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Home/ Flipped Explorers/ Contents contributed and discussions participated by Virginia Glatzer

Contents contributed and discussions participated by Virginia Glatzer

Virginia Glatzer

Recipe for a #flipclass: Homework + worksheets + random videos. | okmbio - 0 views

  • Except: THIS. IS. NOT. ACCURATE.
  • This is not the flip class I know, see, hear, or read about.
  • Have you ever renovated a major room in your house?
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  • renovating their practices out in the open, transparently; regardless of the disruption and stress that comes with such a major and public renovation. These are teachers who are reflecting on, sharing and revising their practices EVERYDAY.
Virginia Glatzer

SOPHIA and the Flipped Classroom - 0 views

  • Implement in the classroom. Interact with every student and differentiate the way you teach to them.
Virginia Glatzer

What should we flip? « Teaching as a dynamic activity | Diigo - 0 views

    • Virginia Glatzer
       
      The better flip is to put the problem first then the teaching.
    • Virginia Glatzer
       
      Great list
Virginia Glatzer

WSQ description for students - 0 views

  • Whenever I start to work out an example problem and you think you know how to do it, pause the video and try it yourself.  Then, fast forward to the end of the problem to see if you got it right (not just the answer, but the work, too!).  If you did, that’s great!  Move on.  If not, then rewind and watch/listen to me show you how to work it out properly.  Remember that you learn by DOING, and if all you do is watch me do math problems all day while you copy them down, you are not learning anything.
  • A question you are still confused about (be specific, refer to time frame in video!)A question that connects this video to a previous videoA question you think you know the answer to, but you want to challenge your classmates withThis question must be one that you really want to know the answer to or you really want to discuss with your classmates and/or Mrs. Kirch
Virginia Glatzer

Recipe for a #flipclass: Homework + worksheets + random videos. | okmbio - 0 views

  • Send students home to watch videos
  • assign these videos for HOMEWORK, as in they MUST be done for next day. Then when students come back to class have them fill out gobs of WORKSHEETS.
  • THIS. IS. NOT. ACCURATE
Virginia Glatzer

Why I Gave Up Flipped Instruction - 0 views

  • the flip’s gradual disappearance from our learning space hasn’t been a conscious decision: it’s simply a casualty of  our progression from a teacher-centred classroom to a student-centred one.
  • What was my role? I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated
  • As this new way of learning played out over time, my students found they didn’t need me to locate or create videos for them. Instead, they learned how to learn, and they were able to find their own resources. For me, this was a much more important skill than following my directions or using the resources I told them to use
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  • Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.
  • Alfie Kohn’s book The Homework Myth.
  • shows that homework has no long-term impact on academic achievement
  • If you think it’s only about the videos, then you have a really shallow definition of what this could be. The real power is when students take responsibility for their own learning.”
  • Of course, the reality is that many if not most teachers who opt for the flipped classroom strategy are not pursuing a student-centred approach to teaching and learning. The traditional model of learning is simply being reversed, instead of being reinvented. The lecture (live or on video) is still front and center.
  • At its most basic level, the flipped classroom gives students more control over their educations, allowing them to start and stop or rewind important lectures to focus on key points.”  To me, this isn’t giving students control over their education,
  • They have a choice over what order they are going to work on outcomes, how they are going to learn and reach those outcomes, and how they are going to show me what they have learned.
  • As my students worked with me to invent our own version of student-centred learning, we realized that the three questions every student in our classroom had to answer were: What are you going to learn? How are you going to learn it? How are you going to show me your learning? This became our mantra — our framework for learning.  This is what it means to give students “control over their education.”
  • As Alfie Kohn states, a learning environment that promotes constructing knowledge “treats students as meaning makers and offers carefully calibrated challenges that help them to develop increasingly sophisticated theories. The point is for them to understand ideas from the inside out.”
Virginia Glatzer

David Truss :: Pair-a-dimes for Your Thoughts » 3 keys to a flipped classroom - 0 views

  • Increasingly,  education’s value-add is and will be in the coaching and troubleshooting when students are applying their learning, and in challenging students to apply their thinking to hands-on learning by doing and teaming:  so let’s have them do these things in class, not sit and listen.   We know that collaboration is a critical skill set which can’t be developed easily either on-line or at home alone– let’s have students learn it with us in our classrooms.   Let every classroom be a collaborative problem solving laboratory or studio.
  • then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.   Classrooms become laboratories or studios, and yet content delivery is preserved.
  • Not all students understand a one-way lesson where they can’t raise their hands and ask questions. Not all students will find this approach engaging. Not all students will see this single strategy as meeting their learning needs.
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  • How much
  • How do you balance what students need to know and how much you put in your videos and screen-casts
  • How deep do you go
  • teaching them ‘why’ is critical for their understanding
  • Are you using the flipped classroom to teach both the how and the why? Which is better to be delivered at home, rather than in class? Which do you give the students first, (and is this true for all students or all concepts)?
  • not saying we have to be entertaining but I am saying that we need to be engaging. L
  • Providing a flipped classroom and getting the lesson delivery out of the way so that class time can be used to collaborate, and practice concepts, and problem solve, is actually a great teaching strategy to use. I think we just need to be careful not to overuse it. We need to consider that this approach may not work ideally for all learners and with all concepts. We need to think about depth vs breadth, and also go beyond teaching the algorithm void of analysis in our flipped classroom videos and screen-casts. We need to make our lessons engaging and present them in ways that capture our students’ interest and attention.
Virginia Glatzer

Flipped Classroom Pilot - 0 views

  •  
    Between September, 2011, and January, 2012, a group of 5th grade math teachers will conduct a pilot project called "Flipped Math Classroom". Students in these classrooms experienced a new way of learning math that capitalizes on the growing access to technology resources in home environments as well as classroom environments. This pilot project compared student achievement in the flipped classrooms with student achievement in control classrooms.
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