But because initial engagement with new material is done independently as a preparation for class time, rather than as its focus, many things could go wrong. If students do the assigned pre-class work but don’t acquire enough fluency with the basics—or if they simply don’t do it at all—then the in-class experience could be somewhere between lethargic and disastrous. How can an instructor in a flipped learning environment avoid this and instead have consistently engaging and productive learning experiences for students in both the individual and group spaces?
A key to achieving this kind of environment is assessment. Because flipped learning is more decentralized and personalized than in a traditional course design, the challenge is to have assessments that provide reliable, actionable information about student learning in the various phases of flipped learning that is as up-to-the-minute as possible. Armed with this knowledge about student learning, instructors can provide just the right amount of support at just the right time, any time.
Here are four strategies for flipped learning assessment that can help provide this kind of support.
There is nothing more important that student safety. Students identities and personal information MUST be protected. Any tool that does not treat this information as mission critical should be immediately excluded from consideration.
Like student privacy, you must take the time to read all of the fine print. How does the tool keep student information? To what extent have they set up firewalls around their systems? Ask hard questions regarding student safety of the company representative and make sure you are completely satisfied before entering into any agreement.
Again: nothing is more important than student safety. Let’s work diligently to keep our students safe.
To learn more about the 17 Deadly Sins of Flipped Learning Technology Selection, you can take the free course at http://learn.FLGlobal.org
Screencastify is a free Google Chrome web extension that lets you or your students record your computer screen, voice, and webcam. The recorded video can then be saved easily to Drive or downloaded. Learn how to install and use this tool, and then explore ways this can be used in schools including instructional videos, student projects, teacher feedback, narrating slideshows, giving speeches, dubbing videos, explaining solutions, and much more. Presenter: Eric Curts Recording available.
Over the last three years, flipped learning strategies have been implemented in year 9 science. There has been a gradual increase in the use of flipped learning over this time. Students watch short teacher-made educational videos via the school’s learning management system in their individual learning space. The group learning space involves learning experiences to practice and deepen knowledge through activities, peer-teaching, and experiments. I have evaluated the effectiveness of flipped learning by comparing the academic performance of the year 9 cohorts and by administering a student perception survey on flipped learning. In this post, I have provided very little commentary because I feel that the results speak for themselves.
Academic performance There has been a significant and consistent improvement in academic outcomes. The average end of year grade has improved from C+ in 2013 to B in 2016. The percentage of As has increased from 7% to 35% and the percentage of Ds has reduced from 10% to 5%. Jon Bergmann
Augmented classroom learning is as important as increasing participation from students. John Dewey was an American philosopher and educational reformer. He proposed that education should integrate learning with experience and wanted to test it in schools. As natural as it may seem today, it was a rather radical thought back then. His ideas and results from his experiments formed the basis of learning by doing pedagogy and helped originate the ‘experiments in lab’ culture. Flipped classroom is a uniquely 21st century twist to Dewey’s ideas. It rearranges how time is spent both in and out of class to shift the ownership of learning from educators to students. Students consume the content at home and engage collectively at problem-solving and discussion at school. The process is similar to verifying a reading in a lab. The process of discussion encourages them to ask relevant questions and arrive at a solution step-by-step. ‘Flipped classroom’, when it works well, is one of the most promising pedagogical tools available to us.
In “flipped” classrooms, teachers don’t give lectures before each class. Instead, the lecture is the homework, freeing up class time for discussion or more engaging activities. But teachers who want to flip their classes have to invest significant time and energy in producing video lectures for their students to absorb at home.
The payoff, however, can be big. Students who finish the lecture homework come to class already knowing the general content, so the teacher can use class time to probe how well students understand the material and work through activities designed to deepen knowledge and interest.
Any organization can benefit from using the principles of the flipped classroom. Your employees will greatly benefit, which ultimately creates a positive impact on your mission. So here we go! This is the beginning of adapting and integrating flipped classrooms to your existing system of education and training. Probably the most important part of embracing and using a flipped classroom is appreciating how it could fit into your existing organizational culture.
Jon Bergmann recently published a series of articles; Scaling Flipped Learning. The series of articles is in 7 parts, the articles can be found here. Awesome compilation of resources for flipped learning!
This one-hour, free course was created to empower you with the ability to avoid the 17 biggest mistakes educators routinely make when choosing flipped learning technology. When you're done you'll have the ability to distinguish between the good, the bad and the ugly in flipped learning technology. You'll also receive a certificate to prove that you've been trained in this vital skill.
One of the challenges of the flipped classroom is building meaningful connections between the pre-work and the in-class sessions. Opponents of the flipped classroom argue that information overload can easily occur in flipped classrooms (Benitez, 2014). Furthermore, while many instructors prefer to use short videos or online modules for the delivery of the pre-work, active learning strategies in the classroom need not be tech heavy. The greatest benefit to using the flipped classroom is the implementation of active learning strategies within the repurposed class time (Michael, 2006; Jensen et al., 2015). The techniques provided here can all be completed in your class with whiteboards, markers, and/or chart paper. In this article, I will share four different strategies that can help your students connect with your classroom pre-work, and embrace a constructivist approach that will help them apply their new knowledge.
A 2-Minute Technology Tip on Screencasting by Vicki Davis (@coolcatteacher). A screencast is when you record the screen. While there are many great options out there, Office Mix is so simple, I’m using it for most screencasting. In this example, students have written a few lines of code in Scratch. Then, they open Office Mix. They use the screen recording tool to capture their program in action. Finally, they make the video and upload it to PowerSchool Learning. This tutorial video shows everything except the uploading process.
The reason Flipped Learning makes teachers more valuable is that it changes the dynamic of the classroom. No longer is content delivery the focus of the class, nor is the teacher’s main responsibility the dissemination of knowledge. Instead, teachers take on the role of a facilitator of learning. They can work with students in small groups and have more one-on-one interactions. The simple act of removing the direct instruction (lecture) from the whole group changes the dynamic of the room and allows the teacher more time to personalize and individualize the learning for each student. Each student gets his/her own education tailored to their individual needs. Instead of a one size fits all education, each student gets just what they need when they need it. So if you are flipping your class, know that your role is more valuable than just a stream of knowledge. You…Connect, Listen, Push, Go Deeper, Laugh, Interact, Inspire, Play, Provoke, Encourage, and Motivate. You are a teacher!
One school in Michigan has achieved a success story in their “no homework” policy in a simple way. In 2010, Clintondale High School had a failure rate of 35 percent, and was named one of the worst schools in the state. However, they managed to turn their story around by taking on a format called a flipped classroom. For those who have recently been in an undergraduate classroom, this model is similar to a hybrid model; students watch online lessons at home, and learn how to apply those lessons in the classroom.
Stemming from a discussion of what students needed from their education, Clintondale High School focused on how they could work with students who felt they didn’t have the tools they needed to succeed. In an interview with NationSwell, Clintondale principal Greg Green said, “It’s not about the technology we use. It’s simply about the amount of support and how much activity you do with the kids in class. Since taking on a “flipped classroom” model, Clintondale has seen the freshman failure rate drop by 33 percent in English, 31 percent in math, 22 percent in science, and 19 percent in social studies. In addition, the two-year college admission rates from Clintondale rose from 63 percent to 80 percent. ”
Student-Developed Mini-Lessons: Those Fridays mentioned above eventually turned into “Flipped (Classroom) Fridays,” allowing me the time to move about my classroom to work side-by-side with individuals who needed deeper teacher intervention, while students who were at mastery could choose to create an “Each-1-Teach-1” mini-lesson related to the content. Those students could use tools of their choice (digital or low-tech) to publish the lesson online for the class to view.
Here is one of my favourite videos on flipped classroom. In this funny and insightful video, Keith Hughes explains the idea behind the flipped classroom and provides some excellent tips for teachers who want to integrate the flipped teaching methodology in their instruction. The video is a little bit long (24 minutes) but is really worth watching.
In a flipped classroom, students typically interact with a short micro-video (flipped video) before class and then class time is transformed into an active place of engagement and learning. Some teachers think that students take to flipped learning quickly. However, since many students have been trained in how to learn passively, they need to have explicit instructions on how to learn differently in a flipped classroom. Below is a series of suggestions teachers may find helpful to hand out to students to prepare them for a flipped classroom.
Flipped Classroom – Imagine flipping a classroom so that students watch recorded lectures at home and do their homework during class. Teachers record their lessons and post them online, allowing them to be more available for one-on-one tutoring during class time. This model of teaching was presented at the 2015 NJEA Convention by Jon Bergmann, one of the pioneers of the flipped classroom movement. For students, the flipped classroom requires them to be more responsible for their own learning and personalizes the educational experience. Winner of the 2015-16 Mid-Atlantic Emmy.
The majority of higher education faculty today are flipping their courses or plan to in the near future, according to Campus Technology's 2016 Teaching with Technology survey. The survey polled faculty members across the country about their use of technology for teaching and learning, their wish lists and gripes, their view of what the future holds and more.
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