Flipped Classroom: The Full Picture Volete capire meglio cosa fa in classe un docente capovolto? Vi proponiamo alcune attività esemplificative che possono dare un’idea del metodo a chi non lo ha mai usato ed un aiuto a chi lo sta già usando. 1) Lavorare sui video Se vogliamo che i nostri studenti apprendano efficacemente dai video che assegniamo come lavoro a casa, dobbiamo insegnare loro come si studia un video. Poiché i ragazzi non hanno esperienza su come si prende appunti da un video, proponiamo semplici esercizi che abbiamo questo obiettivo. Il primo esercizio potrebbe essere il seguente: Guàrdati un certo video almeno un paio di volte, dividilo in 3 brevissime puntate e scrivi quale titolo daresti a ciascuna puntata. Mettete i ragazzi a gruppi di 3 o 4 per fare questo lavoro e vedrete che consegneranno la prima volta lavori confusi e illogici. Qualsiasi video va bene. “La buona scuola” di Matteo Renzi proprio perché tratta argomenti di scottante attualità ci costringe anche ad essere distaccati e obiettivi. Per ogni titolo si assegnano da 1 a 3 punti.
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. Before teachers flip out, here are four tips to make the transition smoother -- and more impactful. 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? 2. 3. 4.
Flipped Classroom: The Full Picture for Higher Education The Flipped Classroom, as most know, has become quite the buzz in education. Its use in higher education has been given a lot of press recently. The purpose of this post is to: Provide background for this model of learning with a focus on its use in higher education.Identify some problems with its use and implementation that if not addressed, could become just a fading fad.Propose a model for implementation based on an experiential cycle of learning model. Background About the Flipped Classroom This first section provides information from various articles that describe the flipped classroom, and how it is being discussed and used in educational settings. In its simplest terms, the flipped classroom is about viewing and/or listening to lectures during one’s own time which frees up face-to-face class time for experiential exercises, group discussion, and question and answer sessions. It’s called “the flipped classroom.” Sal Khan, of the Khan Academy, states: Personal Experiences Basic Tenets
cecchinato.pdf Flipped Classroom Full Picture: An Example Lesson The flipped classroom, as it is currently being described and publicized, is simply recording the didactic content information via videos, having students view these as homework, and then using class time to further discuss these ideas. Harvard Professor Chris Dede stated in his Global Education 2011 keynote in response to a question directed about the flipped classroom . . . I think that the flipped classroom is an interesting idea if you want to do learning that is largely based on presentation. You use presentation outside of the classroom. Then you do your understanding of the presentation and further steps from the presentation inside the classroom. As I describe in The Flipped Classroom: The Full Picture, I believe, as Chris Dede does, that the problem with the flipped classroom is that the major focus is on the didactic presentation of information, that it is still at the center of the learning experience. The following lesson describes a type of flipped classroom. Part One
The 10 Best Web Tools For Flipped Classrooms While flipping the classroom is still one of the hottest trends in education, it’s got nothing on time-saving and downright useful apps and web tools. In an effort to provide a quick look at some of the best web tools for flipped classrooms, I thought it would be useful to poll the @Edudemic Twitter followers. Including the tweets, I also got at least 40 emails from friends, colleagues, and administrators from around the world. One thing stood out to me: there were a lot of repeats! Many folks who have tried the flipped classroom model or are currently deploying it have leveraged a lot of the same web tools. Below is a simple list designed to help get any educator, administrator, student, or parent a bit more familiar with some of the most popular web tools for flipped classrooms. Wikispaces Using In Flipped Classrooms: Many teachers who wrote into the ol’ Edudemic account say they use Wikispaces to power their classroom blog. Poll Everywhere Edmodo Screencast Celly Dropbox YouTube Twitter
ODWRÓCONA KLASA - DLACZEGO I JAK ODWRACAĆ EDUKACJĘ? | Learnetic SA - Tworzymy technologię i rozwiązania wspierające edukację Rozwój technologii, jej stopniowe wkraczanie do szkolnej rzeczywistości oraz chęć przełożenia tego trendu na wymierne korzyści dla edukacji są determinantami wielu eksperymentów i innowacji mających obecnie miejsce w oświacie. Jednym z takich przedsięwzięć jest metoda odwróconej klasy, zdobywająca uznanie praktyków na całym świecie. Charakteryzuje się ona tym, że uczniowie zapoznają się jeszcze przed zajęciami z materiałami przygotowanymi i udostępnionymi im przez nauczyciela. Pomocą w tworzeniu i dystrybucji tych materiałów edukacyjnych są tutaj najczęściej nowe technologie (Internet, platformy edukacyjne itd.). Metoda ta nie ma jednego twórcy ani przyjętej modelowej formy. Istnieje wiele możliwości rozpoczęcia pracy metodą odwróconej klasy gdyż, jak już wcześniej wspomniano, nie istnieje żaden oficjalnie przyjęty wzór, który regulowałby narzędzia, czy sposoby odwracania procesu edukacyjnego. Rysunek 1. Rysunek 2. Rysunek 3. Rysunek 4. Źródła: J. Źródła internetowe: T. O autorze: