SlideShare a Scribd company logo
1 of 34
Download to read offline
Flipped
classrooms
Sajjad Hemati Nourani
Dr. Nami
Requirement: Reidsema et al. (2017)
Intro:
The flipped class model is having a huge impact on learning across the globe.
Interdisciplinarity Research Technology And Learning
There is a growing body of research which is proving that when done well,
flipped classrooms are having a significant impact at every level and in every
conceivable discipline.
Nature of Learning
We’re living in a time when things are moving fast. The rules of the game are
changing. Science is changing. Technology is changing. Geo-politics is changing.
Learning fast is the only mode of survival. But here’s the crazy thing: our models
of learning have not kept up (Beverly and Etienne Wenger-Trayner, 2015).
John Dew.ey
If we teach today’s students as
we taught yesterday’s, we rob
them of tomorrow.
Flipped Classroom (FC)
The flipped class model describe as a type of blended learning (Abeysekera and Dawson
2015).
blended learning can be considered to be the marriage between “online
learning” and “on-campus face to face learning”
But What are the Differencess:
But What are the Differences:
In flipped classroom content
introduce before the class
in form of online content
Traditional Classrooms Flipped Classrooms
i. Teacher instructs at classroom
(lecture)
ii. Students follow the instruction
iii. Then doing homework at home
The teacher prepares the instruction in
form of electronic content (e.g. video,
podcast, interactive apps, vblogs)
Students take note simultaneously
during the session
(mostly unprepared)
- Study at their own pace at home
- More class time for (discussion,
analysing, and debate)
Increase students exposure
Focus on summative assessment
(mostly due to the lack of time)
More time for group work, peer work,
hands on project.
+ Formative assessment
monitor student learning and provide ongoing feedback
Learning on your terms:
Traditional Classrooms Flipped Classrooms
Running on short schedules
Increase students exposure to
Language But at the same time needs
more effort for monitoring
Students are hard to control during
instruction, and they might miss some
points.
Needs motivated students
The nature of the class is more creative
and require critical thinking
Board and marker.
(lecture based)
Require technological literacy.
Posting links, designing tasks
sometimes creating contents and modifying them takes time
Traditional Classrooms Flipped Classrooms
Teacher-centeredness Learner-centerness
(also make learning central)
Lecture is the main source of
content
Foster independent learning
&
Individualized learning
One pace for eveyone Students learn at varying speed.
(provide opportunity to review)
Often with traditional teaching,
where the passive phase
is carried out in the classroom,
learning outcomes are poor. E.g.
69% Graduate 31% don’t
Only 69% of students who start high school fnish four
years later.
Amont of time allocated to student on their own
Why do we Flipped?
• student-centred approach
• Parents can be involved
• More time for hands on project and group work
• pace of learning
• students can situate their learning in terms of what they need to know
• Students associate value in what they are learning because they have taken
responsibility for, and control over their learning.
• problem-solving knowledge and skills.
Why Flipping might flop?Not be successful .What can goes wrong?
 Time-consuming
 Technology (access) is not available in students hands
 Teacher training missing
 Unrealistic expectations
 Lack of parental support
Tell me and I forget, teach me
and I may remember,
involve me and I learn.
Benjamin Franklin's
People generally remember activities:
Read
Hear
View imange
Watch videos
Attend field, sites
Watch a demonstration
Participate in hands-on workshops
Design collaborative lessons
Stimulate, modol, or experience a lesson
Design perform a presentation. Do the real thing
People are able to (learning outcomes)
10% of what they read
20% of what they hear
30% of what they see
50% of what they see and
Hear
.70% of what they say
And write
90% of what
they do.
Define, list, describe, and
explain
Dmonstrate,
apply,
practice
Analyze
Define
Create
evaluate
Source: Transparent Language #TLedWebinars
There are a range of pedagogies that
emphasise active learning
 Project-based learning (PBL)
 Constructivist
 Problem-based learning
 inquiry-based learning
 team-based learning
 Situated learning
 Technology assisted
 Distributed scaffolding
 Collaborative learning (or Team-based learning)
 SCALE-UP (Student-Centered Active Learning Environment with Upsidedown Pedagogies)
constructivist
• By its very definition the FC is constructivist. we require students to
become actively involved in their learning rather than passively
recipients of information.
• Constructivist learning (Table 2.1) are that:
1. Knowledge is socially constructed
2. We have to respect and validate what learners know
3. Learning has to be situated in learners’ experiences (all stages),
4. Meaning is mutually constructed
Teachers may still provide some scaffolding in
this process
scaffolding is the support given to a
student by an instructor throughout the
learning process.
Scaffolding is breaking up the learning into
chunks and providing a tool, or structure, with
each chunk.
modify their language to match the language
level of students.
adjusts his/her instruction to the level of the
student.
Flipped classrooms, scaffolding, ZPD
scaffolding is (technique) erected to support the building
process, but then removed when it is no longer needed.
Distributed scaffolding: Puntambekar and Kolodner (2005)
as an approach to support hands-on inquiry learning
in a classroom in a distributed, multi-agent way. They
found that providing students with multiple forms of
support and multiple learning opportunities was
able to help them to learn science from design
activities. Support can be from people such as
facilitators or peers, software, learning
environments, and other resources. We include
this method as a prompt for the FC design to
consider the various ways that learning can be
facilitated.
Project-based learning (PBL)
Most project-based courses generally require students to refine their understanding
of a problem and its solutions using such techniques.
 The difference in the FC is that this validation of the learners’ capacity to know
 solicit learner perspectives - try to obtain knowkedge form others-
 trust their judgement
 respect their beliefs
happens continually at every level of activity, in every session.
students learn by actively engaging in real- world and personally meaningful projects.
PBL uses a complex, real-world project to engage students in collaborative problem-
solving overseen by facilitators and sometimes experts. Knowledge and skills are
acquired just in time, or previously acquired and built on.
FC sources of authority in FC includes:
•MOOC component
•external information sources,
•teaching staff
•cultural barriers
MOOC
(Massive open online course) component
They’re a form of distance learning delivered online.
Unlike conventional courses, MOOCs can often have an
unlimited number of students. They often provide
plenty of course material like texts, activities and
videos. Some even offer forums to allow you to interact
with other students.
M MASSIVE Thousands of participants
O OPEN Free of charge
O ONLINE Do it anywhere, any time
C COURSE Collaboration, assessment, certificate upon completion
MOOC components:
SCALE-UP
(Student-Centered Active Learning Environment with
Upsidedown Pedagogies)
Is a collaborative learning method that facilitates purposeful
interactions between students by setting short, thought-provoking
tasks. It is a FC approach, content is delivered outside formal class time
and students given the responsibility for self-directed learning, that
specifies round tables of nine students, thus providing flexibility as
smaller groups of three may interact as necessary.
Technology assisted:
Technology can assist teachers with providing content information.
The Internet has made many different types of delivery possible:
text, videos, podcasts, and interactive tools for students to do their
own research and learning or to annotate provided content. It is
possible to use technology to enable the sharing of information
and collaboration thus facilitating collaborative learning. If your
cohort is not physically on-campus then designing for online
collaboration will be essential.
Activity-based learning
Activity-based learning enables more open-ended
and self-paced learning. Increasingly, students will
use an e-portfolio to document their learning
achievements and to plan their next steps from both a
career and learning perspective. Students will come
together to work on projects in multi-age settings,
working with mentors, often from industry. Their e-
portfolio will be the sum total of these experiences,
demonstrating achievement of fundamental
knowledge and the ability to apply such knowledge
in complex situations.
A project-driven curriculum
• could be radically different from what we now think of as normal We
currently focus on bodies of knowledge that must be first pre-loaded into
students’ brains. Once that is complete, students can do some
application and practice, with a capstone project (experience,
culminating) seen as the final step of integration of the body of
knowledge.
• In a project-driven curriculum, every project should be an embodiment
of all of the required graduate outcomes…
• define the problem,
• apply a systematic problemsolving process,
• use modelling tools as required,
• manage the project as a team,
• communicate effectively with the client and,
• learn online and from mentors and teammates and constantly reflect
about one’s own learning.
Outcomes
Learning Objectives:
• the purpose of the course
• level at which the student is working (i.e. novice, expert)
• the assessment that will be set to measure
A Shared Understanding: to stablish Learning Partnership
• The facilitator must therefore understand what students already know
• facilitate the connection to the new knowledge
• If there is a need for developing a shared understanding can be factored
• where the connection is established and questions are asked and answered.
(so in this way theknowledge gap between students and the facilitator should be minimised)
Ownership of Learning: (willingness)
• can be simply explained as a conscious decision on the part of the student
to participate fully in the FC.
• engage with pre-learning to a degree that allows them to take full
advantage of the following flipped activity.
• Students associate value in what they are learning because they have taken
responsibility for, and control over their learning.
Evidence of success include shorter-term
outputs or longer-term outcomes.
• Outputs:
• Levels of attendance,
• Online activity (frequency and duration),
• Assessment results,
• Artefacts created
• Student retention.
• Outcomes:
• Change in student attitudes,
• Development of skills,
• Application of learning in other courses
• Cognitive recognition of learning.
• Requiring learners to take more responsibility for their learning;
• Providing opportunities:
for students to negotiate and co-construct meaning with peers (Baxter Magolda 2012);
• Challenging students :
through activities such as problem- or project-based work and enquiry-based learning methods;
• Providing opportunities: for personalised feedback;
• Opportunities: to adjust teaching based on student responses;
• Providing g facilitation: techniques to engage students;
• Increasing opportunities: for formative assessment and feedback (Nicol and Miiligan2006).
Expectations for both educators and learners, such as:
Screen capture technology (SCT)
Screen capture technology (sometimes referred to as
screen cast technology or screen cast software) is
different from lecture capture technology. Lecture
capture technology is used to record an actual
lecture. In most cases, it includes some real video of
the tutor delivering the lecture along with any slides
that the tutor is showing to the audience. Lecture
capture recordings tend to be longer and are
achieved by such tools as TechSmith.
Flipped classrooms
The
EndThanks for watching

More Related Content

What's hot

Impact of ict in education
Impact of ict in educationImpact of ict in education
Impact of ict in educationSanika Deshmukh
 
Challenges in integrating ict in school education
Challenges in integrating ict in school educationChallenges in integrating ict in school education
Challenges in integrating ict in school educationDr.Amol Ubale
 
Chapter 3 The Role of Multimedia in Education
Chapter 3   The Role of Multimedia in EducationChapter 3   The Role of Multimedia in Education
Chapter 3 The Role of Multimedia in EducationSalina Saharudin
 
Technology in the classroom ppt
Technology in the classroom pptTechnology in the classroom ppt
Technology in the classroom pptMayraleealdrete
 
Use of ICT in Teacher Education
Use of ICT in Teacher EducationUse of ICT in Teacher Education
Use of ICT in Teacher Educationjagannath Dange
 
Blended Learning Models
Blended Learning ModelsBlended Learning Models
Blended Learning Modelssdonaton
 
Blended learning - slideshare
Blended learning - slideshareBlended learning - slideshare
Blended learning - slideshare24x7 Learning
 
Collaborative Learning and ICT
Collaborative Learning and ICTCollaborative Learning and ICT
Collaborative Learning and ICTSanjaya Mishra
 
Web based learning [autosaved]
Web based learning [autosaved]Web based learning [autosaved]
Web based learning [autosaved]Akhilajs2
 
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...Syed Basha
 
Types of Online Learning and Classes
Types of Online Learning and ClassesTypes of Online Learning and Classes
Types of Online Learning and ClassesBeth Backes
 
Effective use of technology in the classroom
Effective use of technology in the classroomEffective use of technology in the classroom
Effective use of technology in the classroomAaron Carn
 

What's hot (20)

Impact of ict in education
Impact of ict in educationImpact of ict in education
Impact of ict in education
 
Challenges in integrating ict in school education
Challenges in integrating ict in school educationChallenges in integrating ict in school education
Challenges in integrating ict in school education
 
Chapter 3 The Role of Multimedia in Education
Chapter 3   The Role of Multimedia in EducationChapter 3   The Role of Multimedia in Education
Chapter 3 The Role of Multimedia in Education
 
Technology in the classroom ppt
Technology in the classroom pptTechnology in the classroom ppt
Technology in the classroom ppt
 
Use of ICT in Teacher Education
Use of ICT in Teacher EducationUse of ICT in Teacher Education
Use of ICT in Teacher Education
 
Blended Learning Models
Blended Learning ModelsBlended Learning Models
Blended Learning Models
 
distance learning
distance learningdistance learning
distance learning
 
Blended Learning
Blended LearningBlended Learning
Blended Learning
 
Distance Learning
Distance LearningDistance Learning
Distance Learning
 
Blended learning - slideshare
Blended learning - slideshareBlended learning - slideshare
Blended learning - slideshare
 
Collaborative Learning and ICT
Collaborative Learning and ICTCollaborative Learning and ICT
Collaborative Learning and ICT
 
Web based learning [autosaved]
Web based learning [autosaved]Web based learning [autosaved]
Web based learning [autosaved]
 
Distance Learning
Distance LearningDistance Learning
Distance Learning
 
Blended Learning
Blended LearningBlended Learning
Blended Learning
 
Integrating Technology in the Classroom
Integrating Technology in the ClassroomIntegrating Technology in the Classroom
Integrating Technology in the Classroom
 
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...
Online Learning: Meaning, Scope and Its Importance in Teaching and Learning P...
 
Types of Online Learning and Classes
Types of Online Learning and ClassesTypes of Online Learning and Classes
Types of Online Learning and Classes
 
BLENDED LEARNING.pptx
BLENDED LEARNING.pptxBLENDED LEARNING.pptx
BLENDED LEARNING.pptx
 
Effective use of technology in the classroom
Effective use of technology in the classroomEffective use of technology in the classroom
Effective use of technology in the classroom
 
E-learning
E-learningE-learning
E-learning
 

Similar to Flipped classrooms

Flipped classroom online
Flipped classroom onlineFlipped classroom online
Flipped classroom onlineCamila Brito
 
Teaching adults[1]
Teaching adults[1]Teaching adults[1]
Teaching adults[1]cmcn317
 
Current Trends in Educational Technology
Current Trends in Educational TechnologyCurrent Trends in Educational Technology
Current Trends in Educational TechnologyEDUCAUSE
 
Blended_Conference_pres_v4_MR
Blended_Conference_pres_v4_MRBlended_Conference_pres_v4_MR
Blended_Conference_pres_v4_MRCraig Bellamy
 
FACI-LEARNING-PRESENTATION.pptx
FACI-LEARNING-PRESENTATION.pptxFACI-LEARNING-PRESENTATION.pptx
FACI-LEARNING-PRESENTATION.pptxJessaMaeMacalingay
 
Tools and habits for flipped learning success
Tools and habits for flipped learning successTools and habits for flipped learning success
Tools and habits for flipped learning successJisc
 
Edct 551 week 1 chapters
Edct 551 week 1 chaptersEdct 551 week 1 chapters
Edct 551 week 1 chaptersnickyinger
 
Hybrid Learning Fad or Future?.pdf
Hybrid Learning Fad or Future?.pdfHybrid Learning Fad or Future?.pdf
Hybrid Learning Fad or Future?.pdfDerek Wenmoth
 
Whitepaper the-blended-classroom
Whitepaper the-blended-classroomWhitepaper the-blended-classroom
Whitepaper the-blended-classroomMorten Fahlvik
 
Tech Quest Project Rich Edelen
Tech Quest Project   Rich EdelenTech Quest Project   Rich Edelen
Tech Quest Project Rich EdelenRich Edelen
 
Blended learning and flipped classroom in nursing 2014
Blended learning and flipped classroom in nursing 2014Blended learning and flipped classroom in nursing 2014
Blended learning and flipped classroom in nursing 2014Cynthia Bechtel
 
Tertiary ict frielick
Tertiary ict frielickTertiary ict frielick
Tertiary ict frielickflexilearn
 
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Faculty Development as Flexible Performance: Towards a Competency-Based Curri...
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Andrew Tatusko
 
Facilitating in and with the Fully Online Learning Community (FOLC) Model
Facilitating in and with the Fully Online Learning Community (FOLC) ModelFacilitating in and with the Fully Online Learning Community (FOLC) Model
Facilitating in and with the Fully Online Learning Community (FOLC) Modelrolandv
 
Flipped classroom 1
Flipped classroom 1Flipped classroom 1
Flipped classroom 1Irina K
 

Similar to Flipped classrooms (20)

Flipped classroom online
Flipped classroom onlineFlipped classroom online
Flipped classroom online
 
Teaching adults[1]
Teaching adults[1]Teaching adults[1]
Teaching adults[1]
 
Current Trends in Educational Technology
Current Trends in Educational TechnologyCurrent Trends in Educational Technology
Current Trends in Educational Technology
 
Blended_Conference_pres_v4_MR
Blended_Conference_pres_v4_MRBlended_Conference_pres_v4_MR
Blended_Conference_pres_v4_MR
 
HOW TO MAKE A FLIPPED CLASS ROOM Changing trends in Education
        HOW TO MAKE A FLIPPED CLASS ROOM     Changing trends in Education         HOW TO MAKE A FLIPPED CLASS ROOM     Changing trends in Education
HOW TO MAKE A FLIPPED CLASS ROOM Changing trends in Education
 
FACI-LEARNING-PRESENTATION.pptx
FACI-LEARNING-PRESENTATION.pptxFACI-LEARNING-PRESENTATION.pptx
FACI-LEARNING-PRESENTATION.pptx
 
Tools and habits for flipped learning success
Tools and habits for flipped learning successTools and habits for flipped learning success
Tools and habits for flipped learning success
 
Edct 551 week 1 chapters
Edct 551 week 1 chaptersEdct 551 week 1 chapters
Edct 551 week 1 chapters
 
Hybrid Learning Fad or Future?.pdf
Hybrid Learning Fad or Future?.pdfHybrid Learning Fad or Future?.pdf
Hybrid Learning Fad or Future?.pdf
 
Policy input open_online_education
Policy input open_online_educationPolicy input open_online_education
Policy input open_online_education
 
Whitepaper the-blended-classroom
Whitepaper the-blended-classroomWhitepaper the-blended-classroom
Whitepaper the-blended-classroom
 
Tech Quest Project Rich Edelen
Tech Quest Project   Rich EdelenTech Quest Project   Rich Edelen
Tech Quest Project Rich Edelen
 
Flippedclassroom sm
Flippedclassroom smFlippedclassroom sm
Flippedclassroom sm
 
Designs Session 5
Designs Session 5Designs Session 5
Designs Session 5
 
Blended learning and flipped classroom in nursing 2014
Blended learning and flipped classroom in nursing 2014Blended learning and flipped classroom in nursing 2014
Blended learning and flipped classroom in nursing 2014
 
Tertiary ict frielick
Tertiary ict frielickTertiary ict frielick
Tertiary ict frielick
 
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...Faculty Development as Flexible Performance: Towards a Competency-Based Curri...
Faculty Development as Flexible Performance: Towards a Competency-Based Curri...
 
Facilitating in and with the Fully Online Learning Community (FOLC) Model
Facilitating in and with the Fully Online Learning Community (FOLC) ModelFacilitating in and with the Fully Online Learning Community (FOLC) Model
Facilitating in and with the Fully Online Learning Community (FOLC) Model
 
Flipped classroom
Flipped classroomFlipped classroom
Flipped classroom
 
Flipped classroom 1
Flipped classroom 1Flipped classroom 1
Flipped classroom 1
 

Recently uploaded

AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxiammrhaywood
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice documentXsasf Sfdfasd
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17Celine George
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.EnglishCEIPdeSigeiro
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapitolTechU
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...Nguyen Thanh Tu Collection
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17Celine George
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...raviapr7
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxDr. Santhosh Kumar. N
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxKatherine Villaluna
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxEduSkills OECD
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsEugene Lysak
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationMJDuyan
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfMohonDas
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and stepobaje godwin sunday
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17Celine George
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17Celine George
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17Celine George
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptxSandy Millin
 

Recently uploaded (20)

AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptxAUDIENCE THEORY -- FANDOM -- JENKINS.pptx
AUDIENCE THEORY -- FANDOM -- JENKINS.pptx
 
The Singapore Teaching Practice document
The Singapore Teaching Practice documentThe Singapore Teaching Practice document
The Singapore Teaching Practice document
 
How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17How to Use api.constrains ( ) in Odoo 17
How to Use api.constrains ( ) in Odoo 17
 
Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.Easter in the USA presentation by Chloe.
Easter in the USA presentation by Chloe.
 
CapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptxCapTechU Doctoral Presentation -March 2024 slides.pptx
CapTechU Doctoral Presentation -March 2024 slides.pptx
 
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
CHUYÊN ĐỀ DẠY THÊM TIẾNG ANH LỚP 11 - GLOBAL SUCCESS - NĂM HỌC 2023-2024 - HK...
 
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdfPersonal Resilience in Project Management 2 - TV Edit 1a.pdf
Personal Resilience in Project Management 2 - TV Edit 1a.pdf
 
How to Solve Singleton Error in the Odoo 17
How to Solve Singleton Error in the  Odoo 17How to Solve Singleton Error in the  Odoo 17
How to Solve Singleton Error in the Odoo 17
 
Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...Patient Counselling. Definition of patient counseling; steps involved in pati...
Patient Counselling. Definition of patient counseling; steps involved in pati...
 
M-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptxM-2- General Reactions of amino acids.pptx
M-2- General Reactions of amino acids.pptx
 
Practical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptxPractical Research 1 Lesson 9 Scope and delimitation.pptx
Practical Research 1 Lesson 9 Scope and delimitation.pptx
 
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptxPISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
PISA-VET launch_El Iza Mohamedou_19 March 2024.pptx
 
The Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George WellsThe Stolen Bacillus by Herbert George Wells
The Stolen Bacillus by Herbert George Wells
 
Benefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive EducationBenefits & Challenges of Inclusive Education
Benefits & Challenges of Inclusive Education
 
HED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdfHED Office Sohayok Exam Question Solution 2023.pdf
HED Office Sohayok Exam Question Solution 2023.pdf
 
General views of Histopathology and step
General views of Histopathology and stepGeneral views of Histopathology and step
General views of Histopathology and step
 
How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17How to Make a Field read-only in Odoo 17
How to Make a Field read-only in Odoo 17
 
How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17How to Show Error_Warning Messages in Odoo 17
How to Show Error_Warning Messages in Odoo 17
 
How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17How to Add Existing Field in One2Many Tree View in Odoo 17
How to Add Existing Field in One2Many Tree View in Odoo 17
 
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
2024.03.23 What do successful readers do - Sandy Millin for PARK.pptx
 

Flipped classrooms

  • 1. Flipped classrooms Sajjad Hemati Nourani Dr. Nami Requirement: Reidsema et al. (2017)
  • 2. Intro: The flipped class model is having a huge impact on learning across the globe. Interdisciplinarity Research Technology And Learning There is a growing body of research which is proving that when done well, flipped classrooms are having a significant impact at every level and in every conceivable discipline. Nature of Learning We’re living in a time when things are moving fast. The rules of the game are changing. Science is changing. Technology is changing. Geo-politics is changing. Learning fast is the only mode of survival. But here’s the crazy thing: our models of learning have not kept up (Beverly and Etienne Wenger-Trayner, 2015).
  • 3. John Dew.ey If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.
  • 4. Flipped Classroom (FC) The flipped class model describe as a type of blended learning (Abeysekera and Dawson 2015). blended learning can be considered to be the marriage between “online learning” and “on-campus face to face learning” But What are the Differencess:
  • 5. But What are the Differences: In flipped classroom content introduce before the class in form of online content
  • 6. Traditional Classrooms Flipped Classrooms i. Teacher instructs at classroom (lecture) ii. Students follow the instruction iii. Then doing homework at home The teacher prepares the instruction in form of electronic content (e.g. video, podcast, interactive apps, vblogs) Students take note simultaneously during the session (mostly unprepared) - Study at their own pace at home - More class time for (discussion, analysing, and debate) Increase students exposure Focus on summative assessment (mostly due to the lack of time) More time for group work, peer work, hands on project. + Formative assessment monitor student learning and provide ongoing feedback
  • 8. Traditional Classrooms Flipped Classrooms Running on short schedules Increase students exposure to Language But at the same time needs more effort for monitoring Students are hard to control during instruction, and they might miss some points. Needs motivated students The nature of the class is more creative and require critical thinking Board and marker. (lecture based) Require technological literacy. Posting links, designing tasks sometimes creating contents and modifying them takes time
  • 9. Traditional Classrooms Flipped Classrooms Teacher-centeredness Learner-centerness (also make learning central) Lecture is the main source of content Foster independent learning & Individualized learning One pace for eveyone Students learn at varying speed. (provide opportunity to review)
  • 10. Often with traditional teaching, where the passive phase is carried out in the classroom, learning outcomes are poor. E.g. 69% Graduate 31% don’t Only 69% of students who start high school fnish four years later.
  • 11. Amont of time allocated to student on their own
  • 12. Why do we Flipped? • student-centred approach • Parents can be involved • More time for hands on project and group work • pace of learning • students can situate their learning in terms of what they need to know • Students associate value in what they are learning because they have taken responsibility for, and control over their learning. • problem-solving knowledge and skills.
  • 13. Why Flipping might flop?Not be successful .What can goes wrong?  Time-consuming  Technology (access) is not available in students hands  Teacher training missing  Unrealistic expectations  Lack of parental support
  • 14. Tell me and I forget, teach me and I may remember, involve me and I learn. Benjamin Franklin's
  • 15. People generally remember activities: Read Hear View imange Watch videos Attend field, sites Watch a demonstration Participate in hands-on workshops Design collaborative lessons Stimulate, modol, or experience a lesson Design perform a presentation. Do the real thing People are able to (learning outcomes) 10% of what they read 20% of what they hear 30% of what they see 50% of what they see and Hear .70% of what they say And write 90% of what they do. Define, list, describe, and explain Dmonstrate, apply, practice Analyze Define Create evaluate Source: Transparent Language #TLedWebinars
  • 16. There are a range of pedagogies that emphasise active learning  Project-based learning (PBL)  Constructivist  Problem-based learning  inquiry-based learning  team-based learning  Situated learning  Technology assisted  Distributed scaffolding  Collaborative learning (or Team-based learning)  SCALE-UP (Student-Centered Active Learning Environment with Upsidedown Pedagogies)
  • 17. constructivist • By its very definition the FC is constructivist. we require students to become actively involved in their learning rather than passively recipients of information. • Constructivist learning (Table 2.1) are that: 1. Knowledge is socially constructed 2. We have to respect and validate what learners know 3. Learning has to be situated in learners’ experiences (all stages), 4. Meaning is mutually constructed
  • 18. Teachers may still provide some scaffolding in this process scaffolding is the support given to a student by an instructor throughout the learning process. Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk. modify their language to match the language level of students. adjusts his/her instruction to the level of the student.
  • 19. Flipped classrooms, scaffolding, ZPD scaffolding is (technique) erected to support the building process, but then removed when it is no longer needed.
  • 20. Distributed scaffolding: Puntambekar and Kolodner (2005) as an approach to support hands-on inquiry learning in a classroom in a distributed, multi-agent way. They found that providing students with multiple forms of support and multiple learning opportunities was able to help them to learn science from design activities. Support can be from people such as facilitators or peers, software, learning environments, and other resources. We include this method as a prompt for the FC design to consider the various ways that learning can be facilitated.
  • 21. Project-based learning (PBL) Most project-based courses generally require students to refine their understanding of a problem and its solutions using such techniques.  The difference in the FC is that this validation of the learners’ capacity to know  solicit learner perspectives - try to obtain knowkedge form others-  trust their judgement  respect their beliefs happens continually at every level of activity, in every session. students learn by actively engaging in real- world and personally meaningful projects. PBL uses a complex, real-world project to engage students in collaborative problem- solving overseen by facilitators and sometimes experts. Knowledge and skills are acquired just in time, or previously acquired and built on.
  • 22. FC sources of authority in FC includes: •MOOC component •external information sources, •teaching staff •cultural barriers
  • 23. MOOC (Massive open online course) component They’re a form of distance learning delivered online. Unlike conventional courses, MOOCs can often have an unlimited number of students. They often provide plenty of course material like texts, activities and videos. Some even offer forums to allow you to interact with other students. M MASSIVE Thousands of participants O OPEN Free of charge O ONLINE Do it anywhere, any time C COURSE Collaboration, assessment, certificate upon completion
  • 25. SCALE-UP (Student-Centered Active Learning Environment with Upsidedown Pedagogies) Is a collaborative learning method that facilitates purposeful interactions between students by setting short, thought-provoking tasks. It is a FC approach, content is delivered outside formal class time and students given the responsibility for self-directed learning, that specifies round tables of nine students, thus providing flexibility as smaller groups of three may interact as necessary.
  • 26. Technology assisted: Technology can assist teachers with providing content information. The Internet has made many different types of delivery possible: text, videos, podcasts, and interactive tools for students to do their own research and learning or to annotate provided content. It is possible to use technology to enable the sharing of information and collaboration thus facilitating collaborative learning. If your cohort is not physically on-campus then designing for online collaboration will be essential.
  • 27. Activity-based learning Activity-based learning enables more open-ended and self-paced learning. Increasingly, students will use an e-portfolio to document their learning achievements and to plan their next steps from both a career and learning perspective. Students will come together to work on projects in multi-age settings, working with mentors, often from industry. Their e- portfolio will be the sum total of these experiences, demonstrating achievement of fundamental knowledge and the ability to apply such knowledge in complex situations.
  • 28. A project-driven curriculum • could be radically different from what we now think of as normal We currently focus on bodies of knowledge that must be first pre-loaded into students’ brains. Once that is complete, students can do some application and practice, with a capstone project (experience, culminating) seen as the final step of integration of the body of knowledge. • In a project-driven curriculum, every project should be an embodiment of all of the required graduate outcomes… • define the problem, • apply a systematic problemsolving process, • use modelling tools as required, • manage the project as a team, • communicate effectively with the client and, • learn online and from mentors and teammates and constantly reflect about one’s own learning.
  • 29. Outcomes Learning Objectives: • the purpose of the course • level at which the student is working (i.e. novice, expert) • the assessment that will be set to measure A Shared Understanding: to stablish Learning Partnership • The facilitator must therefore understand what students already know • facilitate the connection to the new knowledge • If there is a need for developing a shared understanding can be factored • where the connection is established and questions are asked and answered. (so in this way theknowledge gap between students and the facilitator should be minimised) Ownership of Learning: (willingness) • can be simply explained as a conscious decision on the part of the student to participate fully in the FC. • engage with pre-learning to a degree that allows them to take full advantage of the following flipped activity. • Students associate value in what they are learning because they have taken responsibility for, and control over their learning.
  • 30. Evidence of success include shorter-term outputs or longer-term outcomes. • Outputs: • Levels of attendance, • Online activity (frequency and duration), • Assessment results, • Artefacts created • Student retention. • Outcomes: • Change in student attitudes, • Development of skills, • Application of learning in other courses • Cognitive recognition of learning.
  • 31. • Requiring learners to take more responsibility for their learning; • Providing opportunities: for students to negotiate and co-construct meaning with peers (Baxter Magolda 2012); • Challenging students : through activities such as problem- or project-based work and enquiry-based learning methods; • Providing opportunities: for personalised feedback; • Opportunities: to adjust teaching based on student responses; • Providing g facilitation: techniques to engage students; • Increasing opportunities: for formative assessment and feedback (Nicol and Miiligan2006). Expectations for both educators and learners, such as:
  • 32. Screen capture technology (SCT) Screen capture technology (sometimes referred to as screen cast technology or screen cast software) is different from lecture capture technology. Lecture capture technology is used to record an actual lecture. In most cases, it includes some real video of the tutor delivering the lecture along with any slides that the tutor is showing to the audience. Lecture capture recordings tend to be longer and are achieved by such tools as TechSmith.