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Flipping the classroom
The document discusses flipping the classroom, which involves having students learn lower-level concepts like facts at home through videos or readings, then doing higher-level work like analysis and evaluation in class. This supports different learning styles and Bloom's Taxonomy. It allows more class time for feedback and correcting misconceptions. Main ingredients are pre-class preparation, incentives, assessments, and in-class activities promoting higher-order thinking. Tips include starting slowly, using online resources, and teaching students to take charge of their learning.
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Flipping the classroom
- 1. FLIPPING THE CLASSROOM Basic concepts andingredients
- 2. Why Flipping theClassroom?
- 3. Why? • Supports differentlearning styles Students watch videos, clips, read materials or search for information at home
- 4. Why? • Supports Bloom’sTaxonomy Students are doing lower level cognitive work at home (gaining knowledge, learning basic facts, and summarizing) and there is more time in class for evaluation of ideas, analysis, comparison and contrast, creation of products.
- 5. Why? • Supports researchon learning “By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future” (Cynthia Brame, SFT Assistant Director, Vanderbilt University)
- 6. Main Ingredients • Studentspreview the materials before class
- 7. Main Ingredients • Provideincentives for students to complete the work Summaries, answers to a set of questions…
- 8. Main Ingredients • Pre-classassessment of understanding Summary Quiz Student questions
- 9. Main Ingredients • Providein-class activities that promote higher level thinking Application, analysis, evaluation
- 10.
- 11. Helpful Tips • Startslowly – you don’t need to flip all the lessons all the time
- 12. Helpful Tips • Startslowly – you don’t need to flip all the lessons all the time • If you are worried about your video making abilities, search the Internet - there are so many clips you can use
- 13. Helpful Tips • Startslowly – you don’t need to flip all the lessons all the time • If you are worried about your video making abilities, search on YouTube – there are so many clips you can use • Be prepared with more activities
- 14. Helpful Tips • Startslowly – you don’t need to flip all the lessons all the time • If you are worried about your video making abilities, search on YouTube – there are so many clips you can use • Be prepared with more activities • Teach the students to take charge of their learning
- 15.