Flipping with Kirch 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. However, I am disheartened to hear so many people describe the flipped classroom as a model where teachers must record videos or podcasts for students to view at home. 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. 1. 2.
What the flip? Exploring technologies to support a flipped classroom by @katessoper A flipped classroom is one where the lectures become the homework and the traditional homework tasks take place in the lesson time. This enables students to attend sessions with an understanding of the subject and to conceptualise and build upon it through doing exercises in class, with you, as the tutor, on hand to answer questions and explore the topic in more detail. This moves the tutor from the “sage on the stage, to the guide on the side” (King, 1993). This is a re-blog post by Kate Soper and published with kind permission. The original post can be found here. Do you have a blog post which you are proud of? Why should I flip? Flipping your classroom does involve a bit of planning and preparation, however when it is implemented well it has a positive impact on the student experience and their attainment (Nwosisi et al, 2016, Bishop & Verleger, 2013, ). Don’t forget, you don’t have to flip ALL your lessons all the time to have an impact (Nwosisi et al, 2016). What tech do I need?
FlippedLearning - EduVision Focus: The Flipped Classroom January 11, 2013 The concept of a Flipped Classroom has been discussed quite a bit here at Daily Edventures. We were lucky enough to speak with Jonathan Bergmann, who pioneered the Flipped Classroom. At its core, the Flipped Classroom is about changing the dynamics of the classroom, and according to Bergmann, “changing the pedagogy with the aid of technology.” In a recent Seattle Times article, many college professors in the state of Washington are flipping their classrooms, and they are seeing some interesting results, including students who are more engaged. This infographic from Knewton provides a great visual of what a flipped classroom looks like, and why educators are talking about it. Created by Knewton and Column Five Media
How the Flipped Classroom Is Radically Transforming Learning Editor's Note:Posts about the flipped class on The Daily Riff beginning in January 2011 have generated over 240,000 views to-date - thanks contributors and readers . . . See our other links related to the flipped class below this guest post. Since this post was written, Bergmann and Sams have released their book, Flip your Classroom: Reach Every Student in Every Class Every Day. Do check it out. - C.J. Westerberg How the Flipped Classroom was Born by Jonathan Bergmann and Aaron Sams In 2004, we both started teaching at Woodland Park High School in Woodland Park, Colorado. "And how the Flipped Classroom changes the way teachers talk with parents And then one day our world changed. Flipping Increases Student Interaction One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student. Some might ask how we developed a culture of learning. There are a myriad of reasons why a student is not learning well. Are you Ready to Flip?
Spartan College sees results with curriculum overhaul - Tulsa World: Businesshomepage1 Spartan College of Aeronautics and Technology is “flipping out” over its new style of teaching pilots. In fact, the overhaul of its aviation flight program has been so successful that the technical school is making the same curriculum change for its maintenance program. In July 2013, Spartan College converted its aviation flight program curriculum from textbook style learning to a “flip-learning style.” The entire course work was redeveloped and placed on iPad only. The change has resulted in improved pass rates, accelerated degree times and better preparation for students entering an industry in which pilots increasingly use electronic flight bags, Spartan officials said. “What we wanted to do when we chose this is radicalize the traditional flight education,” said Ryan Goertzen, college president. “We decided that wasn’t working because we were seeing higher failure rates of ground classes and flight checks,” Goertzen said. “Our pilots are getting this Day 1,” Goertzen said.
Educator, Learner — www.brianbennett.org — Readability The following is a co-post from The Daily Riff on what a good flipped classroom looks like: The Flipped Class What Does a Good One Look Like? “The classroom environment and learning culture play a large role in determining the best pedagogical strategy.” by Brian Bennett, Jason Kern, April Gudenrath and Philip McIntosh The idea of the flipped class started with lecture and direct instruction being done at home via video and/or audio, and what was once considered homework is done in class. Now, it is becoming much more than that. The main reason, maybe the only reason, to flip a class is to provide more class time for learning and that is the major shift that we are seeing as the flip gains popularity across content areas. A lot of flipped class discussions focus on moving away from a traditional lecture format. Switching from a traditional classroom to a flipped classroom can be daunting because there are a lack of effective models.
Flip this class | News We all remember the drill: slinking into class, taking our seats and spending the next 45 minutes to an hour listening as a teacher tried to sink an idea through our thick skulls. Students try, but invariably, a lot of them are off in la la land after 20 or 30 minutes. Who can blame them? Students have changed a lot in the past 15-20 years. The distractions are numerous: smartphones with the world at their fingertips, television, video games, Netflix, laptops, YouTube, social media, etc. They process an overload of images and sounds at warp speed without breaking a sweat. So when Allen High School 12th-grade physics teacher Katie Lanier heard about a new teaching method called “Flipped” from her colleague, Dena Leggett, she took the idea and ran with it. “Flipped” is a new teaching style pioneered by Colorado educators Jon Bergmann and Aaron Sams that’s caught on across the world. “It’s effective because kids are having to do easier things at home,” Lanier Said.
20 NEW facts about Flipped Learning in higher ed - eCampus News Comprehensive research and case study analysis reveals 20 new facts about Flipped Learning As with all types of popular learning models that have the potential to be nothing more than a flash in the pan, it’s important to conduct thorough research on the model’s real potential. And according to a 2014 research and case study review, there are roughly 20 new things higher education faculty and leaders should know about Flipped Learning. The report, “2014: Extension of a Review of Flipped Learning,” conducted by George Mason University with the support of Pearson and the Flipped Learning Network (FLN), reviews current relevant research—both theory and empirical evidence—to learn more about Flipped Learning’s growth in education, and its effects on student learning faculty teaching. (Next page: 20 new facts about Flipped Learning)
4 Tips for Flipped Learning As interest in flipped learning continues to grow, so does its adoption among the educational rank and file. By moving entry-level information outside the classroom -- typically (but not exclusively) through self-paced, scored videos -- teachers can reframe learning so that students spend more instructional time engaged in deeper discussions, hands-on applications and project-based learning. With a focus on more direct contact between teachers and students, greater application of basic concepts, and increased collaboration between learners, flipped learning provides yet another outlet for 21st century teaching. No doubt, making this kind of change can be intimidating. 1. Making a dazzling video without first determining its instructional value is like putting the cart before the horse. Once students understand the entry-level information, what will they be able to do with it? Teachers who successfully deliver flipped learning always begin with the end in mind. 2. 3. 4.
What about younger learners? Flipped classrooms vs. flipped teaching | Glogster Blog Today I attended a fantastic webinar titled The Art of a Flipped Classroom – Turning Learning on its Head, hosted by Jonathan Bergmann and Aaron Sams, pioneers of the flipped movement. They brought up a question that comes up often in flipped discussions: How do primary school teachers flip their classrooms? Younger learners may not be equipped with the technological skills, self direction, or parental guidance required to learn material independently at home. Jon Bergmann responded by making a distinction between a flipped classroom and the idea of flipped teaching as a general approach. Glogster EDU Ambassador Meghan Gagne teaches 3rd grade. I use Glogs to present a review of difficult concepts and pose extra credit assignments. Do you think the flipped approach can be adapted to younger learners? Like this: Like Loading...