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Flipped Learning

Page history last edited by Jennifer Weaver 4 years, 6 months ago

Developing Flipped Learning Experiences

 

Participants will learn the theory behind the flipped learning model and explore several tools that can be used to incorporate elements of flipped instruction into their classroom. The learning in this workshop focuses on the delivery of instruction in a flipped learning model. Other workshops are available that focus on the creation of content. Participants who would like an understanding of the entire flipped learning process are encouraged to also attend Screenshots and Screencasts, Audio Tools in Instruction, Office Mix, and Databases for Digital Learning.

 

Outcome: Participants will explore 21st century instruction in preparation for Students and Teachers Accessing Tomorrow.

Indicator:  Participants will be able to implement flipped learning strategies into their instruction.

 

 

 

1.  What is flipped learning?  How does it support a learner centered environment?  How does it support P21 Skills?

View and discuss this infographic with a partner.  Be prepared to share your thoughts on those three questions.

 

The Flipped Learning Network

4csposter.pdf

P21 Skills Website 

 

 


2.  View these four examples of flipped instruction.  For each one, identify the features used, the pros and cons of the format, and any questions that come to mind about that particular flipped instruction method.  You may use the graphic organizer linked below.

 

FlippedLearningNotes.docx

 

 

3. Three Models of Flipped Learning

 

Which model(s) could you see yourself using with your students and why would it benefit them?

 


  1. Home/School Flip: exploration, hands-on practice, and assessment occur with teacher facilitation at school while acquisition of information, note-taking, and self-assessment happen individually by students at home.
  2. In-School Flip: student groups and stations provide two distinct learning modes with the teacher engaging some students in exploration, practice, and assessment while technology tools allow other students to acquire necessary information independently.
  3. Targeted Flip: information acquisition is provided through technology as needed to targeted students (absentees, advanced learners, interest groups, etc.) in order to minimize the disruption of classroom routines and maximize meaningful teacher interactions.

4. First Two Steps to Developing Flipped Learning Experiences:

  1. Find and Create Content- either locate content that is already available or create your own (screencasts, videos, podcasts, documents, etc.)
  2. Organize and Deliver Content- put the content together in a way that makes it accessible to the students and possibly gives it context and interactivity

 

 

Based on your exploration of flipped learning so far, as well as your prior knowledge of technology, which digital tools could you use in the first step of the process, and which ones could you use in the second step?  Use the chart and hyperlinked article to the right as a guide.

 

Flipped Learning Toolkit: Let's Talk Tech

 

5. Explore the flipped learning tools available to organize and deliver content.  Some of them link to resources on this ODL resource wiki.  Choose at least one and use it to create a simple flipped lesson activity.  Some instructional ideas and resources you can use:

 


 

6. Step Three: Assess and Apply Learning

 

In-class or whole group activities should involve a significant amount of assessment, problem solving, and other active learning activities, forcing students to retrieve, apply, and/or extend the material that they learned independent of direct teacher instruction. These activities should use, but not repeat, the content covered by the flipped material.  Think about the flipped activity that you just created and consider answers to these questions.

 

  • How will you know if your students have successfully acquired the information needed to meet their learning objective?
  • What kinds of class activities would further engage students in the content while moving them to their learning objective?

 

 

Class Activities and Assessment in a Flipped Classroom

 

5 Steps for Formative Assessment

 

7. Reflect on the "lesson plan" for this workshop.  What opportunities are there for making it a flipped learning experience?

  • What content would you "flip?"
  • How would you deliver the content?
  • What assessment and application activities would you engage participants in? 

 

 

8.  Exit Ticket: Choose one lesson or lesson activity happening in the next few weeks and explain how flipping it will benefit your students.  Complete the same reflection exercise that you just did for this workshop lesson plan. 

  • What content will you "flip?"
  • How will you organize and deliver the content?
  • What assessment and application activities will you engage your students in? 

 

 

Three Models for Flipped Learning  Three Steps for Developing Flipped Learning Experiences 
  1. Home/School Flip
  2. In-School Flip
  3. Targeted Flip
  1. Find and Create Content
  2. Organize and Deliver Content
  3. Assess and Apply Learning 

 

 

 

Additional Resources:

 

 

 

 

 

 

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