Here is an interesting infographic on the idea of the Flipped Classroom. While there are some great ideas associated with flipping things, I find it curious that the model still relies heavily on l...
Siew Leng Lim's insight:
- like the visual but can sense some rejection in this "ideology" of flipping the classroom to be "posting the videos for students to watch the lecture in advance is simply continuing the thinking that the teacher's important role is to re-interpret the textbook and channel the really important pieces to her/his students", which I am not picking up from the visual
- my idea to flip a classroom is more to have the students come to class prepared, with an idea of what's to be discussed in class. To flip the achievable, self-directed task of reading/playback given resources, not necessarily a video, can be any reading or any form of multimedia materials prior to coming to class. There is no gurantee that by reading the same piece of resource, students are able to acquire the knowledge or even the understanding/interpretation required to correctly apply the knowledge into real problems. During class, even if the teacher is to use the precious contact time to re-iterate the textbook but add on with relevant examples that fit their students' level of knowledge (would a textbook publisher be able to replace the teacher here), why not? Teachers should try to embed some form of checkpoints into the pre-class activity so as to gather data for judging the level of understanding so to better address understanding issues in class. But going beyond that, teachers should also try to develop deeper thinking skills by making good use of class time to setup a realwork situation where students are encouraged to collaborate for a more efficiency and better result.
The bottom half - outside class resources and homework-based activities
The top half - in class sharing from experts and with experts, authentic work done usually in team or in collaboration with peers &/or expert; students to consolidate and sythesize their learning through presentation
Flipped classroom, as we all know, is not a new approach, but one that has been given a new focus. Instead of trying to "sell" it as a new way of engaging students, as an Instructional Designer, I request the teachers to share with me what they have been doing in and outside class with their students... then jumping in to congratulate them that what they have been doing is "flipping" their classes.
On the topic about how to ensure feedback lead to learning from a student perspective:
- we all know that student tend to focus more on their results than the feedback that their teacher provided hoping that they will learn from their mistakes and improve over time. So, how do we get the student to consciously pick up this lifelong learning skill to go reflect on the feedback given to them?
- would this idea of attaching a wrapper to the return of assignment for learning (formative assessment) rather than assessment of learning (summative assessment meant more for the marks)? In the hope that along the way of doing, submitting and receiving feedback for their continuous learning, student develop the habit of conscientiously reading the feedback, identifying their strengths and weaknesses and applying them into the next piece of product. Obviously, the teacher will have to provide the how-to guidance of a correct process in order for student to eventually learn how to improve their learning skills.
How to facilitate experiential learning and organise and review experience-based activities and events...
The word experiential essentially means that learning and development are achieved through personally determined experience and involvement, rather than on received teaching or training, typically in group, by observation, listening, study of theory or hypothesis, or some other transfer of skills or knowledge.
Based solely on the flowchart and definition offered, it appears that learner is assumed to have the ability to reflect upon completing the activity. I would believe if the activity is implemented using a problem-based approach in a small team environment where there are some guidance from a facilitator, would this concept of experiential learning be a more effective one.
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