Flipped Classroom
Expanding the Definition of a Flipped Learning Environment
The term flipped classroom has become a hot topic in higher education. Ideas about and opinions about flipped learning environments vary. Some consider it simply another way of talking about student-centered learning. Others view flipped classrooms as the most cutting-edge approach to learning. Still others see flipping as just another fad that will eventually run its course. [here]
Maximizing PLC time to flip your class
Teachers helping teachers
Two years ago Jonathan was helping a couple of fourth grade teachers create their first flipped-class video. They were going to make an instructional video about long division. He overheard the two teachers discussing the best way to communicate long division to their students.
A few minutes later, the teachers were ready. They then presented long division to their students in a manner that was better than it would have been had they done it alone. This collaborative interaction, and other instances like it, have shown that when teachers collaborate to create flipped-class videos, there are several benefits, including:
Collaboration creates better content. Time to discuss best practices and teaching strategies is something that is lacking in many schools today. The spontaneous, four-minute conversation we referred to earlier needs to be commonplace and intentional. When collaboration is part of the expectation of lesson preparation, we have seen teachers rise to the occasion and create amazing content that has helped all of their students.
Quality and excellence. Since the videos will be posted online, teachers tend to do a great job creating them. Teachers take more time and thought creating an instructional “flipped” video because the audience could be larger than their classroom. They know the video may be viewed by students in other classes, parents and teachers.
Reflection. We have observed that teachers are more self-reflective when creating collaborative flipped videos. They have a video record of their teaching. They often view their own videos and critique their lessons to determine how they can improve the next time.
Creating the videos will give teachers a reason to use technology. Many teachers have not seen the benefits of using technology and have not completely bought into the notion that something with buttons and lights will fundamentally change education. Frankly, they are right. We need to start with good pedagogy and then add the technology to support sound teaching practice. Let’s give teachers a reason to want to come to the technology training.
Creating a Comprehensive Plan for the Flipped Learning Environment
The days of lecturing in front of a half-attentive class are over. Students in a flipped classroom are engaged with course material every time they walk through the door. They interact with their peers. They process course content by working with it while an instructor stands by to answer questions or offer clarification. There definitely is teaching, although it doesn’t look like it. But it is an incredibly different kind of teaching, which is scary for both instructors and students. So even though the flipped classroom offers a lot of promise, it can be daunting to set out to transform your traditional courses without a guide. That is what this live, interactive two-day workshop gives you. In Creating a Comprehensive Plan for the Flipped Learning Environment, you will explore the four key components of the flipped learning philosophy and develop a comprehensive plan and implementation strategy to enhance both student and faculty success in the flipped environment.
Learn how to shift course design, teaching methods, and even perspectives from a traditional to a flipped approach
Plan a flipped lesson; identify instructional strategies, tools, and technologies appropriate for the topic and then create an assessment plan that includes both formal and informal measurements of student learning
Analyze how students’ personalities and experiences influence the flipped environment—for better or for worse
Examine how instructors’ personalities and teaching styles influence the flipped learning environment and identify strategies and resources for continued professional development