This post describes the principles of Universal Design for Learning and how they naturally occur when a full cycle of learning, including ideas related to the flipped classroom, are used within the instructional process.
As I describe in The Flipped Classroom: The Full Picture, I believe, as Chris Dede does, that the problem with the flipped classroom is that the major focus is on the didactic presentation of information, that it is still at the center of the learning experience. The flipped classroom, given that is currently getting so much press, provides an opportunity to change the paradigm of learning, whereby learning–by-doing, the experiences along with the understanding and application of those experiences become core to the learning process.
The flipped classroom provides avenues for teachers to become facilitators of learning & move away from the sage on a stage approach to teaching. The goal is to extend learning time conversation outside of class through threaded discussion.
Amazon.com: The Flipped Classroom: The Full Picture eBook: Jackie Gerstein: Kindle Store. Chapters are: What is the Flipped Classroom; Problems and Issues with the Flipped Classroom; The Flipped Classroom: The Full Picture; How The Flipped Classroom: The Full Picture Supports Universal Design for Learning; The Flipped Classroom in Higher Education; Mobile Learning and the Flipped Classroom; An Example Lesson; and The Flipped Classroom: The Full Picture for Tinkering and Maker Education.
The Flipped Classroom, as most know, has become quite the buzz in education. Its use in higher education has been given a lot of press recently. The purpose of this post is to:
Provide background for this model of learning with a focus on its use in higher education. Identify some problems with its use and implementation that if not addressed, could become just a fading fad. Propose a model for implementation based on an experiential cycle of learning mode
This post continues the series by providing an overview of The Flipped Classroom: The Full Picture using mobile devices. Each phase of the model has suggestions and ideas for mobile-driven learning activities which can be implemented on most devices. This supports Bring Your Own Devices programs and increases the chances students will use similar learning activities on their own devices outside of the classroom environment.
This post describes how The Flipped Classroom: The Full Picture can be used to support maker education and tinkering with the focus being on students acquiring more process-oriented “how-to” skills, skills needed to develop and enhance creativity and innovation.
Many educators are beginning to become aware of the growing teaching method referred to as “Flipping The Classroom”. Simply put… the teacher provides videos for homework, while traditional home work is done in class under teacher supervision. Unfortunately this might be just too simplistic of a definition. Possible this is why using the words “simply put” may not be the best practice in explaining anything.
There has been a growing buzz around a recently coined phrase " Flipped Classroom". This term starts to take root in education as more and more educators are discovering it. So what is this all about and what are its advantages in learning and teaching?
Over the past two years, the Flipped Learning method has created quite a stir. Some argue that this teaching method will completely transform education, while others say it is simply an opportunity for boring lectures to be viewed in new locations.
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