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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 Can All Classroom Lessons be Flipped? I’ve been following articles on the Flipped Classroom Model for some time now. Because my school has a 1:1 MacBook Pro environment, flipped classrooms are very feasible – students have continual access to technology both at home and at school. While I see the advantages of a Flipped Classroom, I note weaknesses that must be addressed. In a Flipped Classroom, students view instructional videos at home. My concern is that proponents of Flipped Classrooms implement an “all or nothing” approach. I propose that educators start talking more about Flipped Lessons than Flipped Classrooms. By discussing Flipped Lessons, the idea of video lecture and active classroom learning becomes one more powerful tool in an educator’s toolbox. Flipped Lessons enable teachers to better differentiate instruction within the classroom. When videos are viewed in the classroom rather than at home, students can be paired to watch lectures. Like this: Like Loading...

Structuring materials for online learning: A conceptual model Last September ScHARR (School of Health and Related Research) here at the university offered a brand new programme for distance learning, online postgraduate study: the MSc in International Health Technology Assessment, Pricing and Reimbursement. Catchy title! The course can be taken as a full MSc, Diploma, Certificate or even single module options. It is delivered entirely online as a part-time course for working students. The pedagogical model was derived from the author’s own work for the UK Higher Education Academy (HEA) evaluating student experience within this population (Carroll 2011, 2009). One of the findings of this work was that working students, under pressure from work and domestic responsibilities, responded better, i.e. felt greater control of their learning, when the time available for completing exercises and interacting was not always restricted to a single week. Weeks 1-2 might consist of: Weeks 3-4 might then consist of : Chris Carroll and Luke Miller

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.

eSchool News » Flipped learning: A response to five common criticisms » Print One of the reasons this debate exists is because there is no true definition of what “flipped learning” is. Over the past few years, the Flipped Learning method has created quite a stir. Some argue that this teaching method will completely transform education, while others say it is simply an opportunity for boring lectures to be viewed in new locations. While the debate goes on, the concept of Flipped Learning is not entirely new. Dr. It’s our opinion that one of the reasons this debate exists is because there is no true definition of what Flipped Learning is. Dr.

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.

Ideas About the Flipped Classroom 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. 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. I wish the conversation focused more on what actually happens in a flipped classroom. Blake-Plock makes a strong point when he says we learn by “doing.” 1. 2. 3.

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)