innovation and changes in education
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Flipped Learning, Brain Sketching, LadderingTRANSCRIPT
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*INNOVATION AND
CHANGES IN EDUCATION
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*INNOVATION
*A new production
*In form of concrete and abstract
*Based on the reconstruction process
*The use of existing elements
*Unique, simpler and valuable
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*Current T&L styles
*Based on discovery, inquiry and resources, project and
active learning
*ocused on searching, exploring, evaluating and using the
information
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*Innovation Stages
Individual Level Organisational Level
Innovation made by creativeindividuals with a way to gain!nowledge, examine theenvironment " to create new ideasand new technology or improve the
quality of an object or to solve aproblem
#rganisation should be dynamic "open
Always interact actively withprospective environment
$!ills modification
%rospective environment is loo!ing
for a new opportunity to mastercondition or maximi&e profit
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*Innovative Learning Strategy
In line with '(st century s!ills) students should
have*
*+riticalthin!ing s!ills
*%roblemsolving s!ills
*+ommunication s!ills
*+ollaborating s!ills
*-ife and career s!ills
*-earning and innovation s!ills
*$!ills in using media, information and
communication technology
*.astery s!ills in core subjects
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*Flied Learning
*%edagogical approach that changes the environment of group
learning to individual learning environment
*Teachers guide students to use concepts and creatively involved
in learning
*-earning and teaching using the reverse /lipped0 and this ma!es
the information more interesting1
*-earning time in the classroom or face to face meetings is usedto discuss, as! questions and carry out practical wor!1
*$haped oneway teaching changed to environmental guidance to
studentcentred inquiry
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*!illar F " L " I # !
FFlexible Environment
• Classroo$ environ$ent is varied a%%ording to teneeds o' teir daily a%tivities
LLearning Culture• A shift from teacher centred to student centred
I
Intentional Content• +ontent to be delivered systematically organi&ed to
facilitate conceptual understanding
P
Professional Education• The professional acts as educator2 observe students• %rovide feedbac! to students and conduct formative
evaluation• %ractice reflection to improve teaching to improve
teaching
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*Flied Learning !ro%ess
Tea%ing !ro%ess (e'ore Flied Learning A'ter Flied Learning
Before teaching
$tudents are assignedreading material
$tudents will be guided
through the learningmodules to as! questions
Teacher prepare lecture
material
Teachers provide
learning opportunities
$tart of +lasses
$tudents have limitedinformation
$tudents preparequestions that helplearning
Teachers ma!e assumptionsthat can be helped
Teachers can expect theneed for help
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*Flied Learning !ro%ess
Tea%ing !ro%ess (e'ore Flied Learning A'ter Flied Learning
3uring the +lass
$tudents doing homewor!with feedbac! provided
$tudents continue to apply
s!ills after clarification andfeedbac! given
Teachers use all materialsTeachers guide students toprovide feedbac! and a
small lecture
After the +lass
$tudents doing homewor!with delayed feedbac!
$tudents apply s!ills afterclarification and feedbac!given
Teachers review theprevious wor!
Teachers send additionalinformation and materialsrequired and give the gradefor quality wor!
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*Flied Classroo$
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*Flied Classroo$
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*Advantages & Disadvantages
Strengts )ea*nesses
Active engagement -ac! of access to computers
Immediate feedbac! 4igh anxiety 5 shame
$uit student6 learning styles /multiformat0
7equire teachers as active "effective facilitator
.aximi&e students6 learning time3istance learning not suitable fortechnical courses
Improve students s!ills " !nowledgeTeacher needs to have high s!ills "
!nowledge in technology
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*(+AIN S,ETCHING
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*(rain S*et%ing
*)HAT-
Technique to generate ideas through drawing 5 s!etches
*HO)-
Associated with visual materials for teaching " learning
*I.!ACTS-
4elps students stay focus on the topics taught
%rovide visual support system for active engagement
- $tudents learn new symbols for their own needs
-Teacher 8explanation s!etch6 stimulates visual senses " tactile
!inaesthetic /audio " touch0
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*Laddering
+ommon
/Abstract0
$pecific
/+oncrete0
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*)HAT-
The creation, review and modification of !nowledge in the
form of hierarchy
*)H/-A ladder #7 move forward " bac!ward between different floors
in the building of ideas /laddering 9 :why the method;
*E0A.!LES1
-The concept of a border
-<arious small containers
-+ontainers
-3rin!ing cup in a hand
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*Te %u in $y and
(1 3efine the idea :The cup in my hand;
'1 $teps on /-adder 0 ) =hat are examples of a larger category>
?1 The -adder) former beverages, a gift from my son, object* If
you are planning to build beverage containers, on the stair1=hat is an appropriate example> $mall containers, containers
for liquid filling1
@1 $tairs ) a list of small containers*give examples
1 $tep bac! ) the bottle list with a ladder on the sample
container recycling, reduction of waste containers
1 Teachers use 8why and why>6 to $tep and 8why /so what0>6 to
step
Train students to as! questionsto gain !nowledge*