The Flipped Classroom Model: A Full Picture Due to Khan Academy’s popularity, the idea of the flipped classroom has gained press and credibility within education circles. Briefly, the Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. A compiled resource page of the Flipped Classroom (with videos and links) can be found at The advantage of the flipped classroom is that the content, often the theoretical/lecture-based component of the lesson, becomes more easily accessed and controlled by the learner. It is important, though, not to be seduced by the messenger. The problem is that educators, as a group, know how to do and use the lecture. The Flipped Classroom Model Experiential Engagement: The Activity Summary
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. 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. Since the role of the teacher has changed, to more of a tutor than a deliverer of content, we have the privilege of observing students interact with each other.
How to use Google tools in Project-Based Learning When you think about some of the key features of Project-Based Learning (PBL), what do you think of? PBL should be student-driven, with a real-world connection. It should be core to learning, include structured collaboration, and have a multifaceted assessment. Giving students a real problem to solve, getting them engaged in their work, having them work with others, and assessing their work with more than just a grade sounds a lot like how many things in the ‘real world’ work, doesn’t it? After all, aren’t we trying to prepare students for the world after school? Many of the tech tools used in classrooms are made especially for classrooms. Google tools and project based learning Planning: Where do you start when deciding on a project your students will spend significant time on, have some say in, that will address a number of learning goals and be meaningful and relevant? Inquiry: Once you’ve decided what the students will be focusing on, they’ll need more information on the topic.
5 Tips for Flipping Your PBL Classroom I am of course a huge project-based learning (PBL) nerd and advocate. I am also an advocate for the flipped classroom, yet at the same time I also have my concerns about flipping a classroom. This model still hinges upon great teachers, and engaging curriculum and instruction. So why not combine PBL and the flipped classroom? It can be an excellent match when you consider some of the following tips. 1. The key piece here is short. 2. I love it when students assign their own homework. 3. Flipping isn't just videos, because -- let's be honest -- videos can get boring after a while. 4. If you are concerned with students taking an excessive amount of time in actually constructing the PBL product, give a technology choice or choices as an element of the final product. 5. Not all of our students have access the technology. PBL and the flipped classroom model can play well together.
¿Que tal se llevan el ABP y el FC? Los que creemos en el modelo FC solemos ser también defensores de metodologías como el Aprendizaje Basado en Proyectos o Problemas, en varias entradas (aquí puedes encontrar una buena selección), hemos hablado de este tipo de estrategias y hoy destacaremos algunas características de la relación entre FC y el ABP 1 . Contenido: videos cortos Ya hemos insistido en que no hace falta estar viendo horas y horas de contenido: de cinco a quince minutos podrían ser utilizados para reemplazar sesiones expositivas en el aula y “liberar tiempo” para trabajar el ABP . Estos videos pueden ser introducciones sobre contenido que se va a trabajar, o incluso que den su opinión sobre determinados asuntos tras una búsqueda o indagación sobre el tema que se vaya a tratar. 2 . 3 . 4 .
ABP: Metodologías Activas y Flipped Classroom Una de las ventajas del modelo Flipped Classrom es la posibilidad de combinarlo con metodologías muy diversas. Hoy quisiera compartir con los lectores una experiencia que he realizado con las alumnas de Bachillerato en la que hemos combinado el aula inversa con el Aprendizaje Basado en Proyectos junto con trabajo cooperativo. Se trataba de, en grupos de tres, elaborar una campaña publicitaria de un producto. Partimos de la visualización de unos videos enriquecidos explicando qué es una campaña publicitaria y cuáles son sus partes principales, para pasar a analizar en el aula una campaña que acababa de estrenarse en televisión. De esta manera se provocó la participación activa en el aula, el análisis crítico y la motivación de las alumnas. Tras esto pasaron a crear los grupos, definiendo los roles del aprendizaje cooperativo y realizando la división de tareas.
Metodologías activas de enseñanza - Servicio de Asesoramiento Educativo (SAE-HELAZ) Dentro de los elementos comunes que ya se han señalado, cada una de las metodologías presenta concreciones particulares que hace que en unas áreas de conocimiento estén más extendidas unas u otras. A continuación vamos a comentar algunas de estas características. Se presenta un problema como punto inicial (un gancho, un activador, un escenario y/o la formulación de un problema, ver más abajo) y un proceso que normalmente conduce a una salida del grupo (que puede ser tan sencilla como un resultado de aprendizaje individual, o puede ser un producto, por ejemplo un informe, un cartel, un conjunto de resultados experimentales, etc.). Los problemas también pueden incluir etapas, donde se transmite la información a los estudiantes paso a paso, y esquemas de evaluación. MdC Se presentan dos variantes claramente diferenciadas. ABPy Aprendizaje Cooperativo Una tarea de grupo tiene interdependencia positiva cuando todos los miembros del grupo son necesarios para realizarlo con éxito.