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An Annotated List of Flipped Class Tools and Resources

An Annotated List of Flipped Class Tools and Resources
Related:  Pedagogy

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Good for the Soul: Claude Bernard Lectureship #EB2013 | Whizbang P stands for many things in my life. It's my first initial. As a nephrologist, it's liquid gold. It can stand for physician or physiologist, either of which I will admit to. It rarely stands for Physics in my world. Yet Sunday, a packed room experienced Confessions of a Reformed Lecturer, a performance by Eric Mazur, Professor of Physics at Harvard. Last fall I taught my 6 hours of renal pathophysiology using the flipped lecture technique with peer instruction. Several months later the evaluations for my coursework came in. Damn! Turns out a lot of educators, including Eric Mazur, get students who do not appreciate this method. So back to the Bernard presentation or performance (you can view his slides here). Part of this is because we do not engage our brains in lecture. By the end of the hour he had us all convinced that plain old lectures would not do. I swam upstream through the crowd, and Mazur was kind enough to point me to his website, Peer Instruction. Congratulations, Dr.

Great Questions Great Questions These questions are merely suggestions for getting a good conversation going. We encourage you to use the ones you like and to come up with your own. This list is in no particular order. You may choose one of the categories below, or scroll through and read them all. To use our question generator, please click here. Great questions for anyone Who has been the most important person in your life? Friends or Colleagues If you could interview anyone from your life living or dead, but not a celebrity, who would it be and why? Grandparents Where did you grow up? Raising children When did you first find out that you’d be a parent? Parents Do you remember what was going through your head when you first saw me? Growing up When and where were you born? School Did you enjoy school? Love & Relationships Do you have a love of your life? Marriage & Partnerships How did you meet your husband/wife? Working What do you do for a living? Religion Can you tell me about your religious beliefs/spiritual beliefs?

The 2 most powerful flipped classroom tips I have learned so far Stealth Flipper’s class, Fall 2012 (blur purposeful) Won’t students skip my class if my lectures are available online? This is a question that comes up often in the world of higher education, where class attendance is usually not compulsory. One fine day early Fall of 2012, I took this question with me on my walk from my office in the University of Texas at Austin tower to one of the largest auditoriums on campus. I was visiting Stealth Flipper’s class, a large enrollment (n=400) Humanities course for non majors, called Introduction to Ancient Rome. Within the first few minutes of arriving, as I had to jockey for a seat, the answer to my question seemed pretty clear. Now, as I think back on this, I ask myself – “So what? Stealth had not always taught a flipped class. Stealth emphasizes that she liked teaching a large class and “even enjoyed lecturing.” So, when Stealth learned lecture capture via Echo360 was available in her classroom, she decided to try to flip her class. 1. 2. Fig 1.

How to flip the classroom | Flipped Institute Flipping is easy – and with a little thought and planning, teachers can use the flipped model to create engaging learning experiences for their students. This section covers the nuts and bolts of flipping – from creating videos, to introducing the flipped concept, to practical ideas for using class time differently. What are teachers saying? As an English teacher, I have several teaching concepts going at once, so flipping works well for me. The flipped classroom is about making sure that the "voice" most often heard in the classroom is that of the student, not the teacher.

Looking for ‘Flippable’ Moments in Your Class March 25, 2013 By: Barbi Honeycutt, PhD in Instructional Design “How do you determine what can be flipped?” With all of this discussion around flipped classrooms, more instructors are asking this question and wondering when and where flipped strategies are best integrated into the learning environment. Certainly, some topics lend themselves more easily to flipped strategies than others, but every lesson plan has the opportunity for at least one “flippable moment.” The Internet, online textbooks, online lectures, MOOCs, and other resources provide access to endless amounts of content, much of it free. So, back to the original question: How do you determine what can be flipped? Flippable Moment #1: Look for confusion. If this is a lesson you’ve taught before, then you probably know where confusion is likely to occur. Flippable Moment #2: Look for the fundamentals. Flippable Moment #3: Look at your extra credit question. Flippable Moment #4: Look for boredom. Dr. Tags: flipped classroom

Three Good Interactive Visuals on SMAR Model for Teachers July, 2014 In today's post I am sharing with you three interactive visuals on SAMR model created on ThingLink. Besides providing iPad apps that fit in with each of the categories of SAMR: redefinition, augmentation, modification, and substitution, these apps are also hyperlinked so you can access them with one click and right from the visual itself. For more resources on SAMR please see this page. For those you not yet familiar with SAMR model, SAMR was developed by Dr. SubstitutionThis is the stage where you use technology to substitute what you could have done with pen and paper. one popular example of this is using word processor to type a story instead of handwriting it. AugmentationThis is where technology is used to carry out learning tasks in relatively more efficient ways. the technology here only adds value to the assignment and does not transform how it is done, examples of this include using spell checker, grammar checker or electronic dictionary.

A tale of two TEDs | the red pincushion I will start with a disclaimer: I fully realize how lucky I am to have had the opportunity to speak at a TEDx event. I feel honored, mostly unworthy, and very rewarded to have spoken at TEDxStanford. Most days, I am just horrified by my presentation, wishing I hadn’t done it, or wishing I had said a million different things. Other days, I have a take-it-or-leave-it attitude. AND I will also say that TEDxStanford was a truly lovely event. I struggle with the TED umbrella as a whole. That’s where my TEDx experience becomes a tale of two TEDs. Being involved with TEDxStanford led me to the great sense of gratitude I expressed above and concern that my talk would be used to promote the very things I pushed against in my talk (e.g., solutionism, with only the powerful at the table). So, to keep the better tale alive, here is what I hope comes out of my TED talk: 1. 2. 3. 4. Please share your (gentle) thoughts. As promised, here are my favorite presentations/performances from the day: Like this:

RAFT Papers TO: Personnel Director FROM: William Dollar DATE: April xx, 19xx RE: Request for Vacation My name is Dollar, Bill Dollar. I've been on the job for the last twelve months without a break, and I am writing to request a two-week vacation. In considering my request, I think it's essential that you understand exactly how much work we dollar bills have to do during our time of service for the United States Treasury. My journey through the many hands that hold me begins after I leave the Bureau of Engraving and Printing and get sent out to a Federal Reserve Bank. In my case, I went out of our bank with a whole lot of other bills to become part of the day-laborer payroll of a construction company. I went into this very nice woman's purse, but I didn't stay there long. It is true that in some ways my life is easier than it was for dollar bills that came before me, because people use checks, credit cards, debit cards, and other electronic transfers more and more all the time. Sincerely,

The Post-Lecture Classroom: How Will Students Fare? - Robinson Meyer A new study finds moderate student gains in courses where lectures take place at home and "homework" happens in the classroom. If college professors spent less time lecturing, would their students do better? A three-year study examining student performance in a “flipped classroom” — a class in which students watch short lecture videos at home and work on activities during class time — has found statistically significant gains in student performance in “flipped” settings and significant student preference for “flipped” methods. The study, provided exclusively to The Atlantic, is one of the first to examine a “flipped” classroom in the current state of its technology. The study examined three years of a foundational pharmaceutics course, required for all doctor of pharmacy (Pharm.D.) students attending UNC. Students also came to prefer the flipped model to the lecture model. “As I always like to say, we flipped their preference,” Mumper told me. Not that that’s a bad thing.

197 Educational YouTube Channels You Should Know About - InformED : Keep the Lecture, Lose the Lectern Blended classes – mixing traditional and digital teaching – are gaining converts. Doug Fisher came to online teaching by happenstance: A temporary leave from Vanderbilt in 2008 had him scrambling to make arrangements for his popular computer science and engineering database class. MOOCs – massive open online courses – were still in their infancy, so Fisher found no help on the Internet; instead, he taught the course via video-conferencing. Fast-forward five years, and Web-based material has become an integral part of Fisher’s courses, prompting his recent appointment as director of the new Institute for Digital Learning at Vanderbilt, charged with developing the university’s digital learning strategy. Classroom hybridization – also called flipping the lecture – is cropping up in engineering curricula throughout the country, from lone instructors experimenting with the approach to department-wide efforts. Changing the Dynamic Nonetheless, flipping the lecture isn’t universally embraced.