Flipped classroom1
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The document discusses the concept and implementation of flipped classrooms, highlighting both benefits and drawbacks, as well as research findings by Dr. Jeremy Renner. It emphasizes the model’s goal of differentiating learning and fostering student engagement through varied activities, while also noting the importance of clear expectations and the challenges posed by equity in access to technology. Student feedback indicates a positive experience, with improved critical thinking, research skills, and motivation.
Flipped classroom1
- 1. June Wall Consultant in eLearning and Libraries [email protected] A YEAR IN A FLIPPED CLASSROOM. PART 1: WHY FLIP? © June Wall Consultancy
- 2. TO FLIP OR NOT TO FLIP – IS THAT THE QUESTION?
- 3. WHAT IS A FLIPPED CLASSROOM? Predominant view is that a flipped classroom is one where the “lecture” is studied by the students at night and practice or consolidation activities occur in the classroom.
- 4. RESEARCH Action research (various) and research such as Dr. Jeremy Renner all state the positives and negatives – a positive result is dependant on the preparation and philosophy used in the implementation.
- 5. DR RENNER’S GUIDELINES The expectation of spending time doing homework should be clear A flipped class implementation does not have to be “all or nothing” Students do not automatically prefer cooperative group work, nor do they intuitively know how to work in a group successfully Teachers do not have to create all of their own content for a flipped class Lecturing is not bad pedagogy, but it should not be the primary or sole means of instruction Pre-testing in K-12 classes warrants further study Students respond to multiple means of representation http://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the- flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/
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- 11. © June Wall Consultancy
- 12. SOME NEGATIVES … 1. Students don’t need more screen or computer time! 2. Students don't need more homework! 3. Access to mobile devices and the internet can be inequitable 4. Market forces will allow content producers to get richer! 12
- 13. WHY HAS THE FLIPPED CLASSROOM TAKEN OFF? photo by Jurvetson (flickr)
- 15. THE MAIN POINTS OF THIS MODEL Video production to disseminate content Students watch videos after school Variety of learning activities during class Allows for differentiation in learning activities http://www.learningunlimitedllc.com/2013/03/6-steps-to-a- flipped-classroom/
- 16. MY PURPOSE To differentiate learning to the individual level To engage the students for them to want to learn To model the process for other teachers to consider .... To show both students and teachers that risk is part of learning.... I had introduced a new subject to the school for precisely this purpose
- 17. A DIFFERENT VERSION OF FLIPPING Variety of input types – video, research, directed reading / listening Variety and individualised learning plans Classroom time was spent in discussion and student teaching.
- 18. MY INTENDED OUTCOMES Students would cover the subject content by Wk 3 of Term 4 Students would develop digital literacy capabilities Students would choose what they wanted to learn about after the core was completed. Students would select methods of presenting work Students would be self motivated and operate at higher levels on the Blooms taxonomy
- 19. © June Wall Consultancy WHAT DID THE STUDENTS THINK?I liked being able to complete the whole course by the end of Term 3! I really liked the class discussions I hated having to think about questions …. It took me a while to get used to not being told exactly what I had to present! International Studies is my favourite subject!
- 20. WHAT HAD THE STUDENTS LEARNT? Socratic questioning technique An ability to critically reflect on their own and others work An ability to think about what they wanted to present and select the most appropriate tool Research skills improved !!!!!! Attitudes to other nationalities changed (for the better)
- 21. SO WAS I SUCCESSFUL? From my point of view – yes From the grades/marks point of view – yes From the relationships in the classroom – yes Students ability to argue and substantiate a case – yes From the parents – yes!
- 22. RECAP OUTCOMES Students would cover the subject content by Wk 3 of Term 4 Students would develop digital literacy capabilities Students would choose what they wanted to learn about after the core was completed. Students would select methods of presenting work Students would be self motivated and operate at higher levels on the Blooms taxonomy - mostly
- 23. THANK YOU … CONTACT DETAILS © June Wall Consultancy Email: [email protected] Twitter: @junewall Facebook: https://www.facebook.com/junewallconsultancy
Editor's Notes
- #4: It essentially puts the “direct teaching” in the evening and the homework at school.