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. 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. I learned about this visual from our colleagues in Teachthought.
Resources for Flipped Classroom After careful reflection on my predominantly direct instruction approach to teaching middle school math, I came to the realization that the majority of the students sitting in my classroom were maybe not listening to my lessons. Why? Well, this is not the way our students learn. When they want information, they Google it or look it up on YouTube. As a teacher depending predominately on direct instruction, I found I was repeating myself AFTER teaching the content to the class. My students’ standardized test scores continue to grow.
Student Engagement in a Flipped Classroom Engaging In Isolation: Student Engagement in a Flipped Classroom by Tridib Roy Chowdhury, Senior Director, Products, Adobe Systems This is part 2 of the series “Responsive Teaching For A Changing World,” a 3-part series is sponsored by Adobe Presenter 9. The Flipped Classroom model allows every student to learn at their own pace, with the rewind button of online content being used frequently as students navigate digital courses. Combined with the own-place, own-time nature of eLearning, this means students now consume content in a very asynchronous manner. How do we know which students have completed their lesson and to what extent they have understood it? When classroom content which was previously consumed in a social context is now consumed in relative isolation at home, how do teachers get the information they need to teach effectively? Engaging in Isolation In validating the efficacy of eLearning, teachers feel challenged by the task of creating of engaging content. Early Intervention
Flipped classrooms: Can they help students learn? Photo by Wavebreakmedia Ltd/Thinkstock This article is part of Future Tense, which is a partnership of Slate, the New America Foundation, and Arizona State University. On Wednesday, April 30, Future Tense will host an event in Washington, D.C., on technology and the future of higher education. Does a flipped or inverted class sound to you like an ad for yoga? As college professors who have been conducting a study on flipped classrooms for the past two years (supported in part by a National Science Foundation grant), we’d like to suggest a perspective on this type of research. First, what is a flipped or inverted classroom? While the three of us were satisfied with our interactive, lecture-driven courses, we started studying flipped classrooms to explore ways we could use class time (when students and instructor are in the same space simultaneously) to the best advantage. It could be a different story in another environment. Should every classroom be flipped?
¿Te atreves a invertir la clase….? #flippedclassroom | M'explico... foto: flickr Durante los últimos años he estado dando vueltas a la tarea de docente a la que llevo dedicándome más de 15 años. Hemos pasado por momentos importantes de cambio como pueden ser la digitalización o la introducción de las TIC y las TAC. Con todo la gran cantidad de cambios que últimamente he ido introduciendo (moodle, blogs, PDI’s,…) no han servido, creo, de mucho. Por qué el cambio? Después de éste cambio tecnológico, he observado que ha sido únicamente un proceso de cambio o substitución total o parcial de las herramientas con que los decentes trabajamos; es decir, hemos dejado de usar el destornillador manual para pasar a usar el eléctrico con batería. Las ventajas han sido muchas, hemos substituido el libro de papel y la pizarra verde por los libros y pizarras digitales, y incluso hemos modificado la forma de trabajar con nuevas actividades, más recursos, nuevos entornos,… pero el fondo es el mismo. Qué significa invertir la clase? Así pues, de ésta manera se fomenta:
Before Reading or Watching Videos, Students Should Experiment First The researchers drew on data gathered from students using the BrainExplorer, a tabletop tool that simulates how the human brain processes visual images. By David Plotnikoff A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. While the study has broad implications about how best to employ interactive learning technologies, it also focuses specifically on the teaching of neuroscience and underscores the effectiveness of a new interactive tabletop learning environment, called BrainExplorer, which was developed by Stanford GSE researchers to enhance neuroscience instruction. The findings were featured in the April-June issue of IEEE Transactions on Learning Technologies. “We are showing that exploration, inquiry and problem solving are not just ‘nice to have’ things in classrooms.
Keep the lectures at home: New ‘flipped classroom’ model focuses class-time on experiments in Easthampton EASTHAMPTON — Easthampton High School junior Kevin Van Oudenhove may not be familiar with the term “flipped classroom.” But he knows there’s something different about the honors chemistry class he’s taking this semester. For homework, Van Oudenhove’s teacher, Shawn Sheehan, asks students to watch videotaped lectures and other lesson materials posted on his website. Class time is devoted to solving equations, conducting lab experiments and working on group research projects. Van Oudenhove said he likes that much of the basic instruction for chemistry class happens outside of the classroom. “If we spent all class listening to lectures and taking down notes, we wouldn’t be able to do this,” he said, in an interview last week, gesturing towards a table where his lab partners were busy creating a reaction with baking soda and acetic acid. Classmate and fellow EHS junior Jennifer Szafir said she is also a fan of flipping the traditional spheres for classroom and homework.
Video For My Classroom: The Flipped Classroom 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
Three Questions to Consider Before We All Flip It seems like you can't open an education periodical these days without finding an article espousing the wonders of flipping the classroom. Like most initiatives in schools, flipping the classroom does have merit in the right situation. But also like most initiatives it's not a one-size-fits-all solution. 1. 2. 3. For the record, I'm not against flipping the classroom in the right situation. From the Diary of a Flipped Classroom Newbie Like any teacher passionate about his or her subject, I LOVE working problems in physics with my students. During my first year of teaching, class time was spent largely on concepts and examples. But only on the rare occasion did time permit ample student practice--a critical component for student success. If students make a mistake consistently, correction does not come easily without instant feedback. If questions arise while doing the work, too much time will pass before they can ask. But I quickly realized--if we were to shift basic concepts and introductory examples to outside of class, we could be discussing problems and allow for more practice time in class. So, after making a mid-year test on electrostatics for my AP Physics class, I decided from there on out that the rest of my class’s lessons were going to be flipped. Planning out the flipped lesson I had used Explain Everything before to solve a problem for my students so they could see the method. It was the ideal guinea pig.
Three Good Tools for Building Flipped Lessons That Include Assessment Tools In the right setting the flipped classroom model can work well for some teachers and students. I recently received an email from a reader who was looking for a recommendation for a tool would enable her to add an assessment aspect to her flipped lesson. Here are some tools that can accomplish that goal. eduCanon is a free service for creating, assigning, and tracking your students' progress on flipped lessons. eduCanon allows teachers to build flipped lessons using YouTube and Vimeo videos, create questions about the videos, then assign lessons to their students. Teachem is a service that uses the TED Ed model of creating lessons based on video. Knowmia is a website and a free iPad app for creating, sharing, and viewing video lessons.