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.
Next Vista for Learning is a unique video sharing website because it focuses on sharing videos made by students and teachers to teach short lessons on a wide variety of topics. Unlike other video sharing sites, Next Vista for Learning has people who review the videos for accuracy before they appear on the web. On Next Vista you’ll find videos of varying quality, but they all have a common goal of trying to help students learn new things. Below you will find three examples of video lessons found on Next Vista.
How can a Screencast be used in the classroom? Are you using videos in your classroom? In this episode of the TechEducator Podcast, we look at several great strategies for capturing your students attentions and saving yourself time and energy in the classroom.
CHICAGO, Sept. 23, 2016 /PRNewswire/ -- Today, the Flipped Learning Global Initiative (FLGI), a worldwide coalition of educators, researchers, technologists, professional development providers and education leaders, announced the publication of the FLGI 100. The new annual list identifies the top 100 innovative people in education who are driving the adoption of the flipped classroom around the world. The list is compiled by the FLGI executive committee - led by Jon Bergmann, one of the pioneers, and leaders of the flipped classroom movement. The FLGI 100 list includes flipped learning researchers, master teachers, technology coaches, literacy specialists, math and science experts and educators from kindergarten to higher education. Educators from around the globe are represented including flipped learning practitioners from China, Taiwan, Spain, UAE, the United Kingdom, Turkey, Italy, Korea, Argentina, Iceland, Sweden, India and the United States.
"The FLGI 100 list includes some of the most experienced and innovative flipped learning people on the planet," said Jon Bergmann, flipped learning co-founder, evangelist, and center of a global network of flipped learning early adopters around the world. "The value of their collective insight into flipped learning is immeasurable and we're excited to identify them as role models for those new to flipped learning."
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!
Flipped learning or Flipped classroom or 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. While the instructional or teachable content is still available in class, however this content is mainly designed in such a way to be accessed outside class which is a great way for struggling students to learn at their own pace.
Today we spent sometime sifting through our Flipped Classroom section here in EdTech and mLearning and curated for you the resources below. These include tools, apps, video guides, tutorials and illustrative visuals to help teachers learn about and integrate the flipped learning concept in their instruction.
One of the best ways to help people learn how to use an app or complete a workflow process on an iPad is to show them. Every year schools have workshops dedicated to showing teachers how to use their iPads. The trouble comes after the workshop is over and teachers have forgotten a key step or two. The solution to this problem is to create screencast videos that teachers can refer to throughout the school year. There are a couple of ways that you can create a screencast video of your iPad’s screen.
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