The flipped classroom 2015 induction
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The document outlines the concept of a flipped classroom, where students engage with new material outside of class to spend class time on active learning activities such as problem-solving and group work. It emphasizes increased student responsibility, the use of educational technologies, and changing roles for both students and lecturers. Additionally, it includes suggestions for designing aligned learning activities in groups.
![The “flipped” learning environment
“before class”
“in class”
“after class”
video/audio recordings,
readings,
simulations
group work,
demonstrations,
experiments, role play,
presentations
[concept exploration]
[active learning]
[consolidation &
application of concepts]
ARTEFACT CREATION
assignments, reflective
podcasts, discussions,
blogging
( Adapted from University ofTexas, Centre forTeaching & Learning)](https://image.slidesharecdn.com/theflippedclassroom2015induction-150226042519-conversion-gate02/85/The-flipped-classroom-2015-induction-4-320.jpg)
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The flipped classroom 2015 induction
- 1. The Flipped Classroom UWC INDUCTION WORKSHOP 18 - 20 MARCH 2015 Rita Kizito [email protected]
- 2. “ A review of traditional teaching where student gain exposure to new material outside of class, usually via reading or lecture videos so that class time is used to do the harder work of assimilating knowledge through strategies such as problem-solving, debating, group work, role play etc.” (Vanderbilt University, Centre forTeaching) What does flipping your classroom involve ?
- 3. There is more student responsibility for their active learning Class-time is focused on introducing active learning and its facilitation, engaging students, guiding learning, correcting misunderstandings There is emphasis on concept exploration, demonstrations and meaning making Changed student and lecturer roles
- 4. The “flipped” learning environment “before class” “in class” “after class” video/audio recordings, readings, simulations group work, demonstrations, experiments, role play, presentations [concept exploration] [active learning] [consolidation & application of concepts] ARTEFACT CREATION assignments, reflective podcasts, discussions, blogging ( Adapted from University ofTexas, Centre forTeaching & Learning)
- 5. Capturing key concepts Visualizations (multimedia presentations) Interactions in and out of the classroom ( clickers, discussion forums, content creation) Timely information (updates, announcements, reminders) Providing feedback Archiving Assessment & evaluation Educational technologies play an important role in the flipped classroom ( CIECT)
- 6. Large Lectures …thought-provoking, sleep-inducing, or both? Mazur group, http://mazur.harvard.edu/education/educationmenu.php
- 7. UWC ECP classrooms (2013) Active learning is possible in our own learning environments
- 8. Activity Consider the module that you are involved with and: • Design a learning activity linked to your concepts, Graduate Attributes and learning outcomes • Spend some time sharing your aligned learning activity within your small group.
- 9. References • Vanderbilt University, Centre for Teaching http://cft.vanderbilt.edu/ • University of Texas, Centre for Teaching & Learning http://ctl.utexas.edu/ • Mazur group, http://mazur.harvard.edu/education/educationmen u.php
- 10. Thank - you