gloucester flipped learning workshop slides
TRANSCRIPT
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Why flip the classroom?(and how to make it work)
Helen Beetham @helenbeetham
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What we will be doing
13:00 Flipping. Is it a thing? Is it a new thing?
13:25 Discussion at tables: Why flip the classroom? How are we doing it already?
13:45 Pairs/threes: Design activity using some principles of effective flipped classes
14:15 Feedback and reflection: What have we learned? What next?
14:30 Close
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What is ‘flipped’ learning?
Whole-groupf2f teaching
Independentstudy tasks
apprehending application,understanding
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What is ‘flipped’ learning?
Whole-groupf2f teaching
Independentstudy tasks
apprehending application,understanding
![Page 5: Gloucester flipped learning workshop slides](https://reader030.vdocuments.site/reader030/viewer/2022020307/55bdab4ebb61eb865d8b46bd/html5/thumbnails/5.jpg)
What is ‘flipped’ learning?
Independentstudy tasks
Whole-groupf2f teaching
accessing online videos/lectures
accessing tutorials, games and/or quizzes
doing, trying
reading/reviewing (with questions)
reflecting, planning reviewing, giving/getting feedback
teach to the challenge/interest/difficulty
(co) tutoring, mentoring, coaching
answering questions, solving problems
finding, collating, summarising participating, discussing, contributing
presenting, sharing
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In practice...
independent whole group independent whole
group independent whole group
group project
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In practice...
independent whole group independent whole
group independent whole group
group project
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Linking it together
Independentstudy tasks
Whole-groupf2f teaching
recording learning and practice
curating, note-taking
reviewing, reflecting, planning(e.g. e-portfolio, digital storytelling)
quizzes/polls to assess learning needs
organising and re-organising
sharing in an online group/community
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Technology is everywhere...
‘We are not rethinking some part or aspect of learning, we are rethinking all of learning in these new digital contexts’ (2007)
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Technology is everywhere...
For a physical space of learning to exclude the virtual, digital devices would have to be banned, switched off or inoperable. Otherwise the assumption must be that learning in real space is penetrated with information and conversations from elsewhere, and that real world learning events can be captured and amplified into virtual spaces. (2014)
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All settings are ‘blended’...
Settings are ‘porous’ or leakyBoundaries between personal/institutional are blurring
(time, space, technology, content/services, tasks)
‣ learners are continuously connected
‣ technologies are immersive and intimate
‣ continuous record -> ‘instant memorialising’
‣ real world events are constantly passing into/being enriched with data
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What (else) is blurring/blending?
independent taught/guided personal institutional online face-to-face informal formal ...? ...?
What are the continuities with current learning/teaching practice?What are the potential disruptions?
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Discussion at tables‣ Why ‘flip’ the classroom?
three advantages
‣ How are we already doing this?three ideas
‣ What are the challenges?three issues to address
share via this padletbit.ly/glosflip
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Feedback and reflection
© Guillaume Piolle / CC-BY-3.0
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Design activity
1. Allow students to make sense of the subject matter before the face-to-face session.
2. Assess students’ understanding at the start of the face-to-face session
3. Teach responsively
4. Make the pre-class work essential to in-class activities
5. Use the valuable time/space of the class to its best advantage
6. Build ongoing commitment through a community of learning
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Design activity
In pairs/threes:
‣ Choose one design principle
‣ Read through the practical details
‣ Consider how you could meet this principle in practice
‣ Share as many ideas as you can come up with
‣ Record your ideas (I will write up and share after the event)
bit.ly/glosflip1 (hand-out)bit.ly/glosflip2 (googledoc for your own ideas)
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Feedback and reflection
© Guillaume Piolle / CC-BY-3.0