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.” Proponents of blended learning argue that by incorporating ‘asynchronous internet communication technologies’ into courses a ‘simultaneous independent and collaborative learning experience’ is facilitated, and this contributes hugely to student satisfaction and success in such courses.[1] So, why choose blended learning over elearning, or face-to-face? Application in the corporate setting
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.
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. It’s a pedagogical approach that is catching on at universities across the country, redefining the relationship between professor and student. 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. What’s prompting the interest in the new approach? For Dr. MacNeil’s Aha! Dr. Explain Evaluate Ease up
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. Cruickshank. “You can be creative and have fun doing it because you’re putting your ideas together to make something for school, to make school easier.” 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. 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. 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 Who Gets My Time? Since the teacher is not delivering direct instruction each day, they are spending their time interacting with, challenging, and directing individuals or groups. Redirecting Off-Task Kids Becomes More Important Freedom for Some and Control for Others
Thoughts of a Maths Teacher Using Tech for Learning What To Do Inside the ‘Flipped Class’ ‘Flipping Activities’ The basic premise – students watch video lesson at home and work through problems in class. This allows the educator to advise and challenge the students inside the classroom safe in the knowledge content is delivered elsewhere. Of course, this is not a new concept, students have always been asked to prepare for the next class. Technology has just made it more stimulating to learn at home. Educators can edit their videos to provoke thought and assign work to be collected electronically and annotated before the next contact time. So what to do in the classroom? My personal view – anything that can enhance learning. There is nothing wrong with the delivery of content with stimulating development tasks and thought provoking plenary and those educators are very successful and students learn a great deal. So what to do in the ‘flipped class’? I am well aware that techniques, like these, have been used for many years by educators across the land. Like this: Like Loading...
Flipping the Music Classroom In celebration of my fun new “12 Days of Ed Tech” rap and video, this week on FlippedClassroomWorkshop.com we’re sharing articles and resources focused on flipping the music classroom! This selection of posts and presentations offers an array of ideas and insights into moving the traditional approach to music teaching into a new, more student-driven learning paradigm. Strategies for Flipped Music Classrooms In this post, music teacher Mark Burke discusses a practical approach to flipping music instruction. Edmodo: Flipping the music classroom There’s a lot going on in this Prezi, created by Peter Burke. Click on ‘Start Prezi’ to have a look! Flipping The Music Education Classroom Flipping the Recorder Class 21st Century Music Classroom on Pinterest by The Benefits of Students Teaching Students Through Online Video Erin Scott Videos have already become an important part of modern education, whether through well-known education platforms like Khan Academy or content created by teachers for their students’ use. Video tutorials can help students with questions on homework or test preparation. However, students are finding the value in creating tutorial videos themselves for other students. During her sophomore year, Shilpa Yarlagadda was falling behind in her high school courses and began looking up video tutorials online to help catch up. But she soon realized she learned difficult material better from her friends than from any of the content she could find online. “What really makes a video tutorial powerful is capturing the essence of the student’s voice from someone who initially didn’t understand the material,” Yarlagadda told Alan November in a podcast last year. “It’s about making the material exciting for someone else,” Yarlagadda said. Related
Now Hiring: Flipped Learning Architects After developing several dozen flipped lessons and guiding other teachers to create their own, I'm putting down my tablet and grabbing a bullhorn. It's time for "flippers" to set the record straight -- teachers who want to adopt flipped learning have to start thinking of themselves as architects, not video producers. More Than Just a Video Producer Knowing that difference is critical to unleashing the instructional power of flipped learning and sustaining a movement that can improve teaching and learning. Video producers design splashy content. These roles are complementary, but not interchangeable. Understandably, teachers who flip pay a lot of attention to their video products. The Power of Planning How can teachers become better architects? Develop a Blueprint Architects begin with the end in mind, creating a final version of their project even before boots hit the ground. Assemble Materials Create Specialized Points of Entry
The Blipped Classroom… Or Flended Learning? Last year, I had major voice problems. A combination of poor breathing habits and too much coffee resulted in a very strained voice. I couldn’t be more thankful for those voice problems. They really pushed me to reconsider the way I teach. I also started using blogging with my students around the same time, as it was a ‘quieter’ discussion platform. This changed with the beginning of this academic year in January. I was only teaching drama for the first half of the academic year (as I was employed part-time to allow me to finish my masters). Through this journey, I have learnt a lot, and I believe I have found the right mixture of Web 2.0 tools, a mixture that works for me. So, here is my Web 2.0 and ICT classroom framework, which I believe combines the two concepts (others are definitely allowed to disagree, in fact I would appreciate all feedback and suggestions for improvement): A class Edmodo page: this is the central LMS system. Like this: Like Loading...
Flipped Classroom An excellent tool for your flipped classroom is EDpuzzle. With this tool you can crop a video to only use the portion you need for your specific class. Another feature is you can add your own voice by inserting audio notes or recording over the video. The embed quiz feature allows you to add questions at random points in the video to engage students and check their understanding of the material. With EDpuzzle you can locate video from a number of sources including Youtube, Teacher Tube, Khan Academy, TED and LearnZillion. Click here to visit the site. INTRODUCING EDpuzzle Edpuzzle Demo Playlist My First Edpuzzle Video I have uploaded both my edited video and the original for you to see the difference between the two and get an idea of the options available to edit your video with EDpuzzle. Below is the original video from My Smart Hands.