Searching for "flipped"

flipped classroom without technology

The Technology-Free Approach to Flipping the Classroom

Wednesday, September 13, 2017 | 1:00 PM Central | 60 Minutes

https://www.magnapubs.com/online-seminars/the-technology-free-approach-to-flipping-the-classroom-14539-1.html

Active learning techniques have been shown to improve the classroom experience, leading to higher student success rates and greater student engagement.

As an increasing number of higher education faculty apply the flipped classroom model to their courses, they’re discovering that although the idea of a flip is straightforward, the model is easy to get wrong.

BENEFITS

The flipped model puts greater responsibility for learning on the students while providing them with more room to experiment in the classroom. This leads to a shift in priorities, allowing classroom time to move from merely covering material to working toward mastery of it.

As a result of this presentation, you gain a new perspective on what it means to flip the classroom, leading to revitalized teaching. This seminar not only explores concrete strategies for engaging students in the flipped classroom, but it also delves into why technology-free approaches are important. You will better understand how to do the following:

  • Organize student-led activities to encourage greater communication in the classroom
  • Create a dynamic session devoted to learning through hands-on work
  • Integrate unplugged methods of student engagement into flipped and active classroom learning environments
  • Lean on tools such as sticky notes, flip charts, whiteboards, and dice to inspire new ways of thinking

LEARNING GOALS

The flipped classroom model challenges instructors to create learning experiences in which students have the freedom to apply, analyze, and evaluate course content during class time.

The question is: How do you continue finding innovative teaching strategies and tools to engage students in this way?

Although some creativity is required to plan a flip, the process doesn’t have to be intimidating. This seminar demonstrates a number of simple strategies that motivate students to interact with the material and engage with one another. You will learn the following:

  • Discover a range of “unplugged” teaching strategies used to engage students
  • Learn to identify opportunities for unplugging devices and creating a tech-free learning experience in the classroom
  • Master simple ways to integrate unplugged flipped methods into your course
  • Understand the benefits to including unplugged teaching and learning strategies in flipped course design

TOPICS COVERED

  • Developing new strategies and ideas for the flipped classroom
  • Increasing student engagement with unplugged methods
  • Integrating unplugged methods into flipped and active learning classrooms
  • Using everyday tools to inspire higher-level thinking
  • Expanding the definition of the flipped classroom

AUDIENCE

This seminar is intended for faculty and instructors interested in a role change in the classroom. The flipped learning environment requires teachers to give up their front-of-class position in favor of a more collaborative and cooperative contribution to the teaching process. Are you ready to make a change?

Presenter: https://www.magnapubs.com/bios/barbi-honeycutt-850.html

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more on flipped classroom in this IMS blog
http://blog.stcloudstate.edu/ims?s=flipped

elearning growth based on flipped and mobile learning

Report: Flipped and Mobile Helping to Drive Growing Momentum in E-Learning Content and Courses

By Leila Meyer 11/28/16

https://thejournal.com/articles/2016/11/28/report-flipped-and-mobile-helping-to-drive-growing-momentum-in-elearning-content-and-courses.aspx

According to the report, one of the main reasons for the growth in generic e-learning content and courses is the adoption of teaching and learning methods such as the flipped classroom, blended learning and virtual classrooms

The report identifies the proliferation of mobile devices on campus as the third factor helping to drive adoption of these courses. “The availability of gadgets such as e-book readers, tablets, and laptops, coupled with better and uninterrupted Internet connectivity, has led to a greater penetration of digital classrooms and e-learning products,”

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more on elearning in this IMS blog:
http://blog.stcloudstate.edu/ims?s=elearning

flipped blended

Flipped/Blended/… Teaching/Learning: FridayLive! Collaborative Development Series

Presenters: 
Steve Gilbert,
 TLT Group
Beth Dailey, TLT Group
Dale Parker, Senior Faculty, Cambridge College
Penny Kuckkahn, Nicolet College, Instructional Designer
Robert Voelker-Morris, Faculty Technology Consultant, University of Oregon
Winona Hatcher, Instructional Designer, Augusta University

Date: 11/11/201616

Time: 1:30 PM ET pre session. 2:00 -3:00 PM ET Main event. 3:00 – 3:30 PM ET After thoughts

Description 

This is the third in our Flipped/Blended… Teaching/Learning Collaborative Development Series. Faculty considering the next steps toward flipping/blended..teaching/learning and instructional designers and design consultants will all find something of benefit from this series.

In the spring we explored what it means to flip a classroom and added to the flipped classroom toolkit.  Over the summer a team of instructional designers assisted a faculty member in designing a flipped lesson. This collaborative development process is the basis of the series. 

The third session in our series focuses on Phase 2: Develop the Plan and Identify Resources. Flipped/Blended Teaching/Learning and Integrating Technology Design Approach

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more on blended teaching and learning in this IMS blog
http://blog.stcloudstate.edu/ims?s=blended

Flipped Classrooms, Blended Learning, and Integrating Technology

PLANNING MEETING – Flipped Classrooms, Blended Learning, and Integrating Technology

Date: Thursday, May 26, 2016
Time: 3:00 – 4:00 PM ET
Presenters: Steve Gilbert  and many more

Description

In this session we will finalize the design of the May 27th & June 24th events. Link to planning document.

Here is a history of our work on this topic:

  • During our March 11th FridayLive! event, Irene Knokh helped us explore the flipped classroom.  There was interest expressed in building a flipped classroom toolkit.
  • On March 17th TLT Members were invited to start this work.
  • On March 24th TLT Members met and decided to create a Flipped/Blended Learning Series.
  • On March 31st the planning continued and the 3 part series has begun to take shape.
  • In April we decided to focus on 2 events.
  • On April 27th we finalized the dates (May 27 and June 24th) and began to design the first session.
  • On May 5th the design work continued
  • On May 11th the design work continued
  • On May 19th the design work continued

flipped classroom resources

More on flipped classroom in this IMS blog:

http://blog.stcloudstate.edu/ims/?s=flipped&submit=Search

what is it?

  • The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed.
EDUCAUSE Learning Initiative 7 Things You Should Know About Flipped Classrooms – eli7081.pdf. (n.d.). Retrieved March 23, 2016, from https://net.educause.edu/ir/library/pdf/eli7081.pdf
  • Flipped classroom is an instructional strategy and a type of blended learning that reverses the traditional educational arrangement by delivering instructional content, often online, outside of the classroom.

Flipped classroom. (2016, March 22). In Wikipedia, the free encyclopedia. Retrieved from https://en.wikipedia.org/w/index.php?title=Flipped_classroom&oldid=711368580

  • In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
Flipping the Classroom | Center for Teaching | Vanderbilt University. (n.d.). Retrieved March 23, 2016, from https://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

flipped classroom

 

flipped classroom

flipped classroom

The Flipped Class: Overcoming Common Hurdles by Edutopia:
http://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann

platforms like Blackboard and Canvas are playing a bigger role in the flipped learning environment. Other viable options include Google’s Classroom, which “automates” the sharing process but isn’t necessarily an organizational tool.
McCrea, B. (2016). 6 Flipped Learning Technologies To Watch in 2016. THE Journal. Retrieved from https://thejournal.com/articles/2016/03/16/6-flipped-learning-technologies-to-watch-in-2016.aspx

Pros:

  • Helps kids who were absent, stay current.

  • Helps kids who don’t get the lesson the first time in class.

  • Good resource for teacher assistants or student support staff who may not know the curriculum or may not know what to focus on.

  • Can attach Google spreadsheets or other online quizzes to check for comprehension, along with the video link sent to students

Pros and Cons of The Flipped Classroom. (n.d.). Retrieved March 23, 2016, from http://www.teachhub.com/pros-and-cons-flipped-classroom
  • Students have more control
  • It promotes student-centered learning and collaboration
  • Access = easier for parents to see what’s going on
  • It can be more efficient
Acedo, M. (2013, November 27). 10 Pros And Cons Of A Flipped Classroom. Retrieved from http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-classroom/
an example of a positive take:
  • Myth #1 – Proponents of the Flipped Classroom Methodology Dislike Lectures
  • Myth #2 – Flipping Your Class Means Getting Rid of Lecturing
  • Myth #3 – Flipping Your Class Will Mean That Students Will Stop Coming to Class
  • Myth #4 – Flipping Your Class Will Require Lots of Technical Knowledge
  • Myth #5 – Flipping Your Class Will Require Huge Amounts of Time
  • Myth #6 – Students Will Not Like the Flipped Class, and Your Teaching Evaluations Will Suffer
Kim, J. (n.d.). 6 Myths of the Flipped Classroom | Inside Higher Ed. Retrieved March 23, 2016, from https://www.insidehighered.com/blogs/technology-and-learning/6-myths-flipped-classroom

Cons:

  • I have a long way to go in my skill set in making the videos interesting (they, to me anyway, are really boring to watch).
  • I’m not sure how much they (the videos) are being utilized. There are just certain items that are learned better through direct one on one contact.
  • I know as I’m teaching, I get direct feedback from my students by looking at their faces and gauging comprehension. I, as a teacher, don’t get that feedback as I’m designing and creating my videos.”
Pros and Cons of The Flipped Classroom. (n.d.). Retrieved March 23, 2016, from http://www.teachhub.com/pros-and-cons-flipped-classroom
  • It can create or exacerbate a digital divide
  • It relies on preparation and trust
  • Not naturally a test-prep form of learning
  • Time in front of screens–instead of people and places–is increased
Acedo, M. (2013, November 27). 10 Pros And Cons Of A Flipped Classroom. Retrieved from http://www.teachthought.com/learning/blended-flipped-learning/10-pros-cons-flipped-classroom/
an example of negative take:
  • I dislike the idea of giving my students homework.
  • A lecture by video is still a lecture.
  • I want my students to own their learning.
  • My students need to be able to find and critically evaluate their own resources
Wright, S. (2012, October 8). The Flip: End of a Love Affair. Retrieved March 23, 2016, from http://plpnetwork.com/2012/10/08/flip-love-affair/

Research:

Zuber, W. J. (2016). The flipped classroom, a review of the literature. Industrial & Commercial Training, 48(2), 97-103. doi:10.1108/ICT-05-2015-0039 http://www.emeraldinsight.com/doi/full/10.1108/ICT-05-2015-0039

although learning styletheories serve as a justification for different learning activities it does not provide the necessarytheoretical framework as to how the activities need to be structured (Bishop and Verleger, 2013). p. 99

One observation from the literature is there is a lack of consistency of models of the FCM (Davieset al.,2013, p. 565) in addition to a lack of research into student performance, (Findlay-Thompson andMombourquette, 2014, p. 65; Euniceet al., 2013) broader impacts on taking up too much of thestudents’time and studies of broader student demographics. In another literature review of the FCM,Bishop and Verleger concur with the observation that there is a lack of consensus as to the definitionof the method and the theoretical frameworks (Bishop and Verleger, 2013). p. 99

The FCM isheavily reliant on technology and this is an important consideration for all who consideremploying the FCM. p. 101

Flipped Classrooms’ may not have any impact on learning:
http://blog.stcloudstate.edu/ims/2013/10/23/flipped-classrooms-may-not-have-any-impact-on-learning/

Gross, B., Marinari, M., Hoffman, M., DeSimone, K., & Burke, P. (2015). Flipped @ SBU: Student Satisfaction and the College Classroom. Educational Research Quarterly, 39(2), 36-52.
we found that high levels of student engagement and course satisfaction characterised the students in the flipped courses, without any observable reduction in academic performance.

Hotle, S. L., & Garrow, L. A. (2016). Effects of the Traditional and Flipped Classrooms on Undergraduate Student Opinions and Success. Journal Of Professional Issues In Engineering Education & Practice, 142(1), 1-11. doi:10.1061/(ASCE)EI.1943-5541.0000259
It was found that student performance on quizzes was not significantly different across the traditional and flipped classrooms. A key shortcoming noted with the flipped classroom was students’ inability to ask questions during lectures. Students in flipped classrooms were more likely to attend office hours compared to traditional classroom students, but the difference was not statistically significant.

Heyborne, W. H., & Perrett, J. J. (2016). To Flip or Not to Flip? Analysis of a Flipped Classroom Pedagogy in a General Biology Course. Journal Of College Science Teaching, 45(4), 31-37.
Although the outcomes were mixed, regarding the superiority of either pedagogical approach, there does seem to be a trend toward performance gains using the flipped pedagogy. We strongly advocate for a larger multiclass study to further clarify this important pedagogical question.

Tomory, A., & Watson, S. (2015). Flipped Classrooms for Advanced Science Courses. Journal Of Science Education & Technology, 24(6), 875-887. doi:10.1007/s10956-015-9570-8

 

videonotes for flipped lessons

Creating Flipped Lessons With VideoNotes

 http://practicaledtech.com/2015/01/12/practical-ed-tech-tip-of-the-week-creating-flipped-lessons-with-videonotes/

http://www.videonot.es/

VideoNotes allows you to load a video on the left side of your screen then on the right side of the screen VideoNotes gives you a notepad on which to type.

1. How to Create a Jeopardy-style Game in Google Spreadsheets
2. How to Use Doctopus and Goobric to Grade Google Classroom Assignments
3. Using Timelines as Digital Portfolios and Reflections on Learning
4. How to Add Custom Columns to Padlet Walls
5. ReadWorks Now Offers Poems and Question Sets for K-12 Classrooms
6. PicCollage, ThingLink, and A Visit to the USS Alabama
7. A Couple of Graphing Calculators for Your Chrome Browser

Free Flipped Classroom Resources

10 Free Flipped Classroom Resources

Here are some free resources to get your flipped classroom organized.

Content Banks:

1. Crash Course

crash course

2. Eduvision by FlippedLearning Network

Resources to Create Your Own Lessons:

3. Screencast-o-matic

4. PowToon

Hosting Depositories:

5. Screencast

6. TeacherTube

Learning Management Systems (LMS):

7. Lore

8. Sakai

Flipped Schools and Districts to Research:

9. Lake Elmo Elementary in Stillwater, MN

10. Summit Public Schools

 

http://www.edudemic.com/10-resources-for-flipped-classroom/

Flipped Lessons Through EDPuzzle: How to Create & Distribute

How to Create & Distribute Flipped Lessons Through EDPuzzle

EDpuzzle is a neat tool that allows you to add your voice and text questions to educational videos. On EDpuzzle you can search for educational videos and or upload your own videos to use as the basis of your lesson. EDpuzzle has an online classroom component that you can use to assign videos to students and track their progress through your video lessons.

http://www.freetech4teachers.com/2015/02/how-to-create-distribute-flipped.html?m=1

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