I have gained confidence in my abilities to teach math because I was able to plan, prepare and deliver math lessons without the pressure of conducting whole group instruction which often is interrupted due to behavioral issues. I have gained a wealth of knowledge about all of the technology available out there, and furthermore, I have seen how the use of this technology can enhance and impact learning. Finally, I have gained an appreciation for teachers who “go out on a limb” and try something innovative. Mrs. Bush took a risk and with hard work, dedication, and courage, transformed her classroom into a place where students can learn math in ways they never have before.
Date: Saturday, March 17, 2012 Outstanding presentation in this joint webinar with Classroom 2.0 LIVE and the CEET MoodleMeet on screencasting and the flipped classroom. Recording, Livebinder and tons of great resources shared by Chris Smith/Shamblesguru and the participants in the chat log!
How do you respond to "I'm sick of the videos" in your #flipclass?
Have you heard your students say this?
I had a conversation with one of my students this week and that was one of his comments. I tried to probe and ask why so I could get some more context and reasons behind it to find out WHY he was "sick of the videos".
We are a pilot group of teachers who would like to share our understanding about how this approach could enhance teaching and student learning.
We would like to involve other colleagues from the International Community School (ICS), London to consider and try out this approach and post relevant observations and comments on this blog. We welcome views from external educators and educational advisers as well.
MACUL12 Breakout Session: Khan and Beyond: The Many Faces of the “Flipped Classroom” Dan Spencer, Educational Technology Consultant, Jackson County ISD, and John Sowash, Teacher, Southfield Christian High School
With the recent buzz about Khan Academy and its relationship to the “Flipped Classroom,” come see how educators apply this philosophy towards using class time more effectively, making content available for students at all times, increasing student-teacher interaction, focusing on mastery, and allowing students to learn at their own pace.
You're invited to this live webinar on Classroom 2.0 LIVE on the Flipped Classroom with Aaron Sams and Jon Bergmann. Sat. March 10, 2012, 12:00noon EST. If you miss the live, interactive session you can view it later in the archives. http://live.classroom20.com/archive-and-resources.html
Introduction to Screencasting prepared for LearnNowBC Moodle Meet March 2012...This MoodleMeet is free and open to all-registration required. Join Lorna Costantini and Peggy George for great resources and conversations about screencasting and the flipped classroom-March 16-21, 2012. http://learnnowbc.ca/educators/MoodleMeets/default.aspx
There has been a lot of interest in the flipped classroom. This past week the Flipped Class Conference occurred at Woodland Park High School in Woodland Park Colorado and during the pre-conference a team of flipped teachers got together to write a three-part article about the nature of the Flipped Class. This first article is an attempt to define what the Flipped Class is and what it is NOT. By Jon Bergmann, Jerry Overmyer and Brett Wilie
The term "Flipped Classroom" is being thrown around a lot lately in both positive and negative light. We are delighted to know that we've lit a fire among educators. The term is a bit ambiguous and does not fully do justice to all that is being done under the guise of the Flipped Classroom. I hope to shed some light on the confusion, critique, and hype. Article by Aaron Sams.
The flipped classroom provides avenues for teachers to become facilitators of learning and move away from the sage on a stage approach to teaching. The foundational concepts of instructors guiding students or facilitating their progress are based on the idea that the instructor is no longer at the center of the interaction and application of knowledge. The instructor remains available to students as a facilitator of resources, a resource who should frequently check students for understanding for their learning. The teacher, when necessary will provide guidance in how to process the information for a unit of study. The facilitators role in a flipped classroom changes dramatically in that the teacher becomes a source to students in how to better use the resources, process information and how to apply the core concepts to real life situations.
For years, students have grown accustomed to traditional methods of instruction where teachers fill the role of "sage on the stage," imparting their wisdom during allotted class time then sending work home to reinforce learned concepts with little or no added support. As a result, students exist as mere listeners on the receiving end of a one-way communication process that does little to promote social interaction or encourage critical thought. In an effort to "flip" this trend of passive learning, teachers are now utilizing technology to implement a blended learning method that frees up class time for collaborative activities by shifting lectures out of the classroom and on to the internet. This method, known as a "flipped" classroom, combines the benefits of direct instruction and active learning to engage students in the educational process.
I am starting to see lots of information about the “flipped classroom.” This has grown out of the Kahn model, which was talked about at the TED (Technology, Entertainment, and Design) conference. Here’s a link to learn more about TED and the Flipped Classroom.
The purpose of this blog is to have a place to reflect and analyze the use of my "flipped classroom" method of teaching during the 2012 spring semester in my two math classes: Algebra 1 and Math Analysis Honors. My goal is to able to see what is working, what isn't, and what could use improvement as I strive to continue to help my students succeed at their highest level!
Sharing the Flipped Classroom at TeachMeet Brighton March 2012. Ben Rouse is a mathematics teacher in the south east of the UK. As head of faculty he is trying to develop effective use of technology amongst the staff and students at his school.
There is increasing evidence that traditional teaching practices used in the MBA classroom may not be the best ways to ensure impactful learning - the kind that has a substantive effect on the thinking of future business leaders. In fact, recent research on learning, combined with the availability of new technology, make a strong case to turn many a venerable teaching practice on its head, leading to what some are calling the "flipped classroom".
Excellent set of videos / tutorial links about screencasting! How can screencasts be used? What tools can I use to make screencasts? Flipped Classrooms, Individual Feedback, Student-created and additional resources linked on Diigo. Jon Orech http://www.diigo.com/user/jorech/screencast
(Editor's Note: The conversation and interest in the flipped class continues . . . From our very first post about this topic in January 2011 to date (1/2012), The Daily Riff has received approx.74,000 hits from the posts about this topic - which are linked below - extending to over 100 countries. Today's post is authored by eight notable advocates for the flipped classroom. Thanks goes to our guest post contributors, and of course, our avid readers. Disclosure: The Daily Riff is not financially affiliated in any way with the flipped class. - C.J. Westerberg)
"The Flipped Classroom is an intentional shift of content which in turn helps move students back to the center of learning rather than the products of schooling."
The idea of the flipped class started with lecture and direct instruction being done at home via video and/or audio, and what was once considered homework is done in class. So, the order of the "lecture" and "homework" components of the class are, well -- flipped.
Now, it is becoming much more than that.
The main reason, maybe the only reason, to flip a class is to provide more class time for learning and that is the major shift that we are seeing as the flip gains popularity across content areas. Other than that, a good flipped class should be like any other in which good teaching and effective learning take place. Flipping the class is not the end-all solution to finding the "best use" of class time, but it does allow for varied forms of instruction. By Brian Bennett, Jason Kern, April Gudenrath and Philip McIntosh
This post has nothing to do with the flipped classroom model of Khan Academy. Instead, I want to tell you about another kind of flipped classroom—in which a teacher flips the concept of formative assessment back on herself. A homemade laminated sign behind my desk announces, "In this classroom, everyone is a teacher and everyone is a student. By using student feedback to plan instruction, teachers can be more responsive to a class' learning needs, says teacher Brianna Crowley.
The flipped classroom is an excellent first step in making students’ in-class experiences more active, more student-centered, and more meaningful. Combining the best aspects of the flipped classroom with the power of 1:1 technology would allow for an even more radical reshaping of the classroom. School could become a place where students can learn at their own individual paces, can become active content creators instead of solely passive content recipients, and can learn in an environment that they “own” which adjusts rapidly to meet their learning needs and interests. Author:Mark Pullen, 1:1 classroom teacher, on behalf of Worth Ave. Group.
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