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Scooped by
Ashley Tan
onto Flipping your classroom |
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Contrary to popular belief, these concepts are not synonymous.
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After I present ideas that are old to me but new to an audience, I normally gain a new perspective when I have discussions and answer questions. I get to strengthen the pillars that hold good ideas...
Ashley Tan's insight:
Flipping is a means to ends (not an end in itself) Making right the first wrong of flipping (not merely doing the same thing differently)
Making right the second wrong of flipping (not reinventing bad homework)
Making right the third wrong of flipping (not extending curriculum time at the expense of the learner’s time)
Revisiting why we should flip who creates content
Revisiting why we should flip who teaches
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Three leaders in flipped classroom instruction share their best practices for creating a classroom experience guaranteed to inspire lifelong learning.
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A now oldie but still goodie.
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Flipped learning and flipped classrooms are expanding across the globe. Jon created this Infographic to demonstrate the growth. Jon created this as part of the Flipped Learning Global Iniatitive. L…
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Have you ever come across statements online, or overheard people in dialogue, claiming that there is just no evidence supporting the effectiveness of incor
Ashley Tan's insight:
Focuses largely on traditional academic gains in flipped classrooms or flipped instruction. Some studies tend to rely on quasi-experimental methods that are neither current nor ethical. Read with caution!
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“I tried Peer Instruction and it didn’t work.” As a champion of the popular flipped learning method developed by Eric Mazur, this phrase always hits me hard when I hear it from fellow educators. And I do hear it. Over the years, I've run into many different accounts of experiments in innovative teaching and flipped…
Ashley Tan's insight:
Part 1: Not drawing attention to attention. Part 2: Students not given opportunities to apply or transfer. Part 3: [Opinions from different practitioners.]
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Early adopters share how schools can find success with teachers and students alike--even when the technology seems as topsy-turvy as the lessons.
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As I survey local flipped classroom and flipped learning ventures, and work with educators involved with these efforts, I have observed at least three patterns. There are the: Lone wolves Pockets of innovators Coordinated efforts by Cloudtail The lone wolves are the most common. They are mostly energetic and fairly informed individual who chose…
Ashley Tan's insight:
Lone wolvesPockets of innovatorsCoordinated efforts
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Some of my Diigo-based bookmarks on research on the flipped classroom and flipped learning.
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Ashley Tan's insight:
Myth #1: The flipped classroom means video lectures. Myth #2: The flipped classroom requires internet access at home. Myth #3: The flipped classroom is about personalized learning. Myth #4: The flipped class makes learning more efficient. Myth #5: The flipped classroom is a change in technology, not a change in pedagogy. Myth #6: The flipped classroom is one thing.
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Student perspectives on the flipped classroom. Pros and cons of the flipped classroom experience.
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Yesterday I shared the reasons for my three dimensions of flipped learning. I have thought of two more possible dimensions. by Dricker94 The fourth dimension of...
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Contrary to popular belief, these concepts are not synonymous.
Ashley Tan's insight:
My critique: Their definition is still narrow and one-dimensional but the fact and fallacies section is mostly good. They don't go far enough on the differences and are too accommodating to teachers who think they have already started flipping.
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As flipped learning continues to grow, there is a greater need for flipped learning to scale beyond individual teachers flipping, to larger roll-outs with systemic planning and leadership. This pos…
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In a flipped classroom, students engage in passive learning at home, and class time is devoted to collaborative projects and engaging material more deeply.
Ashley Tan's insight:
A return to the very, very basics: An overview of the flipped classroom (not flipped learning). Bare bones for the barely beginning.
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A 2014 study indicates that 46% of U.S. principals expect that new teachers to the profession should already know how to flip a class upon graduation from a teacher training program. There is also …
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Sketchnotes from a presentation by Robert Talbert of Grand Valley State University on his use of a classroom response system (Learning Catalytics) and peer instruction, at the 2013 Scholarship of Teaching and Learning (SoTL) Academy in Grand Rapids, MI.
Ashley Tan's insight:
One reason to flip learning (not just the classroom) is to make thinking and learning visible.
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I am often asked what the differences are between the flipped classroom and flipped learning. I have mentioned a few important distinctions in my presentations and reflections. Now I share one more. The design of the flipped classroom is likely to be place-based. Conversations tend to start with “Outside the classroom, I would like students…
Ashley Tan's insight:
The creating of content and teaching is not limited to the outside or inside of the classroom. It happens in both because there are no silos of activities but a continuum of effort. Flipped learning is a realisation of the anytime-anywhere promise of technology.
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There are many areas where the design of the flipped classroom can break down. I describe what might be the top three problems. I do not offer direct solutions because teachers should be flipping the learning instead [1] [2]. by jk5854 Resource preparation The first is the teacher not knowing how to design…
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Resource preparation Out-of-class work In-class pedagogies
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I shared this resource recently. I agree with the three main critiques of flipping: 1) Too much focus on videos, 2) no change or conversations on pedagogy, and 3) sacrificing personal time for curr...
Ashley Tan's insight:
Don't confuse flipped learning with the flipped classroom.
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the WHAT, WHY & HOW of flipped learning cc-licensed image from https://flic.kr/p/7xrpYt http://bit.ly/mce-sem
Ashley Tan's insight:
I share three WHATs, three WHYs, and three HOWs of flipping.
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Educators who have flipped their classrooms or moved on to actually flip learning invariably have advice for those new to the journey. I share just three of many I have learnt by practising what I ...
Ashley Tan's insight:
1. Make it as simple possible. 2. Plan for success, but learn from failure. 3. Focus on the learner and learning, not on curriculum or teaching.
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Recently I read what might be another perspective on flipping the classroom (though not necessarily flipping learning). Instead of flipping what happens before and during class, how about flipping ...
Ashley Tan's insight:
This is a return to the flipped classroom (not flipped learning) by considering what happens AFTER class instead of before it.
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The flipped learning model of instruction has begun to make the transition from an educational buzzword to a normative practice among many university instructors, and with good reason. Flipped learning provides many benefits for both faculty and students. However, instructors who use flipped learning soon find out that a significant amount of work is sometimes necessary to win students over to this way of conducting class. Even when the benefits of flipped learning are made clear to students, some of them will still resist. And to be fair, many instructors fail to listen to what students are really saying.
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Video source When I came up with the three dimensions of flipped learning last year, I did so because I thought that some commonly implemented ideas of the flipped classroom were flat, teacher-cent...
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My critique: Their definition is still narrow and one-dimensional but the fact and fallacies section is mostly good. They don't go far enough on the differences and are too accommodating to teachers who think they have already started flipping.