6 Steps To A Flipped Classroom - by Josh Corbat, TeachThought Intern Students today are vastly different from when we were in their shoes. We were brought up on the age-old tradition of lecture, practice, and assessment. Think about it. Self-Directed Learning is the new learning. Students in the age of iPads and Google have been doing this since before they could walk. The Flipped Classroom model (or blended learning model, if that is your cup of tea) is based on very simple, logical principles. My advice to the teacher deciding whether or not to take the leap to the Flipped Classroom is just this: If you decide to go for it, there is no turning back. If you’ve made it this far, I’m guessing you’re truly interested in giving this a try. At any rate, here is one approach to flipping your classroom. Step 1: Decide which technology you will use. Low tech or high tech? The videos themselves are not meant to be worthy of the silver screen. There are so many ways you can flip your lectures. Step 3: Make your videos!
The Chilean muralists who defied Pinochet Media playback is unsupported on your device Walk around the side of the GAM, the main cultural centre in the Chilean capital Santiago, and you come across a striking mural, 25m (80ft) wide and 3m high, covering an entire wall. In bold, bright colours, it shows a copper miner, a student, a fisherman and a member of Chile's largest indigenous community, the Mapuche. Wander down the road to the headquarters of the CUT, the country's main trade union federation, and you find another mural overlooking a courtyard. Both walls are painted in the same distinctive style. The red, white and blue Chilean flag is used as a motif. Both murals, and many like them elsewhere in Chile, are the work of the Brigada Ramona Parra (BRP), one of Latin America's most remarkable and resilient artistic collectives. Founded in 1968 by a group of young Chilean communists, the BRP took its name from Ramona Parra, a 19-year-old woman shot dead by the police during a protest in Santiago in 1946. 'R' for resistance
Video Lesson Guidelines 5 Critical Mistakes Schools Make With iPads (And How To Correct Them) Over the last few years K-12 schools and districts across the country have been investing heavily in iPads for classroom use . EdTechTeacher has been leading iPad professional development at many of these schools and we’ve seen firsthand how they approach iPad integration. While we’ve witnessed many effective approaches to incorporating iPads successfully in the classroom, we’re struck by the common mistakes many schools are making with iPads, mistakes that are in some cases crippling the success of these initiatives. We’re sharing these common challenges with you, so your school doesn’t have to make them. 1) Focusing on content apps The most common mistake teachers make with iPads is focusing on subject-specific apps. It simply didn’t occur to him use the VoiceThread app to record his students speaking Latin, or perhaps create a collaborative discussion of Cicero. And we don’t introduce a single subject app. 2) Lack of Teacher Preparation in Classroom Management of iPads It doesn’t.
Flipped Classroom How flipping works for you Save time; stop repeating yourself Record re-usable video lessons, so you don't have to do it again next year. It's easy to make minor updates to perfect lessons over time once the initial recording is done. Let students take control of their learning Not all students learn at the same pace. Spend more time with students Build stronger student-teacher relationships, and promote higher level thinking. Other teachers are doing it, you can too Stacey Roshan found that the traditional classroom model wasn't cutting it for her AP students, so she flipped her class. Watch Stacey's Story Crystal Kirch started using videos as instructional tools in her class but soon realized the real value of flipping lectures was being able to spend more face-to-face time with students. Read Crystal's Story Tools You Can Use
When Homework is a Waste of Time We often hear passionate arguments about how American students have too much homework, or too little. But I believe that we ought to be asking a different question altogether. What should matter to parents and educators is this: How effectively do children’s after-school assignments advance learning? The evidence suggests that as of now, homework isn’t making the grade. Although surveys show that the amount of time our children spend on homework has risen over the past three decades, American students are mired in the middle of international academic rankings: 17th in reading, 23rd in science, and 31st in math, according to the latest results from the Program for International Student Assessment (PISA). (MORE: School Has Become Too Hostile to Boys) Fortunately, research is available to help parents, teachers and school administrators make homework smarter, although these particular innovations have yet to be applied outside the classroom. (MORE: The Problem with Prize Culture)
The Flipped Class Manifest Photo: Document with Red Line by Dukeii (Editor's Note: The conversation and interest in the flipped class continues . . . From our very first post about this topic in January 2011 to date (3/30/13), The Daily Riff has received 250,000+ views to related posts which are linked below - extending to over 100 countries. Today's post is authored by eight notable advocates for the flipped classroom. Thanks goes to our guest post contributors, and of course, our avid readers. Disclosure: The Daily Riff is not financially affiliated in any way with the flipped class. - C.J. "The Flipped Classroom is an intentional shift of content which in turn helps move students back to the center of learning rather than the products of schooling." The Flipped Class Manifest The "Flipped Classroom" is a term that has recently taken root in education. What Does "Flip" Imply? "Flip" is a verb. What Do Classes Look Like? How Does a Flipped Classroom Fit into Instruction? Final Thoughts AuthorsBrian E.
Russell Poldrack: Are "Learning Styles" Important In Teaching Methods? We've all heard it before: "I am a visual learner," "My child is a verbal learner," and so on. The idea that there are different learning styles, and that education works best when it meshes with an individual's learning style, are deeply embedded in our culture. It's also big business, with several companies selling tests for different learning styles and training for teachers to use them. However, a recently published report suggests that the idea of "learning styles" may just be another example of our inability to accurately observe how our own minds work. The authors of this report, all of whom are influential cognitive psychologists but none of whom have done research on learning styles before, examined the published research literature for studies that showed that learning was better when material was learned in a way that meshed with the learner's strategy. It's also important to point out that the authors of this report are not saying that learning styles are not real.
Flipping the classroom | Giovanni Bonaiuti Da qualche tempo, in rete, si parla con insistenza di “flipped classroom model”. Il nome è intrigante ed ho pensato valesse la pena provare a capire meglio… Si tratta di una modalità di insegnamento (supportata da tecnologie) in cui si invertono i tempi e i modi di lavoro. Non è tanto la classe ad essere “capovolta” quanto il normale schema di lavoro in classe. Modello tradizionale I problemi derivanti da questo tipo di impostazione sono da anni al centro di un teso dibattito accompagnato da innumerevoli proposte alternative, in particolare di stampo costruttivista (apprendimento cooperativo, lavoro di gruppo, problem based learning, ecc.) e da altrettante critiche all’efficacia di queste alternative (dispersività, complessità nella realizzazione, tempi lunghi, dubbi sui risultati, ecc.). Modello “flipped classroom” L’idea di far seguire la lezione alla visione di materiali didattici non è particolarmente originale (di fatto è una delle tante forme che può assumere il blended learning).
The Myth of Multitasking Christine Rosen In one of the many letters he wrote to his son in the 1740s, Lord Chesterfield offered the following advice: “There is time enough for everything in the course of the day, if you do but one thing at once, but there is not time enough in the year, if you will do two things at a time.” To Chesterfield, singular focus was not merely a practical way to structure one’s time; it was a mark of intelligence. “This steady and undissipated attention to one object, is a sure mark of a superior genius; as hurry, bustle, and agitation, are the never-failing symptoms of a weak and frivolous mind.” In modern times, hurry, bustle, and agitation have become a regular way of life for many people — so much so that we have embraced a word to describe our efforts to respond to the many pressing demands on our time: multitasking. In the late 1990s and early 2000s, one sensed a kind of exuberance about the possibilities of multitasking. Dr. Changing Our Brains Other experts aren’t so sure.
Flipped classroom - l'insegnamento capovolto All'estero se ne parla già da un po' di tempo, da noi invece decisamente da molto meno. Mi riferisco a Flipped classroom, letteralmente insegnamento capovolto, nel senso che si utilizzano le nuove tecnologie per capovolgere letteralmente i paradigmi dell'insegnamento. In pratica si realizza un trasferimento della responsabilità e della titolarità dell’apprendimento dal docente agli studenti. Questi ultimi controllano direttamente le modalità di apprendimento dei contenuti, i tempi e la valutazione. Gli insegnanti rappresentano guide e supporti per comprendere piuttosto che dispensatori di conoscenze e i loro alunni diventano autentici protagonisti del proprio percorso di apprendimento, piuttosto che contenitori di nozioni. Sopra potete apprezzare la presentazione realizzata dalla collega Laura Antichi in cui viene illustrata in maniera dettagliata questa metodologia didattica. Articoli correlati