Flip classroom: Using preclass time
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This document outlines a session led by Deirdre Bonnycastle focusing on effective learning outside the classroom, particularly through the flipped classroom model. Participants are to explore prior learning methods, identify potential pitfalls, and plan strategies for effective engagement with material before class. The session emphasizes the importance of developing expert-like thinking and applying knowledge to real-world scenarios.
![Why?
Memory Task
]Repetition
]Patterns
]Styles
≠learned well in
traditional lectures](https://image.slidesharecdn.com/flipclassroom1-140620154245-phpapp01/85/Flip-classroom-Using-preclass-time-8-320.jpg)
Flip classroom: Using preclass time
- 3. Objectives Upon completing this session, participants will be able to: 1. Explore what is best taught outside the classroom 2. Describe examples of prior learning 3. Describe pitfalls of prior learning 4. Plan prior learning © Nearing Zero
- 4. 1. Explore what is best taught outside the classroom ©J. Bonnycastle
- 5. 1. Write down your answer “How do you learn something new?” 2. Pass your answer to the person on your left.
- 6. Goal of Learning Learning is viewed here as developing a way of thinking and acting that is characteristic of an expert community. Such a way of thinking consists of three important elements: 1.the knowledge that represents phenomena in the subject domain 2.the thinking activities that construe, modify and use this knowledge to interpret situations in that domain and 3.to act in them. Billet, 1996 Situated learning: bridging sociocultural and cognitive theorizing Learning and Instruction, 6
- 7. Define Flipped Medical Class A flipped class involves students learning facts and theories as homework prior to attending class. Classroom time is more valuably used learning the application of those facts and theories to medical practice.
- 8. Why? Memory Task ]Repetition ]Patterns ]Styles ≠learned well in traditional lectures
- 9. 2. Describe examples of prior learning
- 10. Simple 1. Pre-reading Book chapter, article, webpage Always include focusing questions as advanced organizers http://ed.fnal.gov/trc_new/tutorial/taxonomy.html 2. Question Search Use a textbook or website to find answers to preset questions
- 13. 1.Write down 1 technique you think you could try now and one technique you would like to know more about in the future and bring them to class. 2.Pass it to the person on your left, discuss why your partner picked the techniques they did. Based on your Pre-reading http://medicaleducation.wikifoundry.com/page/Flipped+Classroom
- 15. 3. Describe pitfalls of prior learning
- 17. Objective Learning Task 1. Recognize 2. List 3. Define 4. Describe 5. Identify 6. Retrieve 7. Name 8. Locate/find Remembering Objectives
- 18. Task 1. Pick one of your objectives from this morning 2. Decide how you might teach the information component ahead of time 3. Share your approach with your table.
- 19. Perhaps what most distinguishes us humans from the rest of the animal kingdom is our ravenous desire to find structure in the information we pick up in the world. We cannot help actively searching for patterns. Daniel Bor “The Ravenous Brain”
- 20. Homework Please make sure you read the section on http://medicaleducation.wikifoundry.com/page/Using+ the+Flipped+Classroom+Group+Time for tomorrow