Transcript Document
THE FLIPPED CLASSROOM FLIPPED LEARNING: DATA BASED & STUDENT EMPOWERING Definition of Flipped Learning Citation: Flipped Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. The Flipped Learning Network http://flippedlearning.org/ FLEXIBLE ENVIRONMENT Flipped Learning allows for a variety of learning modes; educators often physically rearrange their learning spaces to accommodate a lesson or unit, to support either group work or independent study. They create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning. LEARNING CULTURE In the traditional teacher-centered model, the teacher is the primary source of information. By contrast, the Flipped Learning model deliberately shifts instruction to a learner-centered approach, where in-class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. As a result, students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful. INTENTIONAL CONTENT Flipped Learning Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding, as well as procedural fluency. They determine what they need to teach and what materials students should explore on their own. Educators use Intentional Content to maximize classroom time in order to adopt methods of student-centered, active learning strategies, depending on grade level and subject matter. PROFESSIONAL EDUCATOR The role of the Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they continually observe their students, providing them with feedback relevant in the moment, and assessing their work. Professional Educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism, and tolerate controlled chaos in their classrooms. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential ingredient that enables Flipped Learning to occur. The advantage of the flipped classroom is that the content, often the theoretical/lecture-based component of the lesson, becomes more easily accessed and controlled by the learner. In a recent white paper, Cisco published a Video: How Interactivity and Rich Media Change Teaching and Learning, presenting the benefits of video in the classroom….. their research determined that flipped learning… Establishes dialogue and idea exchange between students, educators, and subject matter experts regardless of locations. Lectures become homework and class time is used for collaborative student work, experiential exercises, debate, and lab work. Extends access to scarce resources, such as specialized teachers and courses, to more students, allowing them to learn from the best sources and maintain access to challenging curriculum. Enables students to access courses at higher-level institutions, allowing them to progress at their own pace. Prepares students for a future as global citizens. Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences. Allows students with multiple learning styles and abilities to learn at their own pace and through traditional models. One of the major, evidenced-based advantages of the use of flipped information access is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest. (Using technology to give students “control of their interactions” has a positive effect on student learning,) The cycle often begins with an experiential exercise. This is an authentic, often hands-on learning activity that fully engages the student. It is a concrete experience that calls for attention by most, if not all, the senses. According to McCarthy, learning activities are designed that are immersive. Learners “experience the now.” They become hooked through personal connection to the experience and desire to create meaning for and about that experience (ala constructivist learning). Students become interested in the topic because of the experience. They have a desire to learn more. This is in line with John Dewey’s thinking regarding experience and education. The nature of experiences is of fundamental importance and concern in education and training. People learn experientially. It is the teacher’s responsibility to structure and organize a series of experiences which positively influence each individual’s potential future experiences. Learners are exposed to and learn concepts touched upon during Experiential Engagement. They explore and information is presented via video lecture, content-rich websites and simulations like PHET and/or online text/readings. This is the time in the learning cycle when the learners view content-rich videos. This is where and when videos such as those archived by Khan Academy, Neo K-12, Teacher Tube or other video services are used to help students learn the abstract concepts related to the topic being covered. Concepts should be presented in accessible form. By providing learners with online resources and downloadable media, learners can control when and how the media is used or learners can locate media that supports the content focus of the lesson. This is the major value of flipping the classroom . Content-based presentations are controlled by the learner as opposed to the lecturer as would be the case in a live, didacticdriven environment. Learners reflect on their understanding of what was discovered during the previous phases. It is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase. Learners can articulate and construct their understanding of the content or topic being covered through written blogs or verbal-based audio or video recordings. Within the standard school system, this would be the phase when students are tested about their understanding of the content. If this is the case, it is recommended that the tests target higher levels of Bloom’s Taxonomy – evaluation, applying, synthesizing. During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them. This goes beyond reflection and personal understanding in that learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives. This is in line with the highest level of learning within Bloom’s Revised Taxonomy of Learning – Creating - whereby the learner creates a new product or point of view. In essence, they become the storytellers of their learning. A list of technology-enhanced ideas/options for the celebration of learning can be found at: http://usergeneratededucation.wordpress.co m/2010/09/09/a-technology-enhancedcelebration-of-learning/ Now, please take the quiz using the free App, Socrative (student edition). Download this app onto your phone or iPad. Your room number is 316895. References Dewey, J. (1938/1997). Experience and education. New York, NY: Touchstone. Experiential Learning. (http://wilderdom.com/experiential/elc/ExperientialLearningCycle.htm) . The Flipped Classroom. http://usergeneratededucation.wordpress.com/2011/06/13/theflipped-classroom-model-a-full-picture/ Vygotsky, L. (1926/1997). Educational psychology. Delray Beach, FL: St. Lucie Press.