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Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work - Faculty Focus

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.

Related:  Flipped classroomTeaching Resourcesהכיתה ההפוכהBlended learning in Digital Age

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. Others view flipped classrooms as an entirely new approach to teaching and learning.

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. . . .

3 Strategies to Encourage Students to Complete the Pre-Class Work in the Flipped Classroom - Barbi Honeycutt, Ph.D. One of the most frequently asked questions I hear from instructors about the flipped classroom is, “How do you encourage students to do the pre-class work?” After all, if students are unprepared for the learning activities you have planned for the in-class time, then the flipped model will not be as successful. Usually, before I answer the question, I ask two questions of my own. First, I ask, “How are you defining the flipped classroom model?” If you define it as, “students watching videos before coming to class” then you may be limiting the possibilities of what the flipped model is supposed to do. Students will get bored very quickly if the pre-class work is to always watch a video of a lecture.

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. If students are unprepared, then it limits what they can do, how deeply they can engage with the material, and how meaningfully they can connect with other students.

The First Thing I Ever Designed: Elana Schlenker and Gratuitous Type MagazineEye on Design “I have what’s probably not a great inclination to pursue what I love first and figure out the money later,” says Elana Schlenker matter-of-factly as she recounts putting together the very first issue of Gratuitous Type, her celebrated “journal of typographic smut.” These words are ones that probably ring true to anyone who’s ever started their own independent magazine, a notoriously ambitious, time-consuming venture. The story of Schlenker’s first issue of Gratuitous Type is a lot like the story of many first issues, which are often a tense combination of a passionate desire to make and say something new, a lot of head bashing with printers and distributors, and a clueless, frantic stab in the dark. Magazines have become key portfolio pieces for young designers, the perfect medium for showcasing a range of skills. For Schlenker, the self-initiated Gratutious Type was integral to launching her career.

Blending Learning The 'flipped' classroomYou may be familiar with the notion of the 'flipped classroom', a buzz term over the last couple of years, and mentioned at most conferences on digital learning. The 'flipped classroom' is seen as a form of blended learning. What are the qualities of the flipped classroom, as these are described in the two videos here? Do these notions map onto notions of 'flexible learning' in any way? We'll discuss the 'flipped classroom' more in Part 2 of this course. 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.

Classroom conundrums, tackled together The kids are coding. They’re making websites, programmes and apps. Slowly, but surely, we’re chipping away at the digital skills shortage. But what happens next? What’s the next skills gap crying out to be addressed? BlendKit Course Introduction The BlendKit Course is a set of subject matter neutral, open educational resources related to blended learning developed by Dr. Kelvin Thompson and available for self-study or for group use. Periodically, these materials will also be used as the basis for a facilitated open, online course. The goal of the BlendKit Course is to provide assistance in designing and developing your blended learning course via a consideration of key issues related to blended learning and practical step-by-step guidance in helping you produce actual materials for your blended course (i.e., from design documents through creating content pages to peer review feedback at your own institution).

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.” As it has evolved, the idea of flipped instruction has moved beyond alternative information delivery to strategies for engaging students in higher-level learning outcomes. Lifelong learners No-one knows just how fiercely the winds of automation will blow through our economies in the next decade or two. Estimates of the proportion of jobs likely to be lost range from half at the high end to only one in ten. But few doubt that millions of jobs will either disappear or change, from manufacturing to services and the professions. These shifts have big implications for how young people are educated (see our project with Pearson). But hundreds of millions of adults will also have to learn new skills, from handling digital technologies to more human skills like how to collaborate, communicate or create.

HORTON’S TYPES OF E-LEARNING ACTIVITIES – Blended Learning Toolkit – UW–Madison William Horton’s E-Learning By Design is a very helpful resource for instructors in the design of activities for a blended environment. Instructors should think about how the different kinds of outcomes and levels of activities will help in designing the appropriate levels of complexity for course activities. “Absorb activities inform and inspire. [They] enable motivated learners to obtain crucial, up-to-date information they need to do their jobs or to further their learning. In absorb activities learners read, listen, and watch. Flipped Courses: A Few Concerns about the Rush to Flip I have some concerns about flipping courses. Maybe I’m just hung up on the name—flipping is what we do with pancakes. It’s a quick, fluid motion and looks easy to those of us waiting at the breakfast table. I’m not sure those connotations are good when associated with courses and that leads to what centers my concerns. I keep hearing what sounds to me like “flippant” attitudes about what’s involved.