Group items tagged

Posted to YouTube by pocketlodge on May 2 2011. This video features Katie (no last name given) describing how she flipped the classroom as teacher of 8th grade math in a public school in Raleigh, North Carolina. This is a brief (3.5 minute) overview in which Katie outlines the positive aspects of the flipped classroom, but there is no concrete description of the flipped classroom.

DM shared a list of flipped classroom resources that were useful in his (home) department last year.

Posted by Selena on her blog, learning elearning, May 24 2012. A brief discussion of several options in "classroom observation software," which records a "classroom walk-through" and then allows users to further analyze classroom interactions.

Uploaded to YouTube by JCCCvideo on Nov 10 2011. This is a one-hour video looking at flipped classrooms. Speaker is Tracy Newman from the Ed Tech Center at Johnson County Community College. Newman discusses how and why one might flip the classroom, as well as some of the pitfalls.

DM shared a list of flipped classroom resources that were useful in his (home) department last year.

By Jeffrey R. Young, in Technology (College 2.0), The Chronicle of Higher Education, February 27 2011. A variety of ways that college students are seeking "relevant" education outside of the classroom, some of which are more technology-reliant than others. The article cites the National Survey of Student Engagement (Indiana University) and states that "four of the eight 'high-impact' learning activities identified required no classroom time at all...."

Looks closely at learning outside of the classroom.

Presented by Dr. Robert Talbert of Grand Valley State University on YouTube; posted Sept 30 2011. This was presented (and recorded) as a one-hour AMATYC webinar. Talbert discussed flipping the college classroom in the context of teaching math.

DM shared a list of flipped classroom resources that were useful in his (home) department last year.

Recorded lecture by Terri Maddox at Jackson State Community College, Sept 20 2012 (approx 1 hour). In this video, Maddox discusses how and why instructors might flip their classrooms. Also provides an excellent resource list.

A member of the GSCC team of faculty in 2012-13, TM shared this presentation that she gave on flipped classrooms.

By Melissa E. Lee, from the Do Your Job Better column of The Chronicle of Higher Education, March 13 2011. Lee, an adjunct English instructor at the State University of New York at Canton, offers suggestions to support students who she describes as "at-risk." Her three over-arching ideas are: provide structure in the classroom, show the connection between classroom learning and the real world, and make your students accountable.

Lee's ideas call to mind such GSCC themes as scaffolding, contextualization, caring, college transition, structure, self-efficacy. There are interesting comments, as well.

Video on TED.com, filmed March 2011; posted March 2011. Salman Kahn talks about starting up Khan Academy, and its goal of offering short videos of exercises. He suggests that teachers consider flipping the classroom: give students video lectures to watch at home and do the exercises in class with the teacher there to help.

TM recommended this video as background on the idea of "flipped classroom."

on eInstrtuction.com site. Classroom Performance System (CPS) is a student response system in the form of response pads or "clickers." These are small, handheld devices that allow students to respond to questions and enables educator to instantly assess lesson comprehension

This is a working paper by Rebecca Wheeler (n.d.). This paper shows some of Wheeler's work on code-switching in the classroom, and includes analysis and teaching strategies.

By Lisa Delpit, published by W.W. Norton, 1995. The book examines issue of race in schools and cultural clashes in the classroom.

From YouTube, a video in which Raymond Wlodkowski makes suggestions on making your classroom more active.

Posted by the Center for Teaching & Learning, UNC Charlotte. Distilled from Classroom Assessment Techniques by Angelo & Cross, this is brief includes 10 categories with description. Also available as a PDF (link on this page).

By Alison Byerly in Inside Higher Ed, October 29 2012. Essay compares MOOCs to traditional education exchanges, looking at the role of "teachers" and "students" in each; also considering the difference in how "course "is defined in a MOOC vs. a traditional class. Byerly's point is that traditional experiences provide an agreement between teacher and student that the teacher's reach goes beyond the classroom (or screen) and that teachers model pedagogic behaviors, as well as providing academic advice, writing references, providing access to support, etc. This holds true whether a f2f lecture or online. The MOOC model is more like a broadcast, where such supports *can* be included but, as a rule, are not.

By Alisha Azevedo in the Wired Campus section of The Chronicle of Higher Education November 16 2012. This article describes a class (on cellphone culture) where the discussion was conducted entirely over Twitter.

Created by the Annenberg Foundation, this site provides a variety of classroom resources for teachers, including Lesson Plans. Lesson plan database can be searched by grade level as well as subject area.

Posted by Shelley Wright, on the website Powerful Learning Practice: Professional Development for 21st Century Educators, Oct 8 2012. In this post, Wright describes how she no longer adheres to the model of the "flipped"classroom because she has learned to fully use student-centered and project-based learning models. She carefully describes the differences between the two, as well as giving an overview of how -- at semester's end -- her chemistry students learned 10 new concepts in 8 weeks.

Posted by TheChe808 on Sep 6 2011. Video of a classroom of students working on the "marshmallow challenge," a popular ice-breaker where small groups of students have to work together to build structures from kitchen items (marshmallows and spaghetti).

This is a video of LS's class (posted to YouTube by her); the marshmallow challenge became a popular ice-breaker among GSCC faculty. Week 1, semester 4.

From their About page, "edshelf is a directory of websites, mobile apps, and desktop software that are rated & reviewed by educators, for educators. We decrease the friction of using and procuring effective technology into the classroom." Concentration is on K-12, but these apps might also be useful for postsecondary teachers.

Part of UD's Institute for Transforming Undergraduate Education, this program offers workshops at the K-12 or post-secondary level for how instructors can integrate problem-based learning into their own classrooms. The PBL Clearinghouse, a "peer-reviewed online resource" collects PBL problems and articles. Additionally, the site offers resources including sample syllabi and projects.