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Flipped Learning: A Response To Five Common Criticisms

Flipped Learning: A Response To Five Common Criticisms
Over the past two 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. Eric Mazur of Harvard University has been researching this type of learning since the early ’90s, and other educators have been applying pieces of the Flipped Learning method for even longer. It is our opinion that one of the reasons this debate exists is because there is no true definition of what Flipped Learning is. With the above framework in mind, we tapped Twitter to learn what educators say are the downsides to implementing the Flipped Learning method, and we have provided our opinions that address the five major criticisms. Implementing the Flipped Learning method makes me, as the teacher, much less important. This could not be further from the truth!

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Quand les "Flipped Classrooms" font tilt ! Quand les "Flipped Classrooms" font tilt ! Marcel Lebrun, Le Grain asbl, 5 Novembre 2013 Il y eut les logiciels éducatifs, les cédéroms, les sites Web, le Web 2.0 … Voici à présent quelques nouveaux concepts qui fleurissent dans les journaux, les revues: plateformes d’eLearning, MOOC, Flipped Classrooms… Nous nous intéresserons principalement au dernier, un concept charnière entre les savoirs-ressources dorénavant partout et en tout temps disponibles et les impératifs de l’accompagnement des apprentissages orientés compétences, devenir socioprofessionnel et contextes mouvants. 1. Le concept, ou en tout cas l’appellation de Flipped Classrooms, est apparu vers 2007 quand deux enseignants en chimie dans l’équivalent de notre niveau secondaire, Jonathan Bergman et Aaron Sams ont découvert le potentiel de vidéos (PowerPoint commentés, Screencast, Podcast …). Elles constituent une rupture par rapport aux formes traditionnelles d’enseignement en auditoire. La classe inversée est: 2. Il propose:

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

Un exemple de « Flipped Classrooms » Un exemple de « Flipped Classrooms » Marcel Lebrun, Le Grain asbl, 5 Novembre 2013 Dans cet article, l’auteur illustre sa présentation des « Flipped Classrooms » par un exemple issu de sa pratique. Un exemple personnel… parmi beaucoup d'autres. Dans un cours donné à des étudiant(e)s de BAC2 PSP (Faculté de Psychologie et des Sciences de l’éducation, UCL), je pratique de plusieurs façons différentes ces techniques de Flipped Classrooms. - Figure 3 - Scénario temporel d’un cours présentant diverses activités de type « Flipped Classrooms » Passons en revue ces 4 activités en les détaillant quelque peu (en faisant référence à la figure 3 qui en donne la cohérence). 1. Il s'agit de proposer à distance la partie transmissive (la « matière ») du cours (via des documents à lire, des podcasts) et d'utiliser le temps en présentiel (en classe) pour des activités ou des interactivités. 2. 3. et 4. Conclusions A propos de l'auteur Marcel Lebrun est professeur à Université Catholique de Louvain. Références

Flip your classroom through reverse instruction Have you ever experienced the unique and rare moment when, after doing something the same way for year and years, you have an epiphany and wonder, "why am I doing it this way?" Most of the time the answer is tradition, that's the way we've always done it. At one time, there probably was a sound, logical, reasonable explanation for the decision to do it that way. I stumbled across an interesting article in THE Journal a little over a year ago and had a moment like I described above. Sams and Bergman were the first people, to my knowledge, to suggest the idea of "reverse instruction." Last year I began implementing reverse instruction into my high school Anatomy & Physiology class. With class time liberated from lectures I was able to incorporate more hands-on activities, projects, and helping students better understand confusing and challenging concepts. I would not say that my first year was a complete success. Reverse Instruction Resources:

Report: Half of University Faculty Have Flipped their Classroom or Will in the Next Year Research | News Report: Half of University Faculty Have Flipped their Classroom or Will in the Next Year Half of university faculty members have deployed the flipped classroom model or plan to within the next 12 months, according to a new survey from the Center for Digital Education and Sonic Foundry. Other key findings of the report include: "Based upon my experience, the benefits of the flipped classroom model far outweigh the challenges, and I've seen the difficulties associated with implementing the model decrease over time as efficiencies are realized," said Ralph Welsh, lecturer at Clemson University, in a prepared statement. "Based on both our research and actual use cases, the flipped classroom model is critical in shifting our educational approach from a passive one to an active one that better prepares college students for their careers ahead by engaging them in the material," said Joe Morris, director of research and analysis, Center for Digital Education, in a news release.

Les huit éléments essentiels d'un bon plan de cours Beth Lewis fait partie de ces blogueurs américains qui ne craignent pas de rappeler les évidences. Enseignante au primaire, elle propose ainsi sur son blogue un billet intitulé "Top 8 Components of a Well-Written Lesson Plan" que l'on traduira par "Les huit éléments essentiels d'un bon plan de cours". Le modèle, même s'il est loin d'être original, mérite d'être adopté ou adapté à ses propres pratiques. les enseignants débutants y trouveront un guide rassurant, et les plus expérimentés l'adopteront pour publier leurs fiches de cours, notamment sur la toile. Le plan de cours proposé par Beth Lewis comprend les éléments suivants : Objectifs et buts (Objectives and Goals). Ils doivent être clairs et surtout, liés aux programmes et instructions officiels. Chaque point fait l'objet d'explications détaillées, assorties d'exemples, sur une page spécifique. Un gabarit de plan de cours, très simple, est téléchargeable sur la page. Top 8 Components of a Well-Written Lesson Plan.

MOOCs – the flipped University? MOOCs are a phenomenon, a wake-up call for Higher Education and wake-up calls, create a sense of urgency, the first step in the process of change. Here are ten MOOC flips that explain why they may be turning traditional Higher Education on its head. 1. Flip from supply to demand As George Siemens says, MOOCs are “a supply response to a demand problem”. 2. Like Lady Gaga, MOOCs are a ‘phenomenon’. 3. Suddenly, we have VOOKs (Vocational MOOCs), HOOKs (High School MOOCs) and African MOOCs. 4. You can’t choose your teachers at school or University but you can with MOOCs. 5. MOOC assessment is flipped in several senses. 6. MOOCs have little to fear from being benchmarked against traditional campus-based courses. 7. Drop-out in MOOCs is not the problem people imagine – it’s a category mistake, taking the old-school concept of high-school drop-out or University drop-out. and applying it wrongly in this new domain. 8. 9. 10.

3 keys to a flipped classroom If you are planning to use the ‘flipped classroom’, then you might want to think about a few key ideas. Background: On Connected Principals Jonathan Martin has written a couple posts on the Flipped Classroom. In his first one, Reverse Instruction: Dan Pink and Karl’s “Fisch Flip”, he says: Increasingly, education’s value-add is and will be in the coaching and troubleshooting when students are applying their learning, and in challenging students to apply their thinking to hands-on learning by doing and teaming: so let’s have them do these things in class, not sit and listen. And in his second post, Advancing the Flip: Developments in Reverse Instruction, he says: Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. And also contrary to my points below… Dr. 1. 2. 3. Dr.

flippingmath | My flipped classroom journey! Agenda personnalisé pour les profs What Educators Are Saying – The Flipped Classroom Model | Reverse Instruction Quotes Thanks to increased national media coverage by leading newspapers, magazines and television, the flipped classroom model is gaining exposure and being implemented in more schools around the world. In fact, flipped classrooms are quickly becoming one of the most talked about education topics of the year. "I Talk to Every Student, in Every Classroom, Every Day." – Jonathon Bergman Leading education and technology innovators have had a lot to say about the positive effect of flipping classrooms. Jac de Haan, educator and founder of Technology with Intention, says: The focus of flipped teaching is different from other examples in that the technology itself is simply a tool for flexible communication that allows educators to differentiate instruction to meet individual student needs and spend more time in the classroom focused on collaboration and higher-order thinking. Aaron Sams and Jonathon Bergman, flipped classroom pioneers and active educators say: Return to the SkillsTutor Homepage

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