Information and digital literacy in education via the digital path

The internet has created hundreds of hubs for teachers to share ideas and insights when it comes to helping students learn. In addition to lesson plans, educators offer tips and advice for connecting with kids. 

One method of teaching that has become popular is the flipped or inverted classroom in which students do homework during class and then watch videos with the course material at home. The concept is so much more involved, especially for teachers who want to teach it well. Here is why you should consider flipped learning in your classroom.

The flipped classroom model shifts the transfer of information online and moves practice and application into the classroom. Classically, the transfer of information has occurred in class via lecture and practice has been assigned for homework. The value of this inversion is that students can pace their progress through a video (pausing, rewinding, rewatching). They also have the benefit of a supportive peer group and the subject-area expert as they attempt to apply new information.

Whether students do the advance work at home or in class, these tools help teachers track their work and assess their understanding.

Flipped classroom, flipped learning—you’ve probably heard these phrases in recent years, and you may be wondering how this strategy works.

Flipped lessons replace teacher lectures with instructional material—often a video—that students watch and interact with at home. They apply what they learned in class the next day through a variety of activities or assignments that could once have been homework, with the teacher working as a coach or guide. 

A 2015 survey of Faculty Focus readers found that the number one barrier preventing faculty from implementing the flipped classroom model and other active learning experiences into their courses is TIME. Faculty reported they don’t have time to plan extra learner-centered activities, due to increasing responsibilities, and they don’t have time to implement the activities in class because there’s too much content to cover.

Can you feel excitement about flipping your classroom? If you’ve never done it before it can be challenging to know where to even begin. That’s why we’ve created this essential flipped learning beginner’s guide for you. We’ve seen countless other teachers “flipping out” and it has forever changed the results of their students’ learning. In fact, even the kids most in need are benefitting from accessing the best flipped learning videos.

Silvia Martins, an associate professor in the Department of Epidemiology in Columbia University’s Mailman School of Public Health, faced a challenge in her introductory epidemiology course, Principles of Epidemiology. She found that students needed more time to process the weekly lecture material before attending the follow-up seminar sessions with teaching assistants (TAs).

A common practice at many colleges and universities involves course faculty inviting librarians into their classrooms to teach research and information literacy skills and concepts customized to disciplinary or course needs. Library instruction varies in format but often manifests in the librarian teaching a single, isolated class session—what librarians refer to as a “one-shot.” Many challenges accompany this traditional format, including time-constraints, disengaged audiences, and little understanding on the part of the student as to how the library instruction integrates with course content.

There’s something exciting about the concept of the flipping your classroom. Imagine the excitement of learners doing hands-on work at school and taking video lessons at home. The idea might feel a little uncomfortable at first, and if you are new to it the nuts and bolts of the flipping process may be unfamiliar. That said, it is an effective method of improving learning outcomes. Having the right flipped classroom tips will help make it succeed for you..

What is Beyond Flipped?
‘practice that creates learning through active participation and skills development through the curation of educational experiences in a technology rich learning environment’.
Beyond Flipped is an approach that utilises the benefits of learning technologies and places an emphasis on student participation and the learning process. Within this approach there is a wide range of potential ways in which the flipped approach might be interpreted. How it is interpreted will be impacted upon by a wide range of factors, (such as student level, professional requirements, staff experience); however any implementation of the flipped approach must be looking to enhance student participation, the learning process and staff-student interaction.

When using a concept for flipped math class, it’s important to understand how it will enrich your students. There are a number of ways to integrate technology and modern teaching methods into any math classroom that will be beneficial to both the teacher and students. If you’re interested in flipped learning in math, you must consider the students and the technology available. Everyone must have access to the resources needed outside of the classroom to make this effective.

In the past few years at all levels of education, the flipped classroom model has emerged as one of the most promising educational approaches of the last century.

Educational researchers have argued that students are not merely vessels to be filled with knowledge, or exam factory funding units hell bent on 3 A*s. Yet many teachers and school leaders are still using older ‘chalk and talk’ teaching methods, despite much evidence of its lack of efficacy in the world we occupy today.

In this ongoing series focused on flipped and active-learning classrooms, we’re taking a deeper look into how to create successful learning experiences for students. We’ve examined how to encourage students to complete pre-class work, how to hold students accountable for pre-class work, and how to connect pre-class work to in-class activities. Now let’s focus on the challenge of managing the in-person learning environment.

Students can hear me explain what I am doing and why I am doing it as I provide feedback on how they can improve their written assignments.