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FLIP YOUR CLASSROOM EBOOK

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Read "Flip Your Classroom" by Jonathan Bergmann, Aaron Sams available from Rakuten Kobo. Sign up today and get $5 off your first download. It started with a. Flip Your Classroom is a strong pick for those looking for ways for technology to revolutionize the classroom and enable students to succeed at higher levels. tvnovellas.info: Flip Your Classroom: Reaching Every Student in Every Class Every Day eBook: Jonathan Bergmann, Aaron Sams: Kindle Store.


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From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. What Bergmann and Sams found was that their students demonstrated a. Compre o livro Flip Your Classroom na tvnovellas.info: confira as ofertas para livros em inglês e importados. Formato: eBook KindleCompra verificada. Read "Flip Your Classroom Reaching Every Student in Every Class Every Day" by Jonathan Bergmann available from Rakuten Kobo. Sign up today and get $5.

Tales and tips from the trenches by teachers who have successfully adopted self-paced mastery-based education in their classrooms. Incredibly, it was initially done by the teachers alone, with no Flip Your Classroom: Jonathan Bergmann , Aaron Sams. It started with a simple observation:

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Published on Aug 20, In the last decade, academic institutions at all levels have begun introducing non-traditional pedagogies that combine traditional brick-and-mortar teaching with online, on-demand learning. In just the last four years, flipping the classroom has evolved from an obscure experiment to a mainstream model for improving the student learning experience in universities and school districts around the world.

But just what is a flipped classroom? How do teachers prepare to flip a class? How do they create flipped lecture materials and structure in-class time?

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And how do they know if all their efforts were worth it? The Practical Guide to Flipping Your Classroom covers everything from what questions educators can expect when flipping a class, to how to plan for interactive learning sessions and even what to look for in video equipment.

Your classroom ebook flip

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Upcoming SlideShare. Like this document? Why not share! Blended learning and flipped classr Embed Size px. Start on. Show related SlideShares at end. WordPress Shortcode. Panopto Follow. Published in: Full Name Comment goes here. Are you sure you want to Yes No. Be the first to like this. No Downloads. Views Total views. Actions Shares. Embeds 0 No embeds. No notes for slide. So we build software for schools, universities, and other organizations that makes it easy for anyone to record, live stream, and share video.

Over academic institutions around the world use Panopto to enhance the learning process and improve student achievement. Learn more at http: Want to try Panopto for yourself? Visit www. The Classroom of the 21st Century Preparing to Flip Building Great Content Tech Tips for Recording Your Videos Sharing and Managing Your Videos Making the Most of In-Class Time Assessing Success and Planning for Next Year The Classroom of the 21st Century The flipped classroom starts with one question: What is the best use of my face-to-face class time?

Jonathan Bergmann Pioneer of the flipped classroom pedagogy I nthelastdecade,academicinstitutionsatalllevelshavebegunintroducingnon- traditional pedagogies that combine traditional brick-and-mortar teaching with online, on-demand learning.

Classroom ebook your flip

They aim to improve student engagement, knowledge retention, and ultimately, academic achievement. Google Trends, August 17, What is the flipped classroom? Conceptually, a flipped classroom turns the traditional learning experience on its head. The principal goals of flipping are: Said another way, the goal of flipping the classroom is to overcome some of the inherent shortcomings of the traditional lecture format, which dates back to the mid-fourteenth century.

In a traditional classroom, teachers spend most of their time presenting information in the form of a lecture. Students passively receive the information, scribbling down notes as the teacher presents. By making lecture materials available on-demand, students can watch them whenever and wherever fits their needs. Classroom activities may include group work, comprehension tests, presentations, and other applications of the subject matter. As individual questions arise, the teacher and fellow students are able to respond, providing each student with a more personalized learning experience.

Click for a sample recorded flipped classroom biology lecture 7. While breakthroughs in technology have made the flipped classroom possible, what has made it popular is something far more fundamental: Through the use of on-demand video, peer-to-peer collaboration, and individualized instruction, flipping provides a more student-centric approach to learning and enables educators to engage with their students like never before.

Faculty and institutions experienced in the pedagogy typically cite four key benefits to flipping the classroom. Flipping allows students to learn at their own pace Traditional teaching requires students to keep up with the pace that the instructor sets for each lecture. It also requires instructors to communicate lecture material within the limited time allocated for each class. In contrast, students in flipped classrooms can review any part of any lecture as many times as necessary.

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If they still need clarification, they can come to class knowing that interactive questions and answers are part of the in-class experience. Having a recorded version allows students to control the presentation themselves and learn at their own pace. Frank J. Group problem solving, student presentations, and whole-class discussions shift the focus of learning to the students themselves so that they can learn through experience and critical discourse.

For example, a biology professor may see that students repeatedly watched a 2-minute segment from a minute photosynthesis lecture. The segment, which covered cell respiration, also stumped many students in a pre-class, online quiz.

Based on this, the instructor could gear in-class activities to focus on the fundamentals of cell respiration. Recorded lectures help student review for exams For years, universities have recorded traditional classroom-based lectures and made them available on-demand for students.

Statistics from universities and lecture capture vendors show that students rely heavily on these recorded lectures as a study aid during midterms and final exams. Flipped classroom recordings offer the same benefit as recorded classroom lectures. Throughout the course of a semester, instructors typically accumulate hours of recorded content that students can review in preparation for tests. Students in flipped classrooms are more satisfied and perform better Recent research indicates that students are happier using the flipped class methodology, and that this satisfaction translates into higher achievement.

Not surprisingly, these improvements in student attitudes and grades correlate with a high level of satisfaction among educators. A Brief History of the Flipped Classroom The first well-documented flipped classroom rang into session back in A pair of chemistry teachers at Woodland Park High School, Jonathan Bergmann and Aaron Sams, were looking for a way to provide lecture materials to students who had missed class.

Using simple screen recording software to capture their PowerPoint slides, the two uploaded the recordings to a relatively new video sharing site called YouTube, and then shared them with their students. Since developing the flipped classroom, Aaron Sams and Jonathan Bergmann have helped thousands of other teachers do the same.

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Class time no longer revolved around one-way lectures and frenetically-scribbled student notes. Student interaction increased through in-class discussions and activities. In short order, a new pedagogy was born and its adoption in the years since has been nothing short of astonishing.

Certainly, trends in faculty satisfaction, student attitudes and academic performance played a major role over the course of several years. A more immediate catalyst, however, was technological in nature. Specifically, the timing of early flipped classroom experiments coincided with the launch of two technologies that have transformed the way people share information.

The first is YouTube. By the time Bergmann and Sams began their flipped class experiment,YouTube whichhadlaunchedonlytwoyearsprior wasstreamingwell over million videos every day.

Since then,YouTube has become the third-most popular website in the world and the number one source for instructional video content. In the US, three out of every four students visit YouTube at least monthly, Included with the phone was a relatively high-performance camera that dramatically simplified the shooting and sharing of video.

Subsequent Android smartphones would offer similar video capture capabilities. Eastern Michigan University makes the classroom more interactive and efficient FrankJ. Fedel,anAssistantProfessorintheHealthPromotionand Human Performance department at Eastern Michigan University, first experimented with flipping his classroom in the fall of to address a basic pedagogical problem: Take the case of textbooks and video — are lectures fundamentally any different?

The move, he notes, has been well- received. More than a few students have mentioned that that they felt more secure and confident having the lecture recordings available as a resource throughout the semester. Many have asked for the capability in all of their classes. The flipped classroom inverts the traditional classroom model, delivering lecture materials before class and utilizing classroom time for interactive learning.

Professor Fedel has noted an additional critical marker of success: First, it requires that lecture materials be made available ahead of class time. Second, it requires teachers to replace passive in-class time with active learning strategies. Fortunately, the technologies that make the pedagogy possible are increasingly accessible to anyone willing to try. In addition, faculty new to flipping can learn from the experiments and lessons of thousands of teachers across all levels of academia who have already made the switch.

This growing community is contributing an ever-increasing body of knowledge to help other instructors make their first flipped classrooms a success. As with any classroom change, preparation is essential. Establishing expectations for yourself, your students, and your institution will be instrumental to ensuring everything runs smoothly.

That change will produce a few unexpected challenges, and require a few adjustments to established working styles. To assist in making these adjustments, and to help you plan for a successful flipped classroom, here are a few things to expect: Here, though, the flipped classroom diverges from traditional teaching. Using the traditional model, every in-class lecture has a fixed duration and a common menu of formats, the most common being a slide presentation.

Your lecture materials may include a short video presentation, curated recordings, podcasts, pointers to other websites, or virtually any other resource you choose. Class time is no longer built around one-way presentations, and instead can be dedicated to conversations, experiments,activities,anddemonstrations. Plan to experiment and iterate When you begin planning the content for your flipped course, it may not be obvious which topics would benefit most from the flip, which activities students will find most engaging, which content should be developed from scratch and which should be curated, how to pace your material, and how to structure pre-class and in-class assessments.

As with any change to your pedagogical approach, experimentation and This is particularly the case with the flipped classroom, an approach that introduces new complexity and is highly people-dependent.

Engage teaching assistants Should you be fortunate enough to have the support of a student working in a teaching assistant or graduate assistant role, take time to walk that person through your plan for flipping, and what their role will entail. Because the in-class lecture will be minimized or eliminated, the TA should expect to take a more active role during class time, engaging with students in problem solving, discussions, and labs.

Outside of class, TA participation can take many forms, from recording mini- lectures to assisting in the coordination of the digital classroom. Your academic technology team can help. Spend a class session setting expectations Along with the standard discussion of the course syllabus, plan to spend the first day of class explaining the reason for the flip and how students can best approach the new format.

Share an introductory video with your class to show them what to expect in recorded lectures Let students know what they stand to gain For students new to the flipped class model, emphasizing the benefits upfront will help foster a sense of enthusiasm. This aids in their study and enables them to learn at their own pace. The message to students should be clear: Using Panopto to flip the classroom gave my students the chance to view the material multiple times if they needed to, allowing them to learn the content at their own pace.

It also freed up that lecture session to focus on other things. My students loved it and I got lots of positive feedback. As part of this, you should provide details on how students can access pre-class recordings and other materials.

Your ebook flip classroom

Then, to avoid the trap of becoming the de facto IT support for your students, you should explicitly make them responsible for completing the online lessons, regardless of computer or network problems. Just As with students, you can help mitigate concerns by being proactive in communicating the benefits of the pedagogy, and transparent in communicating your expectations.

As part of this, you may want to encourage parents to follow along, watching videos throughout the semester in order to gain a better understanding of what their child is learning. Here are five of the most common questions you should be prepared to answer. Will flipping take the teaching responsibility away from teachers and place it on the students? A common misunderstanding is that flipping the classroom requires less instructor engagement, leaving students to fend for themselves.

As experienced educators and students know, the opposite is true.

eBook: The Practical Guide to Flipping Your Classroom

The flipped classroom provides teachers with more time to cover content in greater depth, to foster discussion and collaboration, and to spend time tending to individual student needs and questions. Not necessarily. The flipped classroom actually brings teachers and students closer together.

With flipped class recordings, students can drive the pace of their own learning. What happens to homework? Most often, the work done outside of class will be watching the recordedlecture. Traditionalhomework,suchasassignments,essays, and other exercises, still exists; however, in many cases, students will work on those assignments while in class where they can ask questions, learn from peers, and actively apply their knowledge in a collaborative environment.

Without lecture, what do students do during class time? The most valuable element of every flipped classroom is the opportunity for enhanced learning during class time. While classroom time can take many forms, it is always an engaging experience where students consult their teacher and collaborate withclassmates. Itcantaketheformofcase-basedlearning,problem solving, role-playing, demonstrations, peer instruction, and more.

Student retention of material will most often be tested through in-class tests and quizzes. Depending on the technologies used to support the flipped classroom, some assessments may be done online.

Notethatinaflippedclassroom,however,someoftheseassignments may take the form of recorded video presentations.

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More on the topic of student recording is covered in the next chapter. So how can you convince them that flipping the classroom is a good idea? Reference research on student performance School boards and department heads are understandably driven by student performance. Citing recent studies, surveys and articles from other institutions will help allay fears that student performance will suffer under the flipped classroom model.

The Flipped Learning Network offers a comprehensive and regularly updated list of the latest flipped classroom research. Download studies conducted by the Flipped Learning Network at their website: This is often driven by student perception that in-class time is more engaging when they have an opportunity to work with their peers.

Additionally, students have reported improved confidence and lower stress levels when they can come to class prepared with a foundational understanding of the material.

However, flipping has also beenembracedasatoolthateducatorscanturntoonapart-timebasis,supporting their lessons as best fits the material. Experimentingwiththisnewformatenablesinstructorstogaugestudentand administration receptiveness to further flipping, and incorporate their feedback into future lessons. Address attendance concerns When lectures are available outside of class, another oft-raised concern is whether students will feel that their attendance in the classroom is no longer essential.

Of course, nothing about the flipped classroom makes skipping class acceptable. If anything, flipping makes the in-class experience more valuable to the student and more critical to their success. Class time is spent discussing the concepts from the videos or applying the information in case presentations. Those recordings also facilitate student self-assessment, enabling students to see certain actions they may not have been aware of and to help themselves improve.

Professor Snyder believes that flipping her classroom has improved the quality of discussion during class. Listening to sections of the lectures multiple times has helped me learn the material more effectively. With clear communication and expectations, consistent behavior, and a few simple strategies, any instructor or institution can launch a successful flipped classroom strategy.

Keep in mind: It will help build confidence and demonstrate the model for further review. What should I include? For many instructors, the initial answer is simply to record the lecture content that would typically be presented in front of the class. With little more than a laptop and some screen recording software, you can capture a slide presentation along with webcam video of yourself in order to deliver a familiar classroom experience online.

Additionally, the flipped classroom can offer an opportunity to experiment with new formats and media to deliver lecture material in different, often more engaging ways. Below are seven ideas for the types of content you can create or curate for your flipped classroom lectures. Assuch,flippedclassrecordingsprovide a great medium for students to gain a baseline understanding of any given topic.

Although recorded PowerPoint presentations are most frequently used for this purpose, you can experiment with nonlinear presentation tools like Prezi, storytelling software like Powtoon, mindmapping tools, and more.

You can also curate and incorporate existing media, such as YouTube videos and live website content. Technology options are discussed more in chapters 4 and 5. Click for a sample flipped classroom cloud computing lecture Lab demonstrations For laboratory-based classes, instructors can use flipped classroom videos to visually demonstrate what students will be doing in class.

This allows students to hit the ground running when they walk into class. For example, using several webcams, you could capture a simulation from multiple angles, including close-ups that help students see the details. Finally, capturing and sharing lab demonstrations ahead of time can also help reduce student anxiety.

This is especially the case when small mistakes have the potential to derail subsequent steps in the lab. Problem solving For STEM subjects where problem solving is a fundamental part of the course, recorded pre-lectures are a great way to present a given problem and suggest approaches to solving it.

With video recording software, you can capture the contents of an interactive digital whiteboard, a document camera with pen and paper, or simply a webcam or smartphone pointed at a conventional whiteboard. Applications and examples from the field Field trips have always been a great way to engage students and make classroom concepts more tangible.

Audio content published as podcasts Stemming from formats developed for radio, audio podcasts can be a great source of content for the flipped classroom. They often take the form of interviews or short stories, and today, there are podcasts available on nearly any subject. Most are available at no cost and can easily be played on any laptop or mobile device. The free academic videos shared at Khan Academy, as well as publically available video channels on YouTube and Vimeo, provide overviews and in-depth coverage of a wide range of subjects.

Recorded events are another great source of content from thought leaders across a wide range of disciplines. TED is one of the most famous series of freely- available video presentations.

A note regarding copyright Copyright questions are a top concern for most educators and administrators when it comes to selecting third-party materials for use in the classroom flipped or otherwise. For the most part, using third-party materials for educational purposes is generally safe under the fair uses clauses of copyright law. However, schools should still take sensible precautions.

Restricting access to copyrighted materials from non-students is often a good first step, and an act of good faith respecting the property of copyright holders. Student assignments Since the in-class component of the flipped classroom lends itself well to collaboration, discussion and active learning, more and more teachers are curating content through the use of recorded student assignments. For example, students could interview a family member, survey members of their community, or capture video from an outdoor experience.

These videos can then be submitted to the Keep it short! For each of your flipped class modules, remember that the pre-class lecture need not run the full length of the ordinary class. In fact, many videos will only run between 5 and 15 minutes. According to research from Ball State, these shorter videos make it easier for students to pay attention and remain engaged. The research suggests that the most effective microlectures may actually clock in at under 7 minutes. This is just enough time to focus each video on a single subject.

And if you need to cover multiple subjects in a single module, simply record and share two or three videos. This focus on student-centered learning is woven throughout the book, and reinforced through the practice and assessment of the flipped classroom. The book proceeded to identify and validate reasons why one should flip their classroom, and the process of implementation. It also discussed the flipped mastery model, implementation, and then concluded with frequently asked questions about flipping your classroom.

I had not been familiar with the flipped mastery model, where in the flipped classroom students go through learning of a group of objectives at their own pace. This is one example that is addressed in that section. Overall, it was a short, easy read, which is particularly very appealing to the typically overworked, exhausted, busy life of a teacher.

Critique Numerous reasons and points are made in the beginning of the book of why of flip your classroom. I liked the mention of teaching students how to use Cornell notes when viewing the videos, but there were no resources for this included. The authors approach was very open, flexible, and what has worked for them, and how a teacher might use or adapt it to their classroom. The book also included various, helpful quotes from teachers around the world that have implemented the flipped classroom.

This was a very practical approach, and not overwhelming to a teacher in the beginning stages of flipping their classroom. I liked that the authors were not simply pushing this model in one form, but rather to tailor it to the situation and circumstances to a particular teacher. Lastly, the section about the flipped mastery model was helpful for me because it laid out the key components, research, and definitions. This slightly intimated me, and I would have liked to have some linked resources or videos embedded within the text.

The book did have some referenced guides and schedules, but could have been better supported with some practical applications with video and other resource links.