Switching from a traditional classroom to a flipped classroom can be daunting because there are a lack of effective models. So, what should an effective flipped classroom look like? In our experience, effective flipped classrooms share many of these characteristics:
Andrew Miller (@betamiller on Twitter) is a National Faculty member for the Buck Institute for Education, an organization specializing in 21st century project-based learning, as well as for ASCD, (RT @Panopto: "Five Best Practices for the Flipped ...
This site is maintained by Jerry Overmyer and is devoted to teaching educators how to use vodcasting to flip your classroom. This method of learning is the brainchild of Jonathan Bergmann and Aaron Sams who are pioneers in the field of using vodcasts in the classroom. The flipped classroom model encompasses any use of using Internet technology to leverage the learning in your classroom, so you can spend more time interacting with students instead of lecturing. This is most commonly being done using teacher created videos (aka vodcasting) that students view outside of class time.
Technology plays a primary role in my teaching, but I rarely turn on the computer that makes the classroom “smart.” Occasionally, I project the class tweet stream. I am an advocate of Twitter for higher ed.
The following quotes neatly summarise the trajectory of this article from a higher education practitioner in the US:
1) From this:
This is the kind of knowledge that is objectified. This is what we get when we imagine the instructor as an expert, a vessel who fills up his students with facts and statistics, as if their brains were empty chalices (to borrow an analogy from Heidegger). In this kind of thinking, ideas are objects; knowledge is objective. Within this construction, my job is to transfer my knowledge to my students. My brain tantamount to a hard drive, the classroom is like file sharing: bittorrent in the flesh.
2) To this:
Instead, the humanities classroom is the place where I facilitate Socratic dialogue, imagination, emotional connection, and metaphor’s ability to bring forth meaning through poesis. These things are not edutainment nor datafiable.
3) Resulting in this:
I’ve flipped, or blended, my university classroom. I’ve moved everything that can be more efficiently disseminated through smart phones, tablets, and personal computers to the digital realm. Rather than lecture, I make videos and podcasts. Rather than wasting face-to-face time with slideshows full of bullet points of facts, I email the Powerpoints. If it is “content”–that is, if it can be poured from chalice to vessel, if it can be contained–it has no place in the classroom.
With a library of over 3,000 videos covering everything from arithmetic to physics, finance, and history and hundreds of skills to practice, we're on a mission to help you learn what you want, when you want, at your own pace.
Teachers all over the world are flipping their classrooms. Instead of doing homework and projects at home, students watch lectures and videos. When they get to class they engage students with activities and tests designed to test what students have learned. While flipping your classroom may sound like a good idea, it requires having a way to present information to students at home. These top 6 apps for flipping your classroom will give you the tools you need to turn your classroom upside down.
One of the major, evidenced-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest
The "Flipped Classroom" is a term that has recently taken root in education. Much information and misinformation currently surrounds the conversation. We, as outspoken advocates for the "Flipped Classroom" concept, believe the following: