That learning takes place in a social context is a significant issue. This is why collaboration or ‘cooperative learning’ has become so popular – but it has to be more than social collaboration. Cognitive collaboration needs to be encouraged. As students communicate their ideas, they learn to clarify, refine, and consolidate their thinking. Schoenfeld has said that, ‘Groups are not just a convenient way to accumulate the individual knowledge of their members. They give rise synergistically to insights and solutions that would not come about without them.’
Abreena Tompkins, instruction specialist at Surry Community College, has developed a brain-based online course design model based on a meta-analysis of more than 300 articles. In this study, she distilled the following elements of brain-based course design:
- Low-risk, nonthreatening learning environment
- Challenging, real-life, authentic assessments
- Rhythms, patterns, and cycles
- Appropriate chunking or grouping
- Learning as orchestration rather than lecture or facilitation
- Appropriate level of novelty
- Appropriately timed breaks and learning periods
- Purposeful assessments
- Learning that addresses visual, auditory, and kinesthetic learners
- Active processing with mental models
- The use of universal examples, analogies, and parallel processing
ScreenFlow is my favourite screencasting software tool and the one that I use to make all the video tutorials for my Tech Tools for Teachers series on OneStopEnglish and for the award winning Blended Learning in ELT course I designed for Bell. I'm now using it to create iPad tutorials and it works really well.
~Record from desktop, a video camera, microphone and computer's audio all at the same time ~Full screen HD capture, optimized for the best, most efficient screen capture ~Intuitive editing interface allows you to add professional touches ~Keynote and PowerPoint support ~Full range of elegant 2D & 3D transitions ~Publish directly to YouTube, Vimeo or Flash movie ~Optimized to take advantage of productivity enhancements in Mac OS X Lion
Dear adminitrators and managers, I've got a professional challenge for you: I want you to flip every faculty meeting during the 2012-2013 school year. Doing so would be a breeze, I bet. You could: (1). Use YouTube's video recorder and your laptop's...
The notion behind this website is to turn learning upside down.
It is the personal blog/website of Jon Bergmann. Jon is a teacher, educational coach, and writer who has had the privilege of helping educators around the world reconsider what education can look like.
He, along with Aaron Sams, are considered two of the pioneers in the Flipped Class Movement. They co-wrote the book on the Flipped Classroom. It will be available from ISTE Press and ASCD in June of 2012. They also have a popular YouTube channel which contains the videos they have used with their students in the flipped classroom. The videos are mostly Chemisty, Astronomy, and Space Science videos.
The Inside-Out School: A 21st Century Learning Model: wendell berry, digital literacy, citizenship, transfer...
The Inside-Out Learning Model Central Learning Theories & Artifacts: Situational Learning Theory (Lave), Discovery Learning (Bruner), Communal Constructivism (Holmes), Zone of Proximal Development & More Knowledgeable Other (Vygotsky), Learning Cycle (Kolb), Transfer (Thorndike, Perkins, Wiggins), Habits of Mind (Costa and Kallick), Paulo Freire, and the complete body of work by Wendell Berry
As James Joyce suggests in Ulysses, a true genius sees all learning as an opportunity to improve and discover. Errors are taken at will. In making mistakes, we can reach new heights and finds our true genius.
While one person hesitates because he feels inferior, the other is busy making mistakes and becoming superior.
"A middle-school teacher in Amherst, N.Y., has adopted the flipped instructional method -- with a twist. Rather than creating instructional videos for his students, Rob Zdrojewski has his students use screencasting technology to create instructional videos for teachers. In the videos, which serve as professional development for teachers, students offer instruction on technology, such as using Gmail and Google Drive. Each video is 90 seconds or less."
Discover a learning environment that goes beyond the LMS. Open to everyone. Easy to use. Completely free. Amazing.
OpenClass is a dynamic, scalable, fully cloud-based learning environment that stimulates social learning and enables the distribution of content at massive scale to students wherever they are. And did we mention it's completely FREE?
With OpenClass there are no hardware costs, licensing costs, or hosting costs. Why would we do that? Because "free" enables the widespread adoption of the most effective approaches to learning that encourage interaction within the classroom and around the world.
Back in early July, I wrote two posts (see here and here) suggesting that if school principals REALLY wanted to see teachers flipping their classrooms, that they should consider flipping their faculty meetings.
My reasoning was simple: Teachers won't be convinced that flipping the classroom carries benefits FOR learners until they experience those benefits first-hand AS learners.
Recently I was in Los Angeles speaking about the flipped classroom with educators and one of the participants, a middle school principal, came up afterwards to ask me how he could support his staff as they began utilizing elements of flipped learning. I rattled off a list of things off the top of my head and since then I have been thinking more deeply about how administrators should support flipped learning. Another driver for this is that I will be speaking this week to a group of administrators about the topic and I thought it would be good to write down my thoughts as I prepare for this session.
Somehow I missed all the hype about the “flipped” or “inverted” or “reversed” or “backwards” classroom over the past year or two. Just saw an excellent post on some Twitter feed or other (can’t remember which) that brought the whole idea to my attention–discussed below. At first I thought it meant inverting the classroom in the sense of the teacher no longer being the main expert, or the content-deliverer, but the students taking a more active role. Ummm…no. It’s more than that.
"If video lectures drive the instruction, it is just a repackaging of a more traditional model of didactic learning. It is not a new paradigm nor pedagogy of learning."