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Semelhante a Flip that classroom moving toward student centred learning 2014
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Flip that classroom moving toward student centred learning 2014
- 1. Flip that Classroom MovingtowardStudent-Centred Learning Nancy Nelson Winter 2014
- 2. Flip That Classroom - Nancy Nelson 2 Winter 2014 • experience and debrief a flipped classroom • review the history of the flipped classroom • examine the definition of a flipped classroom • brainstorm flipped techniques that will help students succeed • review flipped classroom models • consider ways of flipping your classroom By the end of today you will ... Image: Porter, Jim (2014). What Flipping the Classroom means to me Speekee blog ... http://blog.speekee.com/what-flipping-the- classroom-means-to-me/
- 3. Flip That Classroom - Nancy Nelson 3 Learning Check! 4 minutes 1. Fold a sonobe unit using one of the coloured sheets from the table 2. Mark the flat square face with the most valuable point you took away from the assigned article about student-centred learning and/or the flipped classroom Winter 2014
- 4. Flip That Classroom - Nancy Nelson 4 So what just happened? Quality of the Product? Did you do the homework? • read the article? • watch the video? • make a sonobe? • think the video was a waste of your time? Ease of learning? • one view? • multiple views? • watch and try? • multiple tries? Winter 2014
- 5. Flip That Classroom - Nancy Nelson 5 Application! Working with the people in your group, form a cube made up of your individual sonobe units ... make sure the writing is on the outside of the cube! 4 minutes Winter 2014
- 6. Flip That Classroom - Nancy Nelson 6 And now what happened? Quality of the Product? Effect of group work? • finally make a sonobe? • contribute ideas? • solve a problem? Ease of learning? • one try? • multiple tries? • use technology? Take aways? • individual vs group? • use of homework? • process vs. product? Winter 2014
- 7. The Flipped Classroom Flip That Classroom - Nancy Nelson 7 Aaron Sams & Jonathan Bergmann “Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content.” Salman Khan – Khan Academy free world class education to anyone, anywhere Eric Mazur envisions a shift from “teaching” to “helping students learn.” Winter 2014 Madeline Hunter personalizing education
- 8. Flip That Classroom - Nancy Nelson 8 What is a flipped classroom? Image: Center for Teaching and Learning, University of Texas at Austin ... http://ctl.utexas.edu/ctl/node/425 Video: Schell, Judy (2013). What is a Flipped Classroom? Turn to your Neighbor blog ... http://blog.peerinstruction.net/2013/04/22/what- is-a-flipped-classroom-in-60-seconds/ Winter 2014
- 9. Definition … “Ultimately, flipped learning is not about flipping the “when and where” instruction is delivered; it’s about flipping the attention away from the teacher and toward the learner.” Flip That Classroom - Nancy Nelson 9 Sams, Aaron & Bennett, Brian, “The truth about flipped learning”, eSchool News, May 31, 2012 http://www.eschoolnews.com/2012/05/31/the-truth-about- flipped-learning/ , Accessed June 18, 2012 Winter 2014
- 11. Flip That Classroom - Nancy Nelson 11 5 minutes Each group has a task on the back of their table’s RESERVED card: • read the scenario • propose flipped class techniques that could help improve the student’s chance of success • 1 minute presentation to the group • briefly describe the scenario • present flipped ideas for improving Today’s Challenge! Winter 2014
- 12. Flip That Classroom - Nancy Nelson 12 Scenario 1 - Enrique Problem Flip to Help Winter 2014
- 13. Flip That Classroom - Nancy Nelson 13 Scenario 2 - Janice Problem Flip to Help Winter 2014
- 14. Flip That Classroom - Nancy Nelson 14 Scenario 3 - Ashley Problem Flip to Help Winter 2014
- 15. Flip That Classroom - Nancy Nelson 15 Implementing the Flip … Prepare Apply Confirm first exposure to content OUTSIDE of class interactive application of concepts IN class review and confirm new knowledge/skills OUTSIDE class PAC Model Winter 2014
- 16. Flip That Classroom - Nancy Nelson 16 Explore Explain Apply first exposure to content during guided exploration IN class introduction of definitions, equations, structured knowledge OUTSIDE of class interactive application of concepts IN class Implementing the Flip … EEA Model Winter 2014
- 20. 5 Mistakes to Avoid ... 1. Keep your videos short 2. Don’t assume all students have the Internet at home 3. Don’t lecture if students don’t watch your videos 4. Hold each student individually accountable for work 5. Teach students HOW to watch your videos Winter 2014 Flip That Classroom - Nancy Nelson 20 Bergmann, Jon (2014). 5 Mistakes to Avoid When Flipping Your Class EdTechReview blog ... http://edtechreview.in/trends- insights/insights/985-5-mistakes-to-avoid-when-flipping-your-class
- 21. Dynamic Learning Environment Focus on your Learners by Involving them in the Process Winter 2014 Flip That Classroom - Nancy Nelson 21 Honeycutt, Barbi & Garrett Jennifer (2014). Expanding the Definition of a Flipped Learning Environment Faculty Focus blog ... http://www.facultyfocus.com/articles/instructional-design/expanding-definition-flipped-learning-environment/
- 22. Make it your own … Flip That Classroom - Nancy Nelson 22 Regroup with ‘discipline’ people: • select a topic/class/unit • use the die to help use the key points about flipped classes • plan a flipped class • share plan with the group (time permitting) Winter 2014
- 23. If you only take away one thing … “Ultimately, flipped learning is not about flipping the “when and where” instruction is delivered; it’s about flipping the attention away from the teacher and toward the learner.” Flip That Classroom - Nancy Nelson 23 Winter 2014
Notas do Editor
- Review agenda for the session
- Note the three most valuable points raised by the video/article with respect to student-centred learning and/or the flipped classroom
- Activity debrief ... Product quality of what they made it the product itself what’s important here? Homework did you do it? did you watch the video ... the whole thing? did you actually make a sonobe? did you think ... why did she assign this ... this has absolutely nothing to do with me and this class? How easy was it to learn from the video? could you do it after one viewing? did you need multiple views? did you watch and try? did you take multiple tries to get one made? Takeaway ... if I had wanted you to actually make one, I should have specified exactly what I expected in the e-mail you each received
- Activity Debrief did anyone get a cube? effect of group work ... did some of you finally get a sonobe made? did you learn from your classmates? did someone show you how to do it? did someone take control? Ease of learning? did you get it on the first try? did it take multiple tries? did anyone pull out their phone and find a resource to help do the task? Takeaways ... benefits of individual work combined with group work use of homework that is very clearly defined the whole matter of process vs. product
- Some of the folks credited with pioneering the flipped classroom Bergmann & Sams – high school chemistry teachers in Colorado … realized that they could share resources and improve learning … wrote ISTE book on techniques … conference speakers Sal Khan – engineer, mathematician - Khan Academy … created learning modules for his nephew … often thought of as flagship of flipped learning because it has been popularized by media (TED talk and support from Bill Gates Foundation … thousands of 6-10 minute modules plus now a learning environment as well Eric Mazur – Harvard Physics prof … many years of research into this area … reknown conference speaker as well from Grant Wiggins blog – Lectures 2 – Monday Feb 10/14 ... “hile Eric Mazur has become justly famous for his outstanding work in Peer Instruction where clickers play a vital role, the idea is an old one. Long before wireless handheld technology, Madeleine Hunter and others were encouraging teachers to have learners use a “thumbs up/thumbs down” formative assessment along with other such low-tech devices. Indeed, Bligh noted the explosion in such techniques in higher education over 40 years ago: Taplin (1969) supplied US Air Force trainees with two-and-a-half-inch cubes with different colored faces so that answers to multiple choice questions could be shown privately… Sun (1969) has used colored cards for the same purpose with medical students. Harder, Wayne, and Donald (1968) devised an ‘audience response card’ with five colors covered by paper flaps which could be shown in 14 combinations”
- image and video from University of Texas at Austin
- lots of definitions many of which talk exclusively that the transfer of information takes place outside of class (usually via video, podcast or textbook reading) and the in-class time becomes active learning, sometimes collaboratively, sometimes with different students at different paces, BUT I think that this definition is much more to the point of what flipped learning is all about
- This is what our class distribution is supposed to be … This is what it actually is … Flipping allows me to tap into the top students to help improve the struggling students by making the thinking visible … why did you solve that problem that way, why is that the right answer …
- Enrique is struggling in school, specifically in his math course. Every day the teacher stands in front of the class and teaches to the course outline. She uses the latest technology including an interactive whiteboard that is supposed to engage all students and get them excited about learning. Enrique’s problem is that the teacher talks too fast for him, and he can’t take notes quickly enough. When he does get all the notes from class onto paper, he does not understand what they mean. When he goes home to complete his homework, he continues to struggle because what he wrote down in class during the lecture doesn’t seem to match with what he is supposed to do on his assignment. Thus, Enrique, a hard-working student, has few options: he can go to class early and ask the teacher for help, he can call a friend with the hope that the friend understood what she said, he can copy homework from a friend, or simply give up.
- Janice is active in sports. She is a conscientious student who always wants to do her best. Unfortunately, she has a difficult science class on Friday afternoon. She must often leave school at noon on Friday to travel to games and matches, and she misses a lot of classes. She tries to keep up with the class, but she just can’t because she misses so much of it. She sometimes comes in and meets with her teacher before school, but he is often too busy to individually teach her everything she missed.
- Ashley has spent the better part of her life learning how to “play school.” She is 10 years into mastering the art of meeting her teachers’ requirements by making sure that she meets every detail of a grading rubric. She never actually absorbs the key concepts. She consistently earns As and Bs in her classes – not because she has demonstrated understanding, but because she has met the requirements in the rubric. Those grades do not accurately reflect what she has actually learned.
- Two main schools of thought ... first I call the PAC model and is similar in format to what was described in the video ... PREPARE = student get their first exposure to the content OUTSIDE of class APPLY – an interactive application of concept IN class CONFIRM/REVIEW – confirm skills/knowledge OUTSIDE class
- Second Model ... I call the EEA model and is a bit different ... EXPLORE - student get their first exposure to the content IN class EXPLAIN – introduction of definitions, equations, structured knowledge APPLY – interactive application of concepts IN class May be more appropriate format for those who are doing hybrid courses this year for the first time
- Sample of my planning sheets for and PAC type flipped class ... details things I need to do before class
- PREPARE Phase ... resources that students are to access before class (include URLs, citations, etc.) APPLY Phase ... list of activities and approximate times + whether to be done as a class, individually, or in a group
- CONFIRM Phase ... activities that students will take away to review/practice ... introduced at the end of class
- have students regroup according to discipline ... colour codes match the table markers using class prep handout, choose a topic and start planning a flipped class
- one thing to take away from this session … move attention away from teach and toward learner!
- invite participants to visit my blog for links to today’s slides and wiki for resources, research and general info that may be useful in their teaching.