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. 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. Recommendation #3: Build margins into the lesson plan.Once you look at which lessons to flip, build margins into the actual lesson plans. Resources:Hyatt, M.
Flipped Classroom: Engaging Students with EdPuzzle The flipped classroom model is a blended learning strategy I use to present my vocabulary, writing, and grammar instruction online. Students watch videos at home where they can control the pace of their learning, then they come to class prepared to apply that information in collaborative student-centered activities. One thing I emphasize when I lead professional development for teachers is the importance of flipping and engaging. A newer tool I’m excited to use with students come fall is EDpuzzle. Step 1: Find the Perfect Video Once you’ve created an account, you can search for videos using keywords or a URL. Step 2: Preview Your Video Step 3: Customize Your Video with EDpuzzle Tools EDpuzzle lets you trim your video to use only the parts you want students to watch. You can add audio clips throughout a video or narrate the entire video using EDpuzzle. Step 4: Add Questions to Get Students Thinking Critically Open-ended Questions Multiple Choice Questions
Five Ways to Motivate Unprepared Students in the Flipped Classroom In the previous article “Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work,” I mentioned that one of the most frequently asked questions about the flipped classroom model is, “How do you encourage students to actually do the pre-class work and come to class prepared?” A few days after the article was published, a reader emailed me to ask a follow up question. It’s actually the second most popular question I hear from educators. She asked, “What do you do when students still aren’t coming to class prepared?” The flipped classroom model—or any active, student-centered learning model—relies heavily on students being prepared and ready to engage in the learning activities. Your response to this question is based on your teaching philosophy and the type of classroom environment you want to create. So, what can we do to address the challenge of unprepared students? Have a conversation. These recommendations are designed to start the conversation.
How to Create a Learning Video They’ll Want to Watch | 2015-04-27 Hiring Mark Zuckerberg to deliver a workshop or run a retreat is not always the most practical or cost-effective solution. Know what’s not impractical? Bringing thousands of today’s industry leaders and visionaries to your employees through short-form video to share the lessons they’ve learned through triumphs and failures in their own careers. This kind of video-driven thought leadership education is an efficient way companies can adopt to scale best practices from visionaries who are out there right now, setting the pace in every industry. But watching a TED Talk on creativity and becoming a more creative problem-solver at work are two different things. How can a chief learning officer transform inspiring thought-leadership into practical know-how, especially in the soft skill areas so crucial to leading-edge businesses today? Choose actionable content from recognized experts that is fine-tuned to the specific competencies needed. 1. 2. 3. 4.
Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work - Faculty Focus One of the most frequent questions faculty ask about the flipped classroom model is: “How do you encourage students to actually do the pre-class work and come to class prepared?” This is not really a new question for educators. We’ve always assigned some type of homework, and there have always been students who do not come to class ready to learn. However, the flipped classroom conversation has launched this question straight to the top of the list of challenges faculty face when implementing this model in their classrooms. By design, the flipped model places more emphasis on the importance of homework or pre-class work to ensure that in-person class time is effective, allowing the instructor and the students to explore higher levels of application and analysis together. If students are unprepared, it leads to frustration, stress, and anxiety for everyone. First, let’s clarify what we mean by a “flipped” classroom. Many instructors use video in their flipped classrooms.
The Maryland Flipped Classroom Study | For Higher Education How to Create Assessments for the Flipped Classroom It seems like everyone is talking about the flipped classroom. But how do you use this new model to construct lessons and assessments that reinforce student learning? “Flipping” involves turning Bloom’s Taxonomy on its head. Instead of using class time to convey the basic information you want your students to remember and asking them to work on more difficult learning tasks alone, a flipped class asks students to come to class prepared with the foundational information and then to work on the challenging tasks of analysis, evaluation, and creation with others. Barbi Honeycutt, PhD, is the director of graduate teaching programs at North Carolina State University and the founder of Flip It Consulting. Imagine a course component for Healthy Cooking 101 that addresses childhood obesity. As the lesson progresses, the instructor can add what Honeycutt terms “layers” to take students deeper into their learning and higher in Bloom’s Taxonomy. View a brief clip from the seminar:
Flipping Assessment: Making Assessment a Learning Experience 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.” The bottom line in flipped instruction is actively engaging students in higher-level learning during class. Create assignment/course rubrics with students. When I have used flipped assessments in my writing courses, students have responded positively. Students engaged in these flipped assessment strategies are reflective learners who generate evidence for their own assessments. References Bergmann, Jonathan, and Aaron Sams. Barbi, Honeycutt, and Jennifer Garrett. Susan Spangler is an associate professor of English at the State University of New York at Fredonia.
The Best Tools and Apps for Flipped Learning Classroom July 25, 2014 Following the posting of "Managing iPad Videos in Schools" somebody emailed me asking about some suggestions for tools and apps to create instructional videos to use in a flipped learning setting. In fact, over the last couple of years I have reviewed several web tools and iPad apps that can be used in flipped classroom but the ones I am featuring below are among the best out there. 1- Educlipper Educlipper is a wonderful tool for creating video tutorials and guides to share with students. Pixiclip is another wonderful tool to create step by step instructional videos to use in your flipped classroom. 3- Explain Everything Explain Everything is a great interactive whiteboard that allows you to create screencasts and video tutorials using annotation, animation, narration, importing, and exporting almost anything to and from almost anywhere. 4- Knowmia Knowmia Teach is a new free lesson planning and recording tool for teachers and their students. 6- Educreations
Four Assessment Strategies for the Flipped Learning Environment Flipped learning environments offer unique opportunities for student learning, as well as some unique challenges. By moving direct instruction from the class group space to the individual students’ learning spaces, time and space are freed up for the class as a learning community to explore the most difficult concepts of the course. Likewise, because students are individually responsible for learning the basics of new material, they gain regular experience with employing self-regulated learning strategies they would not have in an unflipped environment. But because initial engagement with new material is done independently as a preparation for class time rather than as its focus, many things could go wrong. If students do the assigned pre-class work but don’t acquire enough fluency with the basics—or if they simply don’t do it at all—then the in-class experience could be somewhere between lethargic and disastrous. A key to achieving this kind of environment is assessment.
Flipped Classroom Survey Highlights Benefits and Challenges Perhaps no other word has been as popular in higher education during the past few years as the term “flipped.” As a result, there is no shortage of ideas and opinions about flipped learning environments. Some faculty consider it another way to talk about student-centered learning. Faculty Focus recently surveyed its readers to gain a better understanding of their views on flipped learning. Key findings Results from the survey are based on the responses from the 1,089 Faculty Focus readers who completed the survey. More than two-thirds (69.5%) have tried flipping an activity, class, or course, and plan to do it again. A mostly positive experience As noted, the majority of faculty who have tried flipping—whether just a few activities or an entire course—rated the experience as a positive one for themselves and their students. A psychology professor from a four-year public institution reiterated that idea. However, not all experiences were positive. Challenges to flipping
Khan and Beyond: The Many Faces of the Flipped Classroom - Education Community Blog Course Redesign Finds Right Blend of Content Delivery and Active Learning Introductory courses are packed with content. Teachers struggle to get through it during class; students struggle to master it outside of class. Too often learning consists of memorizing material that’s used on the exam but not retained long after. Blended-learning designs can be used to help with the problem. A variety of interesting classroom activities was used, including a version of the time-tested muddiest-point strategy. Outside of class, students had the option of using instructor-created crossword puzzles to help them become familiar with terminology and spelling they needed to know for the exam. Virtually all of these in- and out-of-class activities were graded. The instructor who authored the article is honest about what this course redesign involved. Was redesigning the course worth the effort? That’s an impressive list of payoffs and a promising solution to the too-much-content-not-enough-time dilemma facing many teachers. Reference: Bergtrom, G. (2011).
5 Flipped Classroom Issues (And Solutions) For Teachers Have you been thinking about flipping your classroom this fall? Flipping can let you make the most of face-to-face time with your students. Rather than taking class time to introduce content and using homework to review concepts, flip the process so that students gain basic knowledge at home and then create, collaborate, and make connections in school. Creating video used to be out of reach for most teachers. 1. Flipping is not an all or nothing deal. Tip: With elementary students, and even middle school, begin by creating centers in your classroom where students can experience the process of learning by video with your support. 2. There really is a difference between talking at your students and talking to them. Tip: When using video and screencasts, think about the modalities that they afford – moving pictures, drawing, type, audio, and your own persona. 3. Pay attention to import and export issues with your video creation tools. 4. Tip: Don’t be afraid to abort mission! 5.