Classe inversée : les coulisses d’une pédagogie en plein essor La classe inversée a le vent en poupe. 3 mois avant le CLIC, congrès organisé par Inversons la Classe, retour sur l'histoire et l'état actuel de la "flipped classroom". Pédagogie inversée en 6e Dyslexie / Collège Truffaud de Strasbourg De plus en plus d’enseignants se lancent dans la classe inversée, qui consiste à visualiser les cours à la maison, et à dédier le temps de classe à la pratique. Héloïse Dufour, présidente d’Inversons la Classe, est chercheuse en biologie. A l’époque, la “flipped classroom” est peu connue en France. Inverting the classroom Nicolas Lemoine, prof de maths au collège Liberté de Drancy, pratique la classe inversée. Le terme “classe inversée” est apparu en 2000, avec l’arrivée des TICE. En 2007, “l’inverted classroom” est mise en place au secondaire par Jonathan Bergmann et Aaron Sams, profs de chimie au lycée de Woodland Park, dans le Colorado. “Au début, vers 2004, ils filmaient juste leurs cours pour les étudiants absents. Une « flipped school » au Colorado H.
Going from Flopping to Flipping Posted 06/02/2015 7:51PM | Last Commented 06/29/2015 5:20AM 5:44 PM. I was messing with the screen cast software to create a video lesson on incorporating evidence in a research paper. First, the program required an update--20 minutes. Then, preparing to record, I realized that I needed a webcam--10 minutes. Once again ready to record, I discovered there was no microphone--30 minutes. ...I just needed to then repeat the process for each lecture in my unit. People often dismiss what they haven't tried. After I posted the video, I tracked 55 more hits than I expected. As expected, things went smoother for the second recording. I reflect on the fact that the videos I made are knowledge and skill based and therefore transferrable from year to year and level to level.
Flipping With Interactive Video Through TED-Ed | Instructional Development Center Blog Flipping the classroom requires students to gather information outside of class, generally through reading or watching recorded lectures. As flipping the classroom gains momentum, instructors are increasingly looking for ways to engage students in online content so that students will be prepared and ready to participate in class. The material presented must not only provide the necessary background information for the classroom activity, but it must interest the students as well so that they actually engage with it. After all, the flipped classroom model doesn’t work if the students don’t come to class prepared with the knowledge they’ll need to participate. Video is a popular method of presenting content online, and TED-Ed is offering a way to turn TED Talks and YouTube videos into an interactive teaching opportunity. These interactive videos turn passive video watching into an active learning experience. There are two options for obtaining interactive videos from TED-Ed:
10 keys to success in blended learning Today’s post is by Julie Daniel Davis, an instructional technologist from Chattanooga, Tenn. She presented recently on blended learning in the math classroom at the Tennessee Education Technology Convention to a packed room. This is a summary of that presentation. In our eighth-grade math prototype and our elementary math programs, I’ve watched teachers as they adapt to blended learning. For many of them, the idea isn’t a strange one, and it has provided some unexpected surprises (both good and bad). Jumping from a traditional learning environment to blended learning takes work and planning. Elementary teachers have seen the value of centers for a long time. Here are 10 lessons I’ve learned as an instructional technologist about blended learning. 1. 2. 3. 4. 5. 6. 7. While the students may not know exactly what to expect in each rotation, they do have a basic idea of what that rotation will entail each day. 8. 9. 10. Blended learning doesn’t just happen. Related May 11, 2015 In "Ed Tech"
Explain Everything™ Interactive Whiteboard | Animate your thinking L'Agence nationale des Usages des TICE - Une classe inversée à l’ère du numérique Martial Gavaland, professeur de sciences physiques, pratique la classe inversée avec sa classe de Terminale du Lycée La Colinière de Nantes. L'origine du projet La naissance du projet provient d’une question récurrente : comment rendre efficace le travail personnel de chaque élève ? Ce constat m’est apparu devant le faible taux de réussite sur des exercices d’application à la maison. Il s’agit de passer d’une pédagogie de l’application à une pédagogie de l’implication. Le déroulement de l'activité Idée générale : combiner une pédagogie de classe inversée en s’appuyant sur les outils numériques. Les aspects techniques 95 % des élèves disposent d’une connexion internet personnel, 90 % de smartphones. Les apports du numérique Mon analyse relève des évidences convaincantes du fait que les technologies de l’information peuvent augmenter l’apprentissage quand la pédagogie est de bonne qualité et qu’il y a une bonne concordance entre les outils, les méthodes et les objectifs. Martial Gavaland
CANOPÉ Académie d'Orléans-Tours - Vous avez une minute ? Pour comprendre ... CANOPÉ Académie d'Orléans-Toursle réseau de création et d’accompagnement pédagogiques Accueil > NUMÉRIQUE ÉDUCATIF > Vous avez une minute ? > Vous avez une minute ? Pour comprendre la classe inversée Vous avez une minute ? facebookTwitterGoogle+Envoyer par mail Actualités Culture humaniste - Approche sensible 07 janvier 2016 Toutes les actualités Vous avez une minute ? durée : 1'18" Sites partenaires Réseaux Canopé Sites institutionnels Sites compagnons © Réseau Canopé 2015
12 Rules For Flipping Your Classroom So, you want to begin flipping your classroom. Here are 12 quick rules (tips, really) to help you get started. Below are 12 simple rules to follow when flipping your classroom: To flip or not flip… That is the question. Why do you want to flip a lesson? How will “flipping” benefit your learners? Get 2 Free eBooks Get the eLearning Industry's Articles in your inbox. 3 Excellent Collaborative Task Management Tools for Teachers May 27, 2016 Here are three effective educational tools we want to bring to your attention in today’s post. These are all platforms that you can use in your work as a teacher to create, organize and manage projects, collaborate with colleagues and friends on joint tasks, communicate with your team and keep track of what they are doing and many more. These tools are a great boost to your workflow and will definitely help you enhance your productivity. Also, these apps are available for multiple platforms so you can keep your work synchronized across various devices. 1- Slack Slack is an excellent realtime messaging and collaboration tool. 2- Trello Trello is a great visual platform that allows you to organize and manage your projects the way you like. 3- Asana This is another great application to help you enhance your workflow and increase your productivity.
Managing In-Class Learning Experiences in Flipped Classrooms In this ongoing series focused on flipped and active-learning classrooms, we’re taking a deeper look into how to create successful learning experiences for students. We’ve examined how to encourage students to complete pre-class work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities. Now let’s focus on the challenge of managing the in-person learning environment. By design, flipped classrooms and active-learning environments are dynamic. This “messy” type of learning environment can be challenging for both students and faculty. When you think about flipping a lesson or a class, you must, on some level, embrace the messiness of a dynamic learning environment. Create a system to organize the paperwork. At the beginning of every class, the first member of the group to arrive picks up the folder, takes it to the group, and distributes the paperwork. Develop ways to focus your energy. Use templates. Now it’s your turn!
CLISE2016Moncton, Nouveau-Brunswick, Canada by Annick Arsenault Carter on Prezi 3 Ways to Flip the Classroom | 2016-01-08 I’ve always been tickled by our industry’s obsession with buzzwords and trends. There have been many in my 30-plus years in this industry. My one pet peeve with all this is that we often “brand” first and “define and refine” second. This has gotten us into trouble a few times. Setting expectations and boundaries for learning efforts too early can slow down adoption and inhibit growth. I’m seeing the same thing with the flipped classroom. The exciting potential of the flipped classroom is that, if done right, it can help free the classroom to do what it does best, which is to be a safe environment for experimentation, collaboration, remediation, failure, creative thinking and critical thinking, as well as help employees learn how to become independent self-directed learners. In my travels, having looked at many efforts to flip the classroom, I’ve seen three effective approaches emerge: Flipping before the classroom experience.
Flipped Classroom: Beyond the Videos Last week, I read an interesting blog post by Shelley Blake-Plock titled “The Problem with TED ed.” It got me thinking about the flipped classroom model and how it is being defined. As a blended learning enthusiast, I have played with the flipped classroom model, seen presentations by inspiring educators who flip their classrooms, and even have a chapter dedicated to this topic in my book. However, I am disheartened to hear so many people describe the flipped classroom as a model where teachers must record videos or podcasts for students to view at home. There are many teachers who do not want to record videos either because they don’t have the necessary skills or equipment, their classes don’t include a lot of lecture that can be captured in recordings, or they are camera shy. Too often the conversation surrounding the flipped classroom focuses on the videos- creating them, hosting them, and assessing student understanding of the content via simple questions or summary assignments. 1. 2.