Recomendados
Mais conteúdo relacionado
Mais procurados
Mais procurados (20)
Semelhante a Flipped classrom
Semelhante a Flipped classrom (20)
Último
Último (20)
Flipped classrom
- 1. The Flipped Classroom RIMS CTAP March 5.2013
- 2. Introductions Your hosts Tim Downey – Molly Large – Yma Marañon-Davis – Jenny Thomas – And you are... Name – District – Role – 1 thing you are hoping to get from this session –
- 4. Why Flip? • • • • Too much content for schedule Lots of absences Move from algorithms to concepts Place high cognitive load activities in the classroom with teacher accessibility
- 5. Standard Day Warm up - 5 minutes Homework review - 10 minutes Direct instruction - 25 minutes Practice - 10 minutes
- 8. Question & Think Consider a rectangular metal plate with a circular hole in it. When the plate is uniformly heated, the diameter of the hole... A. increases. B. decreases. C. stays the same. From Eric Mazur, CISC Presentation 3/21/13
- 10. Discuss At your table, work in groups of no more than 3. 1. Discuss your answers. 2. Explain your reasoning. 3. Use evidence from the instructional video. 4. See if you can convince the other person.
- 12. What Happened? You... • made a commitment. • externalized your answer. • moved from answer/fact to reasoning. • became emotionally invested in the learning process.
- 13. Correct Answer? When the plate is uniformly heated, the diameter of the hole increases.
- 14. Explain
- 15. Explain
- 16. From Questions to Concepts
- 17. Discuss What strategies does Mazur advocate for building better understanding? What instructional shifts must take place in order to implement a process such as Mazur's?
- 18. You can forget facts but you cannot forget understanding. Dr. Eric Mazur
- 19. Explore, Explain, Apply Model • Explore: community activity – Mid-range cognitive level – Building background knowledge • Explain: individual learning – Low cognitive level – Direct instruction • Apply: community activity – High cognitive level – Transfer of knowledge and skills
- 23. Why "Explore"? • Builds background knowledge • Raise questions – Open-ended – Meaningful Explore • Create interest – Be provocative • Stimulate thinking – Reflection – What if…
- 24. Introduction to Mass and Density
- 25. Discuss Remember that we have been learning about mass and density… • What questions about mass and density does this video raise? or • What went wrong for Indiana Jones? • Design a way Indiana could have successfully replaced the gold statue using sand.
- 26. Why "Explain"? • • • • • Teach concept Input phase First best instruction Address misconceptions Re-teaching Explain
- 27. Why "Apply"? Apply • Higher cognitive domain • Greater depth of knowledge • Transfer from facts to understanding
- 28. The problem with education is not one of engineering, but one of design. Farbood Nivi, grockit.com
- 29. Your Turn: 5 minutes 1. Save a copy of the Flipped Classroom Planning Document to your Google account: http://goo.gl/hYkDt 2. Think about “explore activity” that is relevant to your grade level and subject area 3. Identify purpose and cognitive level for activity
- 31. Screencasting A screencast is a digital recording of computer screen output often containing audio narration–sometimes called a video screen capture.
- 32. Screencasting Flip instruction by exploring and/or content Pre and post assessment Other software tutorials Slideshows or other student projects Explain
- 33. Screencasting
- 34. Why Screencast? Increased contact time between students and teachers Students take responsibility for their own learning Absences don't leave students behind Content is archived for review or remediation Student engagement in learning Students can get a personalized education
- 35. Four Ways to Multiply Example-Screencast Four Ways to Multiply Example-Educreations Screencast-o-matic vs. Educreations
- 37. Using Edmodo
- 38. Using Edmodo
- 39. Vehicle to the Future
- 40. Discuss How is Flipped Classroom different for these teachers from the "flavor of the month" initiatives they mentioned?
- 41. Resources for Direct Instruction Explain
- 42. Resources for Direct Instruction Explain
- 43. Resources for Direct Instruction Explain
- 44. Lunch
- 45. The Flipped Classroom is Not...
- 46. Reflection Discussion Now that you’ve explored the flipped model in more depth, how would you define “flipped classroom” to other teachers at your site?
- 48. Google Forms – Your Turn! Apply
- 50. Final Considerations • Explaining to administration • Explaining to parents • Access, equity, and accessibility
- 51. Parent Concerns • Flipping is not abdication of teaching • Flipping is not expecting parents to teach
- 52. Engaging Parents in Flipped Model • Engagement with child to watch video together • Higher level, academic conversations with their child based on the flipped lesson • Like CCSS ELA shift in questioning from text, parents can question from video • Meaningful and purposeful academic discussions
- 53. Administration Concerns • Flipping is not abdication of teaching • Students who do not have access at home • Ensuring that students do the flipped homework
- 54. Evaluation • Please help us make this workshop better! http://ctap10.org Professional Development Workshop Evaluations
- 55. Thank you for your participation!