Flipped Classroom PDF
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This document is a presentation on the flipped classroom approach. It discusses the concept of flipped classroom, its elements, advantages, and limitations. The document also describes how to create and utilize learning materials in a flipped classroom setting.
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Flipped Classroom QHPE 601 Evidence-based Teaching and Learning Faculty Credits Ahsan Sethi Daniel Rainkie 2 Learning Objectives By the end of the session, participants will be able to: Describe Flipped Classroom Discuss the role of the instructor and the students Di...
Flipped Classroom QHPE 601 Evidence-based Teaching and Learning Faculty Credits Ahsan Sethi Daniel Rainkie 2 Learning Objectives By the end of the session, participants will be able to: Describe Flipped Classroom Discuss the role of the instructor and the students Discuss its Advantages & Limitations 3 What used to happen in our times Traditional teacher- centred instruction, in which students are treated as empty vessels that passively absorb information (Betihavas et al., 2016), Students prepare before the class, spend the class time listening to a lecture then complete homework activities post- class. 4 Flipped classroom is an active, student-centred approach that was formed to increase the quality of time spent within class. The following learning strategies are used in this approach: Active learning Peer-assisted learning Collaborative learning 5 Flipped Classroom (Cont.) Is a reconceptualization of how pre, during and post-class time is utilised by the lecturer and students. Is a new and popular instructional model, in which activities traditionally conducted in the classroom (e.g., content presentation) become home activities, and activities normally constituting homework become classroom activities (Bergmann & Sams, 2012; Sohrabi & Iraj, 2016). Is an approach that transfers learning responsibility from teacher to the student (Bergmann, Overmyer & Wilie 2011). 6 Traditional and Flipped Model 7 8 Elements of Flipped Classroom Approach F (“F”lexible Environment) L (“L”earning Culture) I (“I”ntentional Content) P (“P”rofessional Educator) 9 F (Flexible Environment): Educators create flexible spaces where students choose when and where they learn. Additionally, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning. 10 L (“L”earning Culture): In a Flipped Learning model, 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. 11 I (Intentional Content): Flipped Learning Educators determine what they need to teach and what materials students should handle 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. 12 P (Professional Educator): The role of a Professional Educator is even more important, and often more demanding, in a Flipped Classroom than in a traditional one. During class time, they need to observe students, providing them with instant feedback and an assessment their work. While Professional Educators take on less visibly prominent roles in a flipped classroom, they remain the essential part that enables Flipped Learning to occur successfully. 13 What Flipped Classroom is “not” Flipped classroom approach is not synonym with online videos, the important point is the interactive activities during the synchronous session. It is not working unsystematically of students. It is not students spending all course period in front of a computer. It is not a student studying alone. 14 Online Videos Tucker (2012), expressed that flipped classroom educators are not needed to prepare their own videos instead they can use lecture videos from internet sites such as Khan Academy, YouTube or TED-Ed 15 1. To record video, use the following tools: Screencast-O-Matic Camtasia PC TechSmith Relay Office Mix Adobe Presenter 16 2. To host videos, use the following sites YouTube, TeacherTube, Screencast.com, Acclaim, GoogleDrive. 17 3. For video interaction, use the following softwares: These are software that provide teachers access to some information such as which student watched which lecture video, how long he watched it, how he answered the questions in the video. Padlet, Nearpod, Socrative, Mentimeter, PollEverywhere, edpuzzle, h5p, etc 18 4. Learning Management: As created videos can be sent to video hosting site, they can also be accessed by using learning management system (LMS). LMS not only broadcast videos, but they can also provide interaction with students. 19 The Role of Teacher Creating learning condition conducive to questioning Instead of transferring knowledge directly, being a guide to make learning easy Having one to one interaction with students Correcting misunderstandings Individualizing learning for each student Using technology suitable for learning condition Creating interactive discussion conditions Increasing participation of students Sharing lecture videos as out of class activity Providing feedback by using pedagogical strategies 20 The Role of Student In flipped classroom approach student transforms from passive receiver of knowledge to active promoter of knowledge. Taking responsibilities for their own learning Watching lecture videos before the course and preparing for the course by using learning materials Learning at his own learning speed Making necessary interactions with his teacher and friends, taking and giving feedback Participating in discussions within class Participating in team work 21 Advantages Enable learners to practise higher order skills inside the classroom with tutor guidance. Increases motivation, enables deeper learning, and provides for better information management. increased productivity for both the tutor and the student. It increases the interactive period within the class Students can find opportunity to discuss with their teachers which is not a possible situation in traditional approach It support teamwork within class. Students can access lecture videos whenever and wherever they want, and it enables students to learn at their own speed The students that are educated with this approach are encouraged to think both within and out of class 22 Limitations Students may come to class without preparation. Hard to prepare good quality materials/videos and it is time consuming Lack of equipment such as smart phones, tablets or computers and having internet problems Biggest task is preparing In-class activities and integrating them to flipped classroom approach. In contrast to what is known, this method increases the workload of teachers instead of relieving. 23 On the road to e-Learning, make sure that Learning is in the driving seat, and Technology is in the passenger seat with the map. Learning decides the destination, Technology helps you get there. Ian Fyfe 24 25