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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.

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

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.

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.

The Flipped Class: Myths vs. Reality Editor's Note: On the heels of our viral posts in over 100 countries about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic. The timing couldn't have been more perfect since he was about to leave for a conference about you-guessed-it, the flipped class. Here is Part 1 of our three part series The Daily Riff. See Part 2 and 3 links below. - C.J. Westerberg The Flipped Class: What it is and What it is Not by Jon Bergmann, Jerry Overmyer and Brett Wilie There has been a lot of interest in the flipped classroom. The traditional definition of a flipped class is: The Flipped Classroom is NOT: A synonym for online videos. Originally published The Daily Riff July 2011 Jon Bergmann is one of the first teachers to flip his classroom and has recently co-authored a book on the the Flipped Class which is to be published by ISTE press. Video Montage from Conference Below

The Flipped Classroom: Pro and Con I recently attended the ISTE conference in San Diego, CA. While I was only there for about 36 hours, it was easy for me to pick up on one of the hottest topics for the three-day event. The "flipped classroom" was being discussed in social lounges, in conference sessions, on the exhibit floor, on the hashtag and even at dinner. People wanted to know what it was, what it wasn't, how it's done and why it works. Others wanted to sing its praises and often included a vignette about how it works in their classroom and how it transformed learning for their students. What It Is According to the description on ASCD's page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day, by flipped classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class." What It Isn't Why It Works Why It Doesn't Work Why It's Nothing New Why It Matters

The foreign language flip class formula | Reflipping the flipped Often I have been asked questions such as: What is the flip class formula? or Won’t you share your formula with us? So, probably this is as good a time as any to answer these questions and share the foreign language flip class formula once and for all. Here it goes… There is no flip class formula….ta da! I’m sorry! You might have to customize my process quite a bit according to your teaching philosophy, your school and your students. The first and most important thing you need to do to CYOFF is research, research, research. You can view and read more resources here: Alternately, to research my entire collection of flipped/blended resources go here Don’t just read/view resources from language teachers, read articles from any flipper educator. Image Credit

Khan Academy and the Effectiveness of Science Videos This must-watch video is from our friend Derek Muller, physics educator and science video blogger. Derek writes: It is a common view that “if only someone could break this down and explain it clearly enough, more students would understand.” Khan Academy is a great example of this approach with its clear, concise videos on science. However it is debatable whether they really work. Research has shown that these types of videos may be positively received by students. The apparent reason for the discrepancy is misconceptions. There is hope, however. References 2008 Muller, D. 2008 Muller, D. 2008 Muller, D. 2007 Muller, D. The implication of Derek’s research, both for online science videos and for in-the-classroom science lessons, are obvious. Like this: Like Loading...