The Flippedped Classroom

I noticed that many students pretended to not understand and they just wanted to prolong until the class was over. I didn’t think it was necessary to repeat the video maybe more than three times. The teacher gave out the worksheet to the students prior to the video and the worksheet was going to be scored, so the teacher wanted to make sure that the students did ok. Most of the activities the teacher did for the class were limited to one activity and that was to practice with the groups, reviewing and practicing what the teacher just

Critique- I like the ideas you have within your lesson plan of observing small group discussion on the video with a set of prepared questions. It is good that the students are given direction, but still able to share their knowledge, demonstrating listening comprehension. One thing I would alter would be the questions that the students are discussing. The questions included all have clear defined

There are several advantages to flipping your classroom. If students are able to view lectures through a podcast before coming to class, then the entire class period could be used for hands-on, active learning exercises. With students being involved with so many extracurricular activities, the podcast enable students to watch from any device and from any location (Garver, Roberts, 2013). If a teacher does not have to lecture during class, it opens that time up for teachers to connect with students individually. This allows for that one-on-one time that many students need in order to master a specific objective. A flipped classroom also forces the students to take responsibility for their own learning; it is not all on the teacher (Brunsell,

In executing flipped classroom, remembering and understanding as the most minimal levels of cognitive domain are honed outside the class hour (Krathwohl and Anderson, 2001). While in the classroom, the learners concentrated on higher types of intellectual work, including applying, analyzing, evaluating, and creating. With the flipped model, the lower levels are exhibited before class through recorded lectures and video. Readings, simulations, and different materials also give this foundational support for learning so that in-class time can be spent chipping away at higher levels of learning from application to evaluation. Actualizing flipped learning permits the students to invest more energy supporting higher-level learning tasks,

As a future educator in the middle classroom most teachers are interested in finding new ways to introduce future lessons. This article in AMLE starts off with an argument as to why you should use a flipped classroom. It offers insight such as that it “creates an active, vibrant classroom and enhance student learning. It requires students to complete lower levels of cognitive work outside the classroom and focus on the application, analysis, evolution, and creation in the class”.

The online leaning is gaining widespread attention around the globe to help the student get knowledge. The flipped classroom has been one of the important methods for undergraduate student to do better in the class and get the course concepts better. The flipped classrooms help the students to be more active toward the solving problems in the class; it also help them to be more confidence about the course throughout the whole semester.

Select and identify TWO concepts presented in the video you find significant as an early educator and explain why you selected these concepts (7 descriptive/detailed sentences)

There are many pros and cons of using such a method, while most of them are good for the students and professors, which include that students have more control, which will increase input and control over their own learning. The flipped classroom allows more time for the student’s to understand certain concepts and to take their time reviewing the material without getting left behind. The student’s can pause, or reqind the lectures, write down questions they have have, and discuss them at the next classroom time. The student’s can also receive immediate assistance from teachers and classmates, as a result this improves the students achievements, but also improves behavior in the classroom as well. This is a student=centered learning and collaboration,

Subsequent from watching the video the teacher will have a discussion with students in order to access their schema

Advances in technology have made it possible for the instruction to move beyond teacher delivered material in class followed by a review of the material by students in the form of homework (Steed, 2012). In theory, if the students are in control of the pace of their learning, their outcomes will be better. Students, who are able to absorb new material at home, will come to class prepared to put the knowledge into practice and thus reinforce the new material. The flipped classroom (Bergman & Sams, 2012; Bull, et. al., 2012) involves the presentation of the new material via a video lecture which students will watch at home prior to coming to class. Time in the classroom can then be dedicated to putting the material into use, creating an environment of understanding by doing. Although success with this format has been reported in some subject areas by some teachers, the concept has not been widely studied over a long enough period of time to give conclusive data on student learning using this method (Herreid & Schiller, 2013; Moran, 2015). The review of literature was conducted in an effort to answer the following questions regarding the flipped classroom:

There have been many attempts to define the flipped classroom. The simplest definition was given by Lage (17). “Inverting the classroom means that events that have traditionally taken place inside the classroom now take place outside the classroom and vice versa”. Although straightforward this description does not accurately represent what researchers have referred to as the flipped or inverted classroom. This description would infer that the flipped classroom is purely a rearrangement of the classroom and at-home activities.

The use of the flipped classroom model of instruction is gaining attention among instructors and professors at the college and university level (Aronson, Arfstrom, & Tam, 2013). Currently, the amount of rigorous, empirical research on the effectiveness of the Flipped Learning model is limited, but growing. As a relatively new model of instruction, it has been found to have a positive impact on important student outcomes, including achievement and engagement (Ferreri & O 'Connor, 2013). Flipped classroom is another model of learner-centered teaching. A flipped classroom is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed

A new term has emerged in education recently that has teachers unease with how they feel about it. The ever so emerging “flipped classroom” technique is starting to become integrated in several classrooms today. The reason so many teachers are suspicious of the technique, is because it is foreign and rather new. Traditional styled teachers are struggling to accept the new style due to the deranged forms of learning. Whereas the newer teachers are excited to track progress and learn new techniques. I personally feel that educators need to respect the fundamentals of education, and embrace the ever so changing society. Central Methodist University should flip their writing courses because it enhances student learning and collaboration,

While analyzing my lesson plan and the video recording of my lesson, I determined which of Goldenberg’s principles of effective use of technology corresponded to my lesson. The genre principle corresponded to my lesson (Goldenberg, 2000). The genre principle states that the technology should fulfill the classroom goals, meet the needs of particular students, teach high-order thinking skills, not to use the computer as a motivational tool only (Goldenberg, 2000). I began the lesson by showing a Brain Pop Jr. video on the physical properties of rocks. This video went through each physical property of a rock such as, luster, size, color, and texture. This video fulfilled the classroom goal, which was to have the students understand the physical properties of rocks. The video met the particular needs of particular students because it showed many pictures and visuals to reach the visual learners. The computer was not used as a motivational tool only as it did have a purpose, which was to inform the students about the physical properties. By watching the video, I have realized that

The Flipped Classroom is a reversal of a traditional classroom. In contrast to the traditional classroom, the flipped classroom delivers instruction online. The flipped classroom offers an innovative, purposeful approach to learning. Students can focus on instruction at their own pace. One of the pros of the flipped classroom is lesson differentiation. In addition to having a student- centered approach; flipped classrooms allow for virtual teacher scaffolding, visual modeling, and modeled writing. Additionally, the student- centered approach of the flipped classroom develops independent problem solvers and lifelong learners. Flipped classroom allows teachers more time work individually with students. Flipped classrooms, frees up, limited classroom time. In addition, teachers have more time for in depth discussions with students. As a matter of fact, teachers can develop the strength of their students and offer support struggling students. Flipped classroom are a great tool to increase the motivation of a diverse learning student population. Another pro for the flipped classroom is; the lesson is given online, therefore, teachers can check