The Flipped Classroom Guide for Teachers As technology becomes increasingly common in instruction at all levels of education from kindergarten to college, the modern classroom is changing. The traditional teacher-centered classroom is falling away to give students a student-centered classroom where collaborative learning is stressed. One way educators are effectively utilizing online learning and changing the way they teach is by flipping their classrooms. What is a Flipped Classroom? High school teachers Aaron Sanns and Jonathan Bergman were the first to flip their classrooms. While a traditional classroom is teacher-centered, a Fipped Classroom is student-centered. The Flipped Classroom model might sound like new-age mumbo jumbo to you, but it has been proven to be effective even in the most difficult classrooms. Unlike the traditional classroom model, a Flipped Classroom puts students in charge of their own learning. This means all students are not working on the same area at the same time in and out of the classroom.
7 Ways to Increase Your Creativity Let’s get this out of the way to begin with: you are creative! Creativity is a governing force in humanity – an innate function of the mind. It is, at its essence, your outward expression of an inward thought or emotion. This means that there are two hindrances that can limit your creativity: an internal barrier that limits your imagination and inspiration, and an external barrier that limits your expression or presentation of your creativity. (Image Source: entrepreneurthearts.com) In either or these instances, there are simple but very effective techniques you can use to get your creativity flowing. Recommended Reading: Ways To Motivate Yourself When You’re Running Low Find Your Source Finding your source of inspiration (or "muse") is the doorway to your creativity. (Image Source: Fotolia) Your muse can be found in nature, in people, in music, in a memory, or in a particular situation. Search out and take note of anything that makes you say, "I want to do that!" What’s your source?
RU= So what’s all the fuss about “flipping”? Flipping the classroom means using Web-enabled instructional strategies that allow educators to spend class time interacting with students rather than lecturing. Most often, this involves assigning students an instructional video to watch online as homework, while problem-solving or other hands-on work occurs class time. The motivation behind flipping is that students can receive more one-on-one attention from the classroom teacher if they are actively working on an assignment in class. In addition to watching videos, students (if the school has arranged a platform ahead of time) can do practice exercises and complete assessments from any computer with Web access. To explore the concept in depth, read Flip Your Classroom: Reach Every Student in Every Class Every Day, by classroom-flipping pioneers Aaron Sams and Jonathan Bergmann. Benefits of a flipped classroom include: Students experience less frustration.
Faire la classe mais à l’envers : la «flipped classroom»: Service de soutien à la formation - Université de Sherbrooke Jusqu’où l’intégration des technologies changera-t-elle l’enseignement? À en croire les partisans de cette tendance d’origine américaine, jusqu’à renverser l’ordre habituel de fonctionnement quant à ce qui est appris à l’intérieur et à l’extérieur de la classe… Les sources que nous avons consultées définissent la flipped classroom comme une approche pédagogique consistant à inverser et à adapter les activités d’apprentissage traditionnellement proposées aux étudiantes et étudiants en utilisant en alternance la formation à distance et la formation en classe pour prendre avantage des forces de chacune. Dans ce modèle, les contenus de cours sont livrés au moyen de ressources consultables en ligne – le plus souvent des capsules vidéo – et le temps de classe est exclusivement consacré à des projets d’équipe, à des échanges avec l’enseignant et entre pairs, à des exercices pratiques et autres activités de collaboration. Le slogan des concepteurs : Class is for conversation, not dissemination.
Freelancers: 3 Ways to Motivate Yourself When You’re Running Low As freelance designers, self-discipline is one essential characteristic to cultivate. Granted that you have the benefits of a flexible timetable, it is highly critical for you to be firm in your daily dealings to keep your business going well. Maintaining high motivation for your work is hence a topmost priority. (Image Source: Fotolia) But hey, who doesn’t have the downtime? As a part-time freelance blogger myself, I could relate to a few common issues regarding the lack of motivation. 1. When you remind yourself what was it that drew you into the circle of freelancers, you would be grateful that you got into where you are now even if things are going really tight. (Image Source: Fotolia) That said, it’s easy to fall into the trap of not following up with the client on time. Not only does that affect your income, it also affects your reputation among the other freelancers. 2. It’s easy to lose your creative sense when you’re kept busy by deadlines. (Image Source: Fotolia) 3.
RU= Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped-classroom model, or how it will "solve" many of the problems of education. It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It also creates the opportunity for differentiated roles to meet the needs of students through a variety of instructional activities. 1) Need to Know How are you creating a need to know the content that is recorded? 2) Engaging Models One of the best way to create the "need to know" is to use a pedagogical model that demands this. 3) Technology What technology do you have to support the flipped classroom? 4) Reflection 5) Time and Place Do you have structures to support this? I know I may have "upset the apple cart" for those who love the flipped classroom.
EdCan-2006-v46-n1-Gauthier.pdf A Brief Guide to Learning Faster (and Better) Note: This is a long article (4000+ words), I suggest bookmarking it for later if you don’t have time to read it all right now. I spend a lot of time thinking about how to learn faster. The biggest reason I do this is because it’s important. With so much knowledge out there, the answers to most of our biggest problems are out there, but they’re useless if we don’t understand them. People who can grok hard subjects and big ideas will earn more money, live better and have a bigger impact on the world. The second, and admittedly more selfish reason, is that most of my income now comes from working with students. Today I’d like to share with you some of what works. I’ve split this rather long article into three sections to make things a bit easier, feel free to jump to particular sections: How to Learn Faster – The basics of learning betterHow to Learn Anything – Rules of thumb to master hard subjectsTactics for Learning Better – Specific methods to learn faster How to Learn Faster
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Blog de M@rcel : des technologies et des pédagogies qui travaillent ensemble Introduction : répondre ou débattre Ce billet portera sur la contribution de deux collègues, Alain Beitone et Margaux Osenda, qui ont publié « La pédagogie inversée : une pédagogie archaïque » (des extraits de cet article seront proposés en bleu ci-dessous) Il ne s’agit pas pour moi de « répondre » à leurs arguments ou de les démonter en tentant de démontrer combien le propos serait incorrect, inapproprié, fallacieux … Je l’ai souvent dit : en matière d’innovation (gardons ce concept pour le moment), il me paraît important de considérer tous les points de vue même ceux envers lesquels, personnellement et subjectivement, on ne peut d’emblée marquer son accord. En effet, les propos des thuriféraires et autres évangélistes doivent être considérés avec circonspection voire méfiance, ceux des « grognons » (comme je les appelle chaleureusement) avec attention en ce qui concerne les alarmes qu’ils nous envoient. La classe inversée n’a rien d’innovant ! Introduction I.1. I.2. I.3.