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Contents contributed and discussions participated by Tero Toivanen

Tero Toivanen

Commons Sense | What my student think about the flipped classroom - 49 views

    • So the key points I want to make about the flipped classroom that I have learnt from my wonderful class:

      • Students do learn how to manage themselves to make this method effective
      • Making your own video’s really matters with respect to teacher contact and correct syllabus language/ style
      • The right online question bank is a great tool for student learning (plus reduces stress on all)

      And finally …my year 12 IB Physics flipped classroom really works and so could anyone else’s.

    Thank you for your comment and really good questions. I'm special education teacher and I'm teaching severely autistic pupils. Comment in my Diigo post is directly from the blog, so I think it would be better to make the question in the blog. There are already really good comments in there. I think flipped classroom is fantastic idea and I'm trying to find teachers in my school, who could try it. In my classroom it's not possible so far.
Tero Toivanen

Around the #BYOD - Criteria for Implementation Success #byodchat #e... - 15 views

    Profound blog post about BYOD
Tero Toivanen

The Flipped Class: Myths vs. Reality - THE DAILY RIFF - Be Smarter. About Education. - 52 views

    • The Flipped Classroom is NOT:

      • A synonym for online videos. When most people hear about the flipped class all they think about are the videos.  It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.
      • About replacing teachers with videos.
      • An online course.
      • Students working without structure.
      • Students spending the entire class staring at a computer screen.
      • Students working in isolation. 
    • The Flipped Classroom IS:

      • A means to INCREASE interaction and personalized contact time between students and teachers.
      • An environment where students take responsibility for their own learning
      • A classroom where the teacher is not the "sage on the stage", but the "guide on the side".
      • A blending of direct instruction with constructivist learning.
      • A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.
      • A class where content is permanently archived  for review or remediation.
      • A class where all students are engaged in their learning.
      • A place where all students can get a personalized education.
Tero Toivanen

The Flipped Class Manifest - THE DAILY RIFF - Be Smarter. About Education. - 40 views

  • "The Flipped Classroom is an intentional shift of content
    which in turn helps move students
    back to the center of learning
    rather than the products of schooling.
  • We are actively transferring the responsibility and ownership of learning from the teacher to the students in a Flipped Classroom. When students have control over how they learn content, the pace of their learning, and how their learning is assessed, the learning belongs to them.  Teachers become guides to understanding rather than dispensers of facts, and students become active learners rather than receptacles of information.
  • The Flipped Classroom is a pedagogy-first approach that strives to meet the needs of the learners in our individual schools and communities.  It is much more an ideology than it is a specific methodology...there is no prescribed set of rules to follow or model to fit.
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  • It's not "record your lecture once" and you're done; it's part of a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment and much more. It also allows teachers to reflect on and develop quality and engaging learning opportunities and options for internalization, creation, and application of content rather than just fluff or time filling assignments.
Tero Toivanen

The corridor of uncertainty: Why aren't open educational resources being used? - 33 views

  • the main reasons behind the reluctance to use OER are the following:
  • Tradition. My course, my class, my classroom, my way. Teachers are proudly independent and proud of their courses and teaching methods.
  • Concern about openness. Many are worried about digital rights and have been brought up to believe that you must protect your own work from theft.
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  • Lack of official approval. Even if many teachers are highly self-sufficient there is still a great respect for authorities.
  • Open Access would not have become accepted without an EU directive.
  • Trust. Linked to all the above but many teachers are uneasy about the trustworthiness of material found on the net. There's a perception that anything that's free on the net can't be very valuable and that printed material with a price tag is automatically more credible. We need quality assurance and some kind of faculty peer review to build trust.
  • Comfort: Textbooks are designed a certain way to offer a bundle of curriculum bliss, topped with slides and quizzes. OER need to be found, sequenced, and often require to fill in the gaps. That's scary work for some faculty.
  • 1. Help each other to find what we believe is good OER in "our" subject areas.
    2. Create a system and agree on how to (meta)tag OER we found in a similar way (with subject area, level, learning outcomes, language,type of media etc.) and make everyone use this.
    3. Make it possible for users (teachers & students) to evaluate(rate)and review OER in a similar way that we today rate books,hotels ( like at, etc).
    4. Create a way to show all this in one place on Internet
Tero Toivanen

Tools (and Spaces) for Self Organised Learning Environment (SOLE) | FLOSSE Posse - 21 views

    "The self organized learning environment (SOLE) is a model to adapt school space to facilitate inquiry based learning. The idea is simple and powerful: "A teacher encourages their class to work as a community to answer questions using computers with internet access"."
Tero Toivanen

12 Findings on Mind, Brain & Education | Getting Smart - 24 views

  • Students’ brains continuously adapt to the environments where they live and work.  As students learning in these places, these experiences gradually sculpt the architecture of the brain.
  • Students’ genetic predispositions interact with learning experiences to give rise to a wide range of individual differences.
  • Students learning English as a second language are processing written information in somewhat different ways than native English speakers so standard reading instruction techniques may not be the right fit for their needs.
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  • Education should give students opportunities to practice setting goals, tracking progress toward them, adjusting strategies along the way, and assessing outcomes.
  • Emotions direct students’ learning processes, helping them gravitate toward positive situations and away from negative ones.
  • Mathematics is at least partially dissociable from other cognitive domains and abilities within the domain of mathematics can be dissociable from one another.
  • Education can support the development of emotional regulation skills, and this should be a priority as emotional regulation skills strongly predict academic achievement.
  • When students from disadvantaged backgrounds are in high-quality schools, their cortisol levels decrease throughout the day. The better the school, the more the cortisol levels decrease. Therefore, a quality learning environment can help students reach healthy cortisol levels, which lead to better emotional regulation and more favorable learning outcomes.
  • Environments that promote positive relationships and a sense of community promote learning.
  • Providing meaningful learning experiences with ongoing guidance can enable students at all levels to build toward mastery of a common set of skills.
  • This scientific evidence that emotion is fundamental to learning settles longstanding ideological debates concerning whether educators should be responsible for emotional development—if educators are responsible for intellectual development, they are inherently involved in emotional development as well.
  • Student-centered approaches to learning require students to be self-directed and responsible for their own learning, which requires executive functioning skills such as goal setting, planning, and monitoring progress.
    Important findings!
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