Flipped Classroom A New Learning Revolution There has been a growing buzz around a recently coined phrase " Flipped Classroom". This term starts to take root in education as more and more educators are discovering it. So what is this all about and what are its advantages in learning and teaching? Flipped Classroom is an inverted method of instruction where teaching and learning take place online outside of the class while homework is done in the classroom. Flipped Classroom shifts the learning responsibility and ownership from the teacher's hands into the students'. Flipped Classroom depends a lot on educational technology and web 2.0 tools such as podcasting and screencasting applications. "In most Flipped Classrooms, there is an active and intentional transfer of some of the information delivery to outside of the classroom with the goal of freeing up time to make better use of the face-to-face interaction in school. A direct and concrete example of Flipped Classroom concept is the popular Khan Academy.
Creating Learning Experiences That Connect, Inspire, and Engage Photo by Beth Kanter, Net Funders Conference, October, 2011 A few days ago I opened the door on a new learning journey. I am very excited about upcoming peer learning projects that I’m working on in 2012, including several for Packard grantees in India, Pakistan, and Africa as well as the e-Mediat project in the Middle East. It is a great opportunity to ponder the question: How to design and deliver learning experiences for nonprofits that connect, inspire, and engage? What are the best practices? Content Delivery Is Not Learning On New Year’s Day, I heard a story on NPR about some research on instructional techniques used by many college professors – the lecture and how it is less effective in an age information abundance. Illustration by Beth Kanter I’ve known this for years, ever since I read Richard Mayer‘s educational research in his book, The Handbook of Multi-Media Learning. The NPR story was part of a series called “Don’t Lecture Me“. That’s the theory at least. Techniques 1. 2. 3.
Interacting with our Interactive Whiteboard « Catching Readers Before They Fall Sharing our writing on the SMARTboard through a document camera “The principle goal of education is to create men and women who are capable of doing new things, not simply repeating what other generations have done.” - Jean Piaget (quote taken from Literacy Smarts) I am fortunate to teach in a school where each classroom has a SMARTboard – an interactive white board mounted to the wall. I’ve challenged myself to find ways to use this technology tool to engage my students and move beyond simply using it as a projector screen or a digital worksheet. This is the fourth year I’ve had access to an interactive whiteboard and I’m continuing to learn so much from my colleagues, my students, a few workshops and simply playing around with the tools. Morning Message 1. Every day I write a morning message in the form of a letter on the SMARTboard for us to interact with. Exploring an alphabet poster on the SMARTboard 2. Watching a video clip of seals in Seattle from a student blog 3. 4. Like this:
7 Habits Of Highly-Effective Teachers Who Effectively Use Technology 7 Characteristics Of Teachers Who Effectively Use Technology by TeachThought Staff Ed note: This post has been updated with an updated visual from Sylvia Duckworth, who took our graphic from alwaysprepped.com (now getalma) post and created the above visual. It is also sporting a new title, as the “habits of” is a trademarked term. As such, the new graphic and phrasing appears below. In most ways, teachers that use technology in the classroom aren’t much different than those that don’t. Any teacher worth their salt assesses, and then revises planned instruction based on data from those assessments. They manage their classroom in a way that works for them, create a positive learning environment, and (great teachers especially) collaborate with a variety of stakeholders to make sure every humanly possible attempt is made to meet all students need. They care about learning more than tools, people more than curriculum, and questions more than answers. 1. 2. 3. 4. 5. 6. 7.
Students using their cellphones to learn Do you let your students have their cellphones on in your class or do you ask them to turn them off ? Cellphones have not been well received in the educational arena because they are considered a distracting "toy" . But cellphones are an essencial item in the screen agers' lives. So, as educators, let's understand and explore with our students the possibilities cellphones offer to include them in our classes. You can start with very simple tasks such as taking photos with a purpose such as to illustrate a piece of writing. When I attended Virtual Educa Buenos Aires, there was a workshop called "Short-films" using cellphones. Watch the 2010 winning short film to have an idea of how creative students may be :) You will find plenty of tips and ideas about the topic in the following links: to make a cellphone fill in 5 easy
Icebreakers Brief Description Icebreakers are short group activities that allow the various people inside a new group:to get to know each other;to become more comfortable with discussing the topic of groupwork; orto become more comfortable with expressing dissenting views. History (if applicable) When to use Use icebreakers at the start of a group activity to engage them to get to know each other and establish relationships for the rest of the gathering. How to use The facilitator invites all the participants to take part in the icebreaker. Tips and Lessons Learnt The facilitator should keep time so that the icebreaker does not eat too much of the time set for the meeting itself but also allow enough time for the participants to get to know each other and interact until they feel comfortable with one another. Examples & Stories From KM4Dev Discussions:Marc Steinlin: "Today I have just opened the Inter-agency Conference on Local Economic Development. Who can tell me more? (add your name/contact email) Tags
Kids Teaching Kids | Primary Preoccupation For a long time, I’ve known that kids learn best from other kids, and I’ve tried to incorporate this into what we do in my classroom. Last year, I taught what I thought were some great lessons about the difference between needs and wants. At the end of the unit, I asked the students to use a Common Craft-style video to show the difference between the two. When I reviewed the videos, it was clear to me that despite my brilliant teaching, three of my students obviously did not yet understand the concept. It was like the lights came on. In no time, those three students were able to create a new video that showed me that they, too, understood what the difference was between the two ideas. Last week flu season hit my classroom in a big way. I asked those students who were present to be the teachers for those who couldn’t be there. The students were all motivated by the idea of being the instructors. Hopefully, most of my students will be back next week.
Teachers And Social Media: Finding Your Comfort Zone by Dawn Casey-Rowe, Social Studies & Educational Technology Teacher Teachers And Social Media: Finding Your Comfort Zone “You’re a teacher. My friend was serious–and concerned. Social media has the potential to strike fear in the hearts of many educators. As more and more teachers reach out in the public sphere, they wonder if this leaves them overexposed, and if so, the best practices that they should use. “Well,” I reply, “I want them to use my Learnist boards, and there’s nothing I wouldn’t say in public on my blog, though I’m not sure the topics are of interest to them. The payoffs are huge. I now have a PLN, (Professional Learning Network) of national experts in education, tech, writing, blogging, social media, sustainability–any interest I develop. If you’re just jumping into social media, you might appreciate the following Learnist resources. Teachers & Social Media: 6 Resources For Finding Your Comfort Zone 1. These blogs are by teachers on the subject of teaching. 2. 3. 5. 6.
The A-Z Dictionary of Educational Twitter Hashtags Whether you’re a new or seasoned Twitter user, you likely come across confusing hashtags that probably look like a bunch of nonsense. First, What’s A Hashtag? The # symbol, called a hashtag, is used to mark keyword or topic in a Tweet. Any Twitter user can categorize or follow topics with hashtags.Those hashtags (usually) mean something and are a great way to get a tweet to appear in search results or discussion monitoring. For example, the popular #edchat hashtag is used by thousands of users every Tuesday. It makes it easy (sort of) for people to monitor what’s happening in the conversation rather than having to try and guess what topics you should search for. How To Hide Your Hashtag Chat From Followers When having a Twitter #hashtag chat, if you want to avoid overwhelming your followers, start any tweet you want to “hide” with @HideChat or (one character shorter) @HideTag . You don’t need to do this with all your chat tweets (though you could). Sources The Most Popular Hashtags
Create a Personal Learning Network Creating a Personal Learning Network (PLN) What is a PLN? A PLN is a way for you to make connections and share ideas and resources. Lots of Great Resources on Personal Learning Networks Quotes about PLN's: @kylepace:Because of this PLN,not only do I grow professionally, but I have made professional connections and friendships around the world @wmchamberlain: #edchat a PLN lets us access the best of the best, not just someone close by. @djainslie: My PLN opened the world to me 'the world is open' @JasonFlom: PLN's flatten the world, removing barriers to collaboration, corroboration, and general camaraderie. @wmchamberlain: #edchat a pln gives me hundreds of intelligent people to solve my problem. @cybraryman1: A PLN is a collection of interconnected minds that share ideas and information. Functions of a PLN: Connect - Collaborate - Contribute Benefits of a PLN: Teachers become: Aware, Connected, Empowered, Confident, LEARNERS! How to get started with a PLN: are great places to start.
2011 Lesson #8 – Knowing and growing the tribe: some amazing educators 21st century learning - the best! Isn’t Twitter amazing! I have been in schools since 1978. I suspect that if we can effectively harness the collective energy and experiences of this new tribe, we might have the capacity to establish fresh vision for learning. This blog is to share some of the people who have shaped my thinking this year – and I’d love to hear of your experiences and contacts. Conferences WISE – I had never heard about this summit before June this year. Some amazing educators I have met on the global road this year (an apologies if I leave some out): Charles Leadbeater (@wethink) – Charles is one of those people whose name is revered globally – I guess largely as a result of his outstanding TED sessions. Dr Becky Parker (@langtonstar) – is an inspirational Physics teacher from Simon Langton Grammar School: Becky is passionate, engaging and I think seemingly single handedly churning out 1% of the entire UK physics entrants to university.
Google Forms for Teachers- A Must Read Guide In today's post, we are sharing with you one of the best and simplest guides I have ever read on Google Forms. This visual tutorial is created by Eric Curts and covers a wide range of tips and tricks on anything you need to know about Google Forms. Check it out and, as usual, your feedback is most welcome. Enjoy Here is a cursory look on the table of content of this guide : What is Google Forms? The social capital of accreditation in higher education (#change11) [Image retrieved from 25 January 2012] Following from this week’s post “The selfish giant and the unlocking of the gates of higher education” and the discussions that followed from it; I realised that there is more to the issue of accreditation than is often on the table (whether a banquet table at one of the elite universities, or a kitchen table in a far-off place of which the World Bank and those responsible for university rankings have not heard of). This discussion arises from discussions around the “Unlocking the gates”. I don’t dispute that some open courseware experiences and moocs are on the same and often higher standard than accredited courses at higher education institutions. So why does accreditation (still) matter to thousands of students registering for accredited courses and programmes? The following non-definitive list of pointers provides glimpses of what is behind the power and lure of accreditation…