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The truth about flipped learning

The truth about flipped learning
By Aaron Sams and Brian Bennett Read more by Contributor May 31st, 2012 Ultimately, flipped learning is not about flipping the “when and where” instruction is delivered; it’s about flipping the attention away from the teacher and toward the learner. A flipped classroom is all about watching videos at home and then doing worksheets in class, right? Wrong! Consider carefully the assumptions and sources behind this oversimplified description. Is this the definition promoted by practitioners of flipped classrooms, or sound bites gleaned from short news articles? Many assumptions and misconceptions around the flipped class concept are circulating in educational and popular media. Assumption: Videos have to be assigned as homework. Although video is often used by teachers who flip their class, it is not a prerequisite, and by no means must a video be assigned as homework each night. Resulting misconception: Videos are just recorded lectures. Related:  Flipped Classroom

Flipped Classroom Higher Education Teachers: Involve parents in the flipped classroom, too By Graham Johnson Read more by Contributor October 26th, 2012 At the beginning of each semester I spend time speaking to my students about what the flipped classroom is: a significant change over the way students have previously been taught. As a result, I explain what the benefits of the flipped classroom are, what an average day will look like, and how students will be assessed, among many other things. I work hard to paint a positive picture to get students on my side. And change can be scary! “We get to use our cell phones?” Absolutely! For more news about flipped learning, see:New developments enhance school video useHow TED-Ed is helping to amplify instructionThe truth about flipped learningHow to make videos your students will love “We move at our own pace in class?” That’s right! “We’re encouraged to talk in class?” You bet! This year marks my second year as a flipped classroom teacher.

The Evolution of Classroom Technology Classrooms have come a long way. There’s been an exponential growth in educational technology advancement over the past few years. From overhead projectors to iPads, it’s important to understand not only what’s coming next but also where it all started. We’ve certainly come a long way but some things seem hauntingly similar to many years ago. For example, Thomas Edison said in 1925 that “books will soon be obsolete in schools. Scholars will soon be instructed through the eye.” Also in 1925, there were “schools of the air” that delivered lessons to millions of students simultaneously. Here’s a brief look at the evolution of classroom technology. c. 1650 – The Horn-Book Wooden paddles with printed lessons were popular in the colonial era. c. 1850 – 1870 – Ferule This is a pointer and also a corporal punishment device. 1870 – Magic Lantern The precursor to a slide projector, the ‘magic lantern’ projected images printed on glass plates and showed them in darkened rooms to students. B.

How a flipped classroom flipped a student's perspective By Kylie McAuley Read more by Contributor February 15th, 2013 A flipped classroom changed one student’s outlook. The idea of graduating high school is supposed to be exciting: the beginning of a brand new life filled with experience and opportunity. You see, I wasn’t a great student. On the first day of classes in my junior year, the principal explained to us that school would no longer be as it once was: our teachers would “flip” the way that they taught. (Next page: How the new format worked in practice) Étudiants plagiaires : l'Université vous donne carte blanche Le maître de conférences à l'Université Paris 8 Jean-Noël Darde a publié sur son site Archéologie du copier-coller un article, éminemment dérangeant, qui révèle que plusieurs thèses mises en ligne sur le site de l'Atelier national de Reproduction des Thèses (ANRT) sont... des plagiats avérés. Le plus inquiétant ne réside pas là : tout le contenu pris en charge par l'ANRT est auparavant validé par les jurys et autres commissions universitaires, qui semblent finalement peu regardants sur la légitimité des travaux qui leur sont proposés. Après une lecture attentive et pointilleuse de trois thèses incriminées, l'Archéologie du copier-coller est en mesure de présenter une liste exhaustive des « sources » joyeusement pillées par les auteurs plagiaires (l'une des thèses, avec passages surlignés, est disponible ici) : quand les passages ne sont pas recopiés mot pour mot, la construction est si alambiquée qu'elle ne laisse planer aucun doute sur l'artisanat du patchwork qui la sous-tend.

With flipped learning, how to make sure students are doing the work In-video quizzes answer the question: ‘Who is doing their homework?’ and help direct the focus of class By Stacey Roshan Read more by Contributor June 10th, 2013 Stacey Roshan has found that flipping her math class leads to more powerful classroom interactions. In the three years that my advanced math classes have been flipped, I have been able to get to know my students, as individuals, better than I have ever been able to before. So, why isn’t everyone flipping? Flipped class methods differ, so let me define mine: In my classes, most students watch videos on their laptops (and some on an iPad), at home. But it’s not simply: lecture at home on video and homework in class. (Next page: How in-video quizzes can help)

Open Data (3/4) : L’enjeu de la coproduction Par Hubert Guillaud le 06/06/12 | 3 commentaires | 2,747 lectures | Impression Au-delà des producteurs de données et d’un public de geeks à la recherche de moyens de développements, la question de l’Open Data ne mobilise pas les foules, malgré l’effort de mobilisation et d’animation autour de la question qui anime tous les acteurs publics qui ont publié des jeux de données. Comment élargir le cercle de ceux qui s’intéressent aux données ? Comment mettre les habitants, les associations en capacité d’agir avec les données ? Comment leur fournir les outils, leur mettre à disposition compétences et ressources ? Coproduire pour ouvrir Open Street Map est une base de donnée géographique libre et gratuite, rappelle son président, Gaël Musquet (@ratzillas). Image : la page d’accueil d’Open Street Map France. OSM se présente comme un moyen d’accéder à la cartographie par tous et pour tous, explique son président. Coproduire la transparence Structurer la communauté de l’Open Data Hubert Guillaud

Creating videos for flipped learning By Meris Stansbury, Associate Editor @eSN_Meris Read more by Meris Stansbury Learn how to create education videos for students through vodcasting, a cheap and easy way to flip classes. It’s one thing to tell educators to make videos of their lessons. It’s another thing to know where to start. In a recent edweb.net webinar, “Motivating Students to Communicate through Vodcasting,” veteran educator Shannon Holden discussed how he has created video and taught interested educators how to create one of the key components to flipped learning. Flipped learning, or delivering instruction outside the classroom using video, has been a growing trend in districts over the past year. “Interested in flipped learning? (Take our poll on Page 3.

Crise sociale - Le long souffle du printemps érable Vous connaissez le trille rouge, cette vivace extraordinaire à floraison printanière de nos sous-bois ? Elle peut demeurer dans le sol durant des années sans qu’on la remarque. Ses graines doivent survivre à plusieurs hivers rigoureux avant qu’elle puisse enfin germer. Elle ne fleurira que 10 ans plus tard. Ne possédant pas de nectar, elle utilise des stratégies créatives de pollinisation. Le trille rouge est à l’image du mouvement étudiant au sein de la société. Les causes profondes Il y a longtemps que le « printemps érable » se prépare, et pas seulement pour le trille rouge. Depuis plus d’une décennie, certains diront trois, de longs hivers rigoureux nous avaient comme endormis. De manière insidieuse, nous sommes devenus les variables d’un marché en tant que « ressource humaine », « producteur de biens ou de services », « investisseur », « consommateur » et « bénéficiaire ». Ce « moindre coût » a pourtant un prix, tant environnemental que social. La goutte qui a fait déborder le vase

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