0 flipped ppt
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This document discusses upside down pedagogy and flipped learning. It defines flipped learning as an approach where traditional classroom activities and homework elements are reversed or flipped. Students are exposed to new material outside of class, often via video lectures, then class time is used to do homework and engage in student-centered learning activities like discussions and problem-solving. The document outlines intended learning outcomes related to understanding and applying flipped learning strategies. It also includes activities for teachers to compare flipped learning to traditional methods, modify an existing lesson plan to incorporate flipped elements, and design a new lesson plan format.
![References and further reading
– Adams, R., 2014. Education study finds in favour of traditional teaching styles
[online]. theguardian. Available at:
http://www.theguardian.com/education/2014/oct/31/education-traditional-
teaching-versus-progressive [Accessed 01/11 2015].
– Bishop, J.L., and Verleger, M.A., 2013. The flipped classroom: A survey of the
research. In: ASEE National Conference, Atlanta, GA,
– Coe, R., Aloisi, C., Higgins, S. and Major, L.E., 2014. What makes great
teaching? Review of the underpinning research. (online) [online]. Sutton Trust.
Available at: http://www.suttontrust.com/researcharchive/great-teaching/
[Accessed 11/03 2014].
– King, A., 1993. <br />From sage on the stage to guide on the side. College
Teaching, 41 (1), 30-35.
– SPENDLOVE, D., 2008. 100 Ideas for Teaching Design and Technology. 1st ed.
New York, NY: Continuum International Pub. Group.
September 21, 2015 19](https://image.slidesharecdn.com/0flippedppt-150921141624-lva1-app6892/85/0-flipped-ppt-19-320.jpg)
0 flipped ppt
- 1. Introduction to Upside down pedagogy and flipped learning.
- 2. September 21, 2015 2 • What does the press say about effective teaching?
- 3. The Sutton Trust • 8 Examples of effective practices. September 21, 2015 3
- 4. What is flipped learning? Intended learning outcomes: – identify and explain what is meant by the term ‘upside down’ pedagogy and flipped learning (knowledge & comprehension), – modify a KS3/4 lesson to include flipped learning strategies (application), – compare and contrast flipped learning with traditional methods of teaching and learning (analysis), and – design a lesson plan format for delivering student centered learning pedagogies and automated teacher centered instruction (Bishop and Verleger 2013) (synthesis) September 21, 2015 4
- 5. identify and explain what is meant by the term ‘upside down’ pedagogy and flipped learning (knowledge & comprehension), September 21, 2015 5
- 6. Why are we talking about flipped learning? September 21, 2015 6
- 7. September 21, 2015 7
- 8. September 21, 2015 8
- 10. September 21, 2015 10
- 11. what is it actually? • Flipped learning • Up-side down pedagogies • SCALE-UP • Flipping the classroom September 21, 2015 11
- 12. September 21, 2015 12
- 13. Is flipped learning a pedagogy or a teaching and learning strategy? “It is much more an ideology than it is a specific methodology... There is no prescribed set of rule to follow or approach to fit” (Schell, 2012) September 21, 2015 13
- 14. September 21, 2015 14
- 15. why should I be interested in teaching this way? • Pupil centered approach (Bergman and Sams 2012, Bishop & Verleger, 2013, Goodwin and Miller 2013) • Personalised learning (Goodwin and Miller 2013) September 21, 2015 15
- 16. Activity 1 Compare and contrast flipped v traditions classrooms •What are the benefits of flipped learning over traditional teaching methods? September 21, 2015 16 Home Group Pupil engagement (TS1); Pupil progress (TS2); Personalised learning and differentiation (TS5); Teacher CPD (TS8)
- 17. Activity 2 Modify a KS3/4 lesson to include flipped learning strategies (application) • Use the lesson plan that you have taught last term to identify: – student centered learning pedagogies and – automated teacher centered instruction •Consider: – How you would assess progression has taken place – A list of considerations that need to be addressed for the lesson to work September 21, 2015 17
- 18. Activity 3 Design a lesson plan format for delivering student learning pedagogies and automated teacher centered instruction (Bishop and Verleger 2013 September 21, 2015 18
- 19. References and further reading – Adams, R., 2014. Education study finds in favour of traditional teaching styles [online]. theguardian. Available at: http://www.theguardian.com/education/2014/oct/31/education-traditional- teaching-versus-progressive [Accessed 01/11 2015]. – Bishop, J.L., and Verleger, M.A., 2013. The flipped classroom: A survey of the research. In: ASEE National Conference, Atlanta, GA, – Coe, R., Aloisi, C., Higgins, S. and Major, L.E., 2014. What makes great teaching? Review of the underpinning research. (online) [online]. Sutton Trust. Available at: http://www.suttontrust.com/researcharchive/great-teaching/ [Accessed 11/03 2014]. – King, A., 1993. <br />From sage on the stage to guide on the side. College Teaching, 41 (1), 30-35. – SPENDLOVE, D., 2008. 100 Ideas for Teaching Design and Technology. 1st ed. New York, NY: Continuum International Pub. Group. September 21, 2015 19
Editor's Notes
- #8: There is feeling that traditional teaching is no longer valid: that we teach pupils from the front of the classroom and are reliant on knowledge transference learning pedagogies (drive from US, who teach in rows). However, the article I gave you at the start implied that it is ok and when we looked the Sutton Trust report, this view was further challenged. Changing techniques is good – so give it a try?
- #9: Use of technology: John Bergman talked about harnessing technology; through open access and free software. Teacher centered instruction can be automated through screencasts and video. Making links to pupils’ experiences.
- #10: Pupil progress, pupil engagement 10% content, 90% application (ref to video): need to do more?
- #11: Active learning is considered better than passive learning. Dunlosky et al (2013) cited in (Coe, et al. 2014) have identified effectiveness of learning (see chart).
- #13: Ok so what is flipped learning? Most theory defines flipped learning along the lines of Bishop & Verleger, 2013 This definition is about setting a range of effective out-of-class activities that pupils can access and read/watch before the lesson. It also allows opportunity for pupils to practice, refine and extend their knowledge outside the lesson; going at their own pace. flipped learning graphic.
- #14: Is flipped learning a pedagogy or a teaching and learning strategy? The graphic shows it as a strategy. The lesson is then freed up for: student centered learning approaches, drawing on Piaget (1967) and Vygotsky 1978 (in Bishop & Verleger, 2013). The teacher could use a theoretical framework, based on active learning theory for the (pedagogy) – so I see this as an active learning pedagogy using flipped strategies. Venn diagram
- #15: We need to consider also consider the teaching environment. What does a flipped classroom look like? King (1993) discusses a shift in learning cultures, away from the ‘sage on the stage’ to a ‘guide by your side’. For this to happen, you need flexible working spaces, the ability to make noise, professional educators who are not afraid to take risks. A point of interest is that NTU has its own flipped classroom called (SCALE-UP) because as well as an emphasis on active teaching pedagogies the room is set up as a technology rich environment - designed around lots of Internet connections and wifi - Apple TV laptops for the class etc. So, if you flip your lesson, do you need lots of technology to support active learning strategies? I could talk about how I have printed out documents that they will be using in the session that I could have asked them to access on the Internet.
- #16: In conclusion: There is limited scientific research out there. Research that is out there needs to carry a health warning! The so called white paper you were asked to read is sponsored by Pearson’s – check facts - a text book company who could benefit from selling online content? Although limited – Bishop and Verleger argue that pupil centered approaches the right environment. T&L strategies that support student centered learning are a good thing and variety is seen as supporting cognitive development. Allows for problem based learning, frees up time for the teacher to offer feedback and coaching, group based learning activities within the classroom; Teachers time is freed up being reliant on pupils coming prepared for the session, Do pupils watch video lectures? Sappington () in (Bishop & Verleger, 2013) “students don’t generally complete reading assignments”. Personalising the learning: videos can be replayed and slowed down, accelerated etc, allowing for pupils to work at own pace; p.79 Goodwin ref. more active learning can be used. Or at least more can be achieved in the time. Teacher time freed up to be facilitator (add Goodwin reference) . How is this different to what happens at the moment? how long do teachers spend talking to the class? How long do pupils listen for? Can homework be more important - how do schools use VLE - are teachers recording lectures, demonstrations, etc. (personal experience students didn’t like watching practical demonstrations outside the lesson? older so might be a difference. How is it beneficial? Content can be extended - this could be a negative more learning in less time??