Creating Class WOW Goals We have really delved into goal-setting this year in our class and I have loved how our language has a class had changed. In years past, some students naturally set goals or worked to do better, but it was never a year-long focus for all students as it has been this year. While we are still experiencing some growing pains, I think overall the repeated exposure to goal-setting and goal-achieving has added a new dimension to our class conversations. While we have worked a lot on individual goals, I wanted to develop a class-wide weekly goal to help keep us on the right track, especially this time of the year when we tend to get into a slump. We started on Friday during our goal-setting meeting to discuss whole-class what we wanted to work on to develop ourselves as leaders in our school. What we decided was that we needed to work on Rule #1 and Rule #4 the most. Once we decided on that, we discussed how we would make it measurable. Find more Goal-Setting Posts here:
Flipped Learning Pilot Radically Reduces DFW Grade Rates in Two Courses Have you been struggling at your school with finding a way to encourage faculty to give flipped classroom techniques a try? At The College of Westchester, we found an approach that worked, and the results so far have been very encouraging. With the growing body of data supporting the effectiveness of the technique, I was eager to see faculty at my institution consider a structured approach to trying flipped teaching and learning techniques. Various instructors had been experimenting with the idea, but there was still a tentative nature to what had been done thus far. Several CW Instructors submitted proposals for the “Flipped Class Competitive Grant”, which was a targeted to those who would be teaching courses in the Winter Day 2014 Term. The Academic Approach Instructors were required to define and document their approach, and to flip at least 30% of their lessons. This was a purposeful change to how class time was being used. The Assessment Approach Summarizing Findings
A New Awesome Visual on Flipped Classroom A few days ago I published here a post featuring a host of interesting video clips explaining the concept of flipped classroom together with providing some examples on how others have been employing it in their classrooms. Today, I come across this awesome graphic entitled " What Is A Flipped Classroom " and thought it might be a good addition to the flipped learning resource page here in Educational Technology and Mobile Learning. Flipped classroom or flipped learning is a methodology, an approach to learning in which technology is employed to reverse the traditional role of classroom time. If in the past, classroom time is spent at lecturing to students , now in a flipped model, this time is utilized to encourage individualized learning and provide one-on-one help to students, and also to improve student-teacher interaction. Check it out the full visual from this page.
5 Flipped Classroom Issues (And Solutions) For Teachers Have you been thinking about flipping your classroom this fall? Flipping can let you make the most of face-to-face time with your students. Rather than taking class time to introduce content and using homework to review concepts, flip the process so that students gain basic knowledge at home and then create, collaborate, and make connections in school. Creating video used to be out of reach for most teachers. It was expensive and required skills that could take years to master. 1. Flipping is not an all or nothing deal. Tip: With elementary students, and even middle school, begin by creating centers in your classroom where students can experience the process of learning by video with your support. 2. There really is a difference between talking at your students and talking to them. Tip: When using video and screencasts, think about the modalities that they afford – moving pictures, drawing, type, audio, and your own persona. 3. 4. Tip: Don’t be afraid to abort mission! 5.
Appendix F Engaging Qualities of Student Work A critical factor for improving learning lies in providing high-quality work for students- work that engages students, work that enables students to learn what they need in order to succeed in the world. The traits of engaging student work listed below evolved from Dr. Phillip Schlechty's book, Working on the Work . (Note: each of the listed qualities of engaging work below is a hot-link that will scroll down the page to a short description of the trait, along with some examples of what the trait looks like in the hands of the learner - paired with non-examples, for clarity.) Personal Response- More than one right answer Work that engages students almost always focuses on a product or performance of significance to students. What it looks like: Supported predictionsOpinionsRemembrancesConnectionsComparisonsAnalogiesSummary StatementsStrategies"I think...because..." It is not: Recall of answers, Only one answer possible, Only one answer accepted Back to top It is not: Being "singled out"
Limited Flipped Classroom Pilot Yields Impressive Qualitative, Quantitative Results On Sunday I shared some exciting Quantitative Results from a pilot of flipped learning that we tried this year at The College of Westchester. Today we continue this look at our experience, with a focus on the Qualitative feedback offered by our students. This first of two phases of a flipped teaching and learning pilot consisted of two courses in which selected portions of course content (roughly 30% to 50% of the content) were flipped. Further details are provided in Part 1 of this recap. Qualitative Assessment Approach Quantitative and qualitative assessment techniques were designed and incorporated into our pilot study. Five questions were asked on a survey to gauge student’s perception of how the flipped delivery method affected their learning. It should be noted that these were small groups of students (9 and 11) and that majority of students in each of these course offerings (18 out of 20 total) completed the surveys. Question No. 1: “I liked this approach to learning” Next Steps
This is Why Flipped Learning is Important for your Students I just came across this great video ( less than 3 minutes long ) about flipped learning. This is basically a successful case in which flipped classroom helped students learn better. I am really amazed at how the teacher in the video managed to shift direct instruction out of his class and turn his class time with students into work time, engaging them in some higher order thinking . Educational Technology and Mobile Learning has also featured some previous posts and guides on how teachers can apply the concept of flipped classroom in their teaching, check out this resource to learn more.
Khan and Beyond: The Many Faces of the Flipped Classroom - Education Community Blog Appendix D: Instructional Models - Teaching Content and Thinking Skills An instructional model acts as a blueprint for teaching. However, just as blueprints do not dictate all actions of engineers, instructional models are not intended to dictate actions of teachers. Teachers must select the appropriate model in order to achieve a specified goal, just as engineers select appropriate designs or methods based on desired outcomes. Integrative Model In the Integrative Model, students develop a deep understanding of organized bodies of knowledge while developing critical thinking skills. Social Interaction Model The Social Interaction Model involves students working collaboratively to reach common goals, increasing learner involvement and providing leadership opportunities and decision-making experiences. Inductive Model In the Inductive Model, students use information that illustrates concepts to search for relationships that lead to uncovering of principles, generalizations, and rules, thus allowing students to acquire a deep understanding of those concepts.
The Four Pillars of Flipped Learning May 10, 2014 In today's post I am sharing with you this excellent visual featuring the four pillars of flipped classroom, but before that here is a reminder of what flipped classroom is all about: Flipped classroom or flipped learning is a methodology, an approach to learning in which technology is employed to reverse the traditional role of classroom time. I learned about this visual from our colleagues in Teachthought.
A Comprehensive List of Apps and Tools to Flip your Classroom For those of you intent on employing the flipped learning model in their instruction, we have curated a set of important web tools to help you create the appropriate flipped classroom environment for your students. Check them out below and as always let us know what you think of them. Enjoy 1- Explain Everything Explain Everything is an easy-to-use design tool that lets you annotate, animate, and narrate explanations and presentations. 3- Edmodo Edmodo is another great web tool you can use to flip your classroom. 4- Screencasting tools Here is a host of some great web tools to create screencasts and video tutorials. For more tools to flip your classroom , here is a great list from Ducman . check it out
The Great Flipped Classroom Debate: Advantages and Disadvantages The Great Flipped Classroom Debate: Advantages and Disadvantages Flipped Classroom (Photo credit: ransomtech) Perhaps the only thing in the field of education which never changes…is the fact that it is always changing! That is the very nature of education. These constant transformations are often accompanied by differing opinions and a lack of clarity which often takes a while to decipher. What one educator may see as a wonderful and groundbreaking idea or technique, others may perceive as totally without merit. The intention of this article is to examine the advantages and disadvantages of the flipped classroom. The Advantages of the Flipped Classroom: 1. 2. 3. 4. 5. The Disadvantages of the Flipped Classroom: 1. 2. 3. 4. There you have it…the opposing arguments to the flipped classroom debate! Sources 1. Digital Media in the Classroom. Mike Acedo. 10 Pros and Cons Of A Flipped Classroom. 89 total views, 29 views today
Step by Step Instructions In this section find step by step instructions for implementing Gallery Walk and instructions for different variants of the Gallery Walk technique–Gallery Run and Computer Run. The applicability of these instructions will depend on the scope and depth of the exercise. Generate Questions – Think of four to five questions to use around a central class concept. See Higher Order Thinking and Bloom's Taxonomy and Examples of Gallery Walk for guidance on writing appropriate questions. Student teams in a Gallery Walk typically number three to five. So, for a class of twenty write four to five questions. Source: Burke High School Computer Tour – "Computer Tour" is carried out the same way as a "Gallery Walk" except the question or image to be discussed at each station is pictured on a computer rather than a sheet of paper posted on the wall. Image Source: Burke High School, 2004.