Flipping and connecting your classroom langside
- 1. ON BUT ON SILENT
- 2. Learning Intentions Consider the learning value of the ‘Flipped Classroom’ concept Consider the potential of learner connectivity for learning to enhance the learner experience Consider the potential for technology to support enhanced learning experiences
- 4. What does connected learning mean? Learning connected with real-life scenarios - chef in a kitchen Learning connected through interdisciplinary activities Learning though communication and collaboration with others Learning connected to the understanding and development of culture, behavior and knowledge Assessment connected with the learning and teaching process. Learning through collaboration for knowledge development Using ICT to facilitate communication and collaboration
- 5. Isolated to Connected Isolated Learner Upgrade Seek collaboration Establish PLN Collaborate and Connect Trust support Share Connected ‘Jump in’ Local, national, Learner global news
- 6. Connected Learning Colleagues Family / local Curriculum community documents Connected Social Digital Network Resources Learner Sites Social Web 2.0 Bookmarking e.g. Online Twitter Conferencing
- 7. Social Networks Redefine communities, friends, citizenship, identity, presence, privacy, geography Enables learning, community, sharing, collaboration Networks form around shared interests and are not limited by geography Learning happens in the ‘in between’ moments
- 9. Connectivity to Communities … a group of people who share similar challenges interact regularly learn from and with each other improve their ability to address their challenges
- 10. Connected Learning is here to stay supports and extends learning through collaboration, sharing and communicating It can reinvigorate the learning process and enhance the experience
- 12. How are we going to cover the course? How can we reconstruct the course to ensure all learning is covered? How many hours per class per week? How many hours per unit? Where else can the learning be done if not in the classroom? If learning is happening out with the classroom then how can it be supported?
- 13. What do we currently do in classrooms? Inform students of learning intentions Deliver lecture Question and answer Learner activity Individual Group Assessment Feedback
- 14. The flipped classroom inverts traditional teaching methods: Instruction and lectures are delivered online and outside of the classroom ‘Homework’ is moved into the classroom
- 15. Flip Flip ‘Sage on the stage’ to ‘guide on the side’
- 17. How do we Learn? Participate 100% Simulate 90% Teach 70% Watch demo 50% Watch video 40% View 30% Hear 20% Read 10%
- 18. Why would we flip the classroom • More flexible for learners • Leverage technology – enhance collaboration • Maximises best use of time • Offers opportunities and time to work with issues that students find challenging • Opportunities to share resources • Extends a constructivist learning model • Teachers spend more time working directly with learners • Inculcate a culture of learning outside the classroom
- 19. Flipping the classroom - What do we need to do? • Review and amend lesson / programme plans • Work with others • Prepare support materials • Record lectures – share recordings • Supporting documents e.g. Learning intentions
Editor's Notes
- #2: But on silent!
- #4: Introduction and question for audience – When considering the connected educator it became clear that it was really the connect learner – teacher and learner (everyone is a learner)At your table, agree a definition of connected learning – 2 / 3 minutes There may be several definitions provided by delegates – Definition 1: Connected learning enables pupils to make connections across the curriculum. Teaching around a theme allows pupils to see the relevance of their learning experience and helps them to relate knowledge gained in different learning areas.There is more emphasis on activities and a greater breadth of subject material in a thematic unit as compared to a topic.Look at the content of what you're teaching and make meaningful connections between the content.Important to devise activities that help develop thinking skills and personal capabilities.Teacher directed, inquiry based learning; planned with the learners.The teacher facilitates learning, which is a more motivating role.Connected learning helps learners to be more engaged, gives them ownership over their learning.Encourages creative thinking and problem solving skills. Definition 2: Connectivity relating to constructivist approaches, collaboration, cooperation, sharing of ideas etc.
- #5: Some suggestions as to what connected learning means – delegates likely to have others – can record via twitter?
- #6: Learner = student and teacher
- #7: Social bookmarking, blogs, wikis, discussion forums, conferences, image / video sharing, podcasts, chat, Google docsFB, LinkedIn – imagine the connectivity that currently exist in these – already exploiting the Amazon approach by connecting people with similar interests – soon be self-forming groups i.e. ‘There is a group here that you may like to join’ based upon your interests as understood by the SWYouTube’s users upload about two days worth of video per minute – May 20111 day of video per minute just 14 months ago,
- #9: And now connectivity and therefore learning is becoming mobile – anywhere, anytime – lifelong learning? Connected to resources, tutors, collaboration and sharing environmentsLearning anytime, anywhere – at last!
- #12: Students at home frustrated with the ‘homework’ they have been given – there is no-one to help themA lecture, even with a bit of Q&A, can be a passive experience for the student and they are listening and thinking on their own (just like at home doing homework).Why not have lecture at home, with other supporting materials and resources (such as discussion forums) and have the conversation / tutorial in class? When applying knowledge is when the teacher support is needed i.e. Not at home when doing homework in applying the knowledge from the lecture in class.Nothing new – ‘read chapter 1 before the next class’ – same thing.Gives time for more classroom activity such as labs.‘Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating. Classrooms become laboratories or studios, and yet content delivery is preserved.’
- #14: Inform students of learning intentionsFlip to – video / podcast with associated documentation or relevant extracts from documentsDeliver lectureFlip to – video / podcast Can be integrated with online Q&A sessionQuestion and answer Online Learner activity – classroomIndividual – only when requiredGroup – should be the most common model to support collaborative learningAssessmentSome formative can be online to reinforce classroom activities and lecturesFeedbackSome can be online from teacher and through peer feedbackLeverage of peer assessment / feedback – both online and in classroom through group work
- #16: Learners watch lessons at home supported through online discussion with teachers and peersConcept engagement takes place in the classroom with support of the teacher
- #17: Knowledge and understanding flipped (to a degree).Then supported in the classroomClarification of any misunderstandingThen learner activities to apply the knowledgeThen learner activities to analyse contexts and examples where the knowledge and understanding is required.
- #20: Sharing recordings – anyone wanting to be involved in a project to develop these recordings?