from around the world have adopted the flipped classroom model and are using it to teach a variety of courses to students of all ages.
In the excerpt below from the book, Flip Your Classroom (©2012, ISTE® International Society for Technology in Education and ASCD), authors Jonathan Bergmann and Aaron Sams outline reasons why educators should consider this model. Flipping speaks the language of today’s students. Today’s students grew up with Internet access, YouTube, Facebook, MySpace, and a host of other digital resources. Instruction via video is not a big deal for [them]. Flipping helps busy students. Flipping helps struggling students. Flipping helps students of all abilities to excel. Flipping allows students to pause and rewind their teacher. Flipping increases student–teacher interaction.