The main goal of a flipped classroom is to enhance student learning and achievement by reversing the traditional model of a classroom, focusing class time on student understanding rather than on lecture. To accomplish this, teachers post short video lectures online for students to view at home prior to the next class session. This allows class time to be devoted to expanding on and mastering the material through collaborative learning exercises, projects, and discussions.
What’s the difference between a elegant flip and a flop? Read this article to find out!
Blended (also called hybrid) classrooms, in which face-to-face interaction is intentionally combined with online activities to aid student learning, are becoming more and more common. By moving content delivery such as lecture to outside-of-class homework using technology tools such as video or lecture capture, more time can be gained for active learning in-class. Moreover, the blended model is proving to be an environment that provides more self-directed, technology-mediated learning experiences for students who will be incorporating technology more and more into their professional lives post-college.
PDF copies of Blended Course Design worksheets are available online: http://www.bcdworkbook.com/bonus-materials/handouts/
Instructional strategies for design, management, and assessment of standards-focused, project-based learning (PBL) in the flipped classroom. Use of multimedia and online resources to support collaboration and increase learner motivation and engagement.
This course is an approved elective in the Master of Science in Education online degree program. NOTE: You may enroll in this course to meet your goals for professional development, license renewal, or to complete graduate credits and transfer the credit to another university.
Flipgrid is a website that allows teachers to create grids of short discussion-style questions that students respond to through recorded videos. You can create up to four grids with a Flipgrid account. Grids can be classes, sections, groups of students, research groups, faculty groups, or any collection of users interested in a common strand of questions. Each grid can hold an unlimited number of questions, and each question can hold an unlimited number of responses. Questions are short, text-based prompts (think Twitter) that can include basic formatting (such as bold, italic) and links to websites or documents.
I’ve always been an early adopter of teaching technologies. This one is tempting indeed. This review looks at Flipgrid for use in Grades 6-12. I can see it working at a graduate level.
To risk a cliche: “The proof is in the pudding…” You won’t really know unless you try it.
As we continue our ongoing series focused on the flipped classroom in higher education, it’s time to tackle another frequently asked question: “How can I flip a large class?”
These strategies work in a large lecture hall or in a traditional small classroom. Take a look!
Currently, some type of online learning opportunity is available to students in 48 of the 50 states plus Washington, D.C. In fact, research confirms blended learning is on the rise: more than half (54 percent) of low-income Americans say they would be more likely to send their child to a school that offered blended learning and nearly 70 percent of school districts now offer blended learning models in their schools.
The best of both worlds… if you have the skills to juggle it all. Want some structure and guidance? Join Maggie Rouman in EDUC 651 Project-based Learning in the Flipped Classroom this Fall!
These are the hats personalized learning teachers wear: coach, mentor, tutor, curator, facilitator, and analyst.
Six hats and one head — being a 21st Century Educator is endlessly fascinating.