flipping to engage! blended learning comes alive! lyn buchheit, linda fellag, girija nagaswami
DESCRIPTION
Advantages Students learn at their own pace. Students take ownership of the learning process. Maximum participation and involvement. Students teach students.TRANSCRIPT
Flipping to Engage! Blended Learning
Comes Alive!Lyn Buchheit, Linda Fellag,
Girija Nagaswami
Why Flip?Blending/Flipping
Infuses technology
Engages every learner
Reflect/inquire with each other outside of class
AdvantagesStudents learn at their own pace.Students take ownership of the learning process.Maximum participation and involvement.Students teach students.
Points to consider while blending/flippingStudents have to see the connection between the
activities.Have to plan the sequence of activities carefully-
before class, during class, after class.Not use technology for the sake of technology.Consider carefully what to flip and how useful the
flipping will be.
Example 1 - FlippingPre-college Advanced ESL Reading/Writing Overarching Themes: Juvenile Incarceration/
Alternatives, Recidivism, Fatherhood, MentoringStudents will prepare for a Capstone expository
research project, collect/discuss/assess secondary resources in databases, alternative sources such as videos, podcasts.
Example 1 - Before FlippingStudents were collecting data independently in
library databases.The students were not sharing information that
they had collected, but working independently attempting to integrate found materials, as well as classroom materials into a final research project.
Thus, the research projects often lacked multiple integrated source materials.
Example 1 - Flipping/wEPDwUL
Example 1 - Flipping/wEPDwUL
Example 1 - After FlippingStudents, having discussed major themes and
integration of materials in online platform, developed better integrated research projects.
Value added for weaker students who may have more problem seeing connection between source materials.
More time in class available for instruction on writing and development of project.
Example 2 - FlippingPre-college Advanced Listening/speakingContent-based courseUnit on global economicsBefore flipping:
Several classes to explain difficult concepts Students had to listen to lecture many times Very little class time available for higher order
discussions
Example 2 - Flipping
Example 2 - Flipping/wEPDwUL
Example 2 – After Flippinghttp://www.youtube.com/watch?v=h64RLDH10WI
&feature=youtube_gdata_playerClass time used for:
individual instructiondiscussionsproject work
Example 3- FlippingFreshman CompositionThematic course: DiversityReading Circles & Capstone Project Before flipping:
Many students didn’t keep up with assigned reading. They struggled in isolation with difficult texts. The instructor became “the best student in the class.” Students often had difficulty meeting f2f outside class
to develop projects. Little class time was available for in-depth
collaboration.
Example 3 - Flipping
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Example 3 - Flipping
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Example 3 - Flipping
http://screencast.com/t/rGRaDebd
/wEPDwUL
Example 3 - Flipping
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Example 3 – After Flippinghttp://prezi.com/gyj5rjfuinzr/?utm_campaign=shar
e&utm_medium=copyClass time used for:
Minimal introduction of Reading CirclesGroup discussion, collaborationIndividualized instructionGroup instruction, collaboration on project
More Example Lessons:Comma use – Pre-college reading-writinghttp://screencast.com/t/bpryQDWnVocabulary – Pre-college reading-writinghttp://screencast.com/t/HvmkVoQNt