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One High School English Teacher: On His Way to a Flipped Classroom
by Shelly Shaffer
This article examines changes in approaches to planning, uses of technology, and use of classroom time as an ELA teacher constructed a flipped unit on The Great Gatsby by F. Scott Fitzgerald.
Classes Should Do Hands-On Exercises Before Reading and Video, Stanford Researchers Say
by David Plotnikoff
"A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially."
Flipping the Classroom
whyy.org
Here's a 52-minute public radio interview (on "Radio Times" on November 7th) with professors from Harvard University and University of Wisconsin-Madison about "flipping the classroom" that goes into considerably more depth about FILT issues, ideas, interpretations, and concerns than I've heard in any other program. Listen at about 15-16" for an interesting idea about (possibly) why flipping is done more in science and math classes than English classes, at about 17" for FILT as "a gateway drug" (later, "Trojan Mouse") to more and better use of educational technologies, and starting at about 18:15 for (possibly) why the lecture is still thought of as the 'standard' way of teaching, even when there may not be so many teachers doing it as in the public's perception. Also, starting around 19" - 20" there's an interesting discussion about he digital divide and FILT. Listen at about 24" for straightforward discussion about how FILT should not stop at watching videos at home and doing homework at school. Comments and questions from listeners begin at 26:30. - Judi Harris
Learning on-Location: Evaluating the Instructional Design for Just-in-Time Learning in Interdisciplinary Short-Term Study Abroad
by Joellen Coryell
"In the current era of global society, adults need to cultivate cognitive and affective capabilities for interacting in a wide variety of work and living situations. Studying abroad can provide unique learning opportunities toward this end. Good intentions in offering study abroad experiences do not, however, always produce the kind of learning, development, and transformations that are intended. The author first describes an instructional design that was underpinned by adult education theory and practice, then presents the research methodology and findings of the study that evaluated the design."
Flipped Classroom Model Not Like Flipping a Switch
by Gary Smith
"The 'flipped classroom' teaching model that is being considered by the Midland School District has been adopted in differing degrees in at least two other central Illinois districts.Those are Havana District 126 in Mason County and Pekin Community High District 303.But Havana, which garnered attention and headlines as far as away as The New York Times with a plan to adopt that method curriculum-wide across the high school beginning in the fall of 2012, did not actually follow through on that radical change, the district's current superintendent said this week."
Just-in-Time Education: Learning in the Global Information Age
Wharton School, University of Pennsylvania
"The problem with experience, to paraphrase American baseball player Vernon Law, is that it gives the test before the lesson. Students either spend countless hours in classrooms acquiring knowledge that isn't applied until years later (if at all) or they are tested by experience before they even have a chance to learn what they need. Wouldn't it be much better to get the knowledge when and where they need it in real time?"
Just in Time Teaching (JiTT)
Pedagogy in Action, SERC Portal for Educators
"Just-in-Time Teaching focuses on improving student learning through the use of brief web-based questions (JiTT exercises) delivered before a class meeting. Students' responses to JiTT exercises are reviewed by the instructor a few hours before class and are used to develop classroom activities addressing learning gaps revealed in the JiTT responses. JiTT exercises allow instructors to quickly gather information about student understanding of course concepts immediately prior to a class meeting and tailor activities to meet students' actual learning needs."
How Interactivity and Rich Media Change Teaching and Learning
by Cisco
This paper reviews research findings and demonstrates how video is helping schools around the world overcome distance and financial barriers to expand curriculum options, maximize scarce resources, increase student engagement, improve outcomes and deliver the type of education required for 21st -century global citizens.
Criticism
by Gary Stager
Interesting (and rare) criticism of FILT by Gary Stager, an avowed edtech constructivist with (deep) roots in Papert's Logo:
"These are perilous times for educators. When once bad education policy was an amuse-bouche you could easily ignore, it has become a Carnegie Deli-sized shit sandwich. Educators are literally left to pick their own poison, when choice is permitted at all. If I take a stand against a fad or misguided education policy, my intent is to inform and inspire others to think differently or take action."
Flipping Over "Flipped Classroom" Lit
by Rolin Moe
"I’m not a fan of the flipped classroom phenomenon. People often think this means I endorse lecture-based, didactic pedagogy, which could not be further from the truth. I see the flipped classroom as addressing a symptom of education struggle rather than a cause. Gary Stager puts it better than I ever could; to add to his words, flipping the classroom only rearranges the existing problems in higher education, believing things will work out if we feng shui the existing classroom methodology."
San Jose State University Says Replacing Live Lectures With Videos Increased Test Scores
The Chronicle of Higher Education
"San Jose State University study in progress this semester: 'The midterm-examination scores of students in the flipped section were higher than those in the traditional sections [of the engineering course],' said Mr. Ghadiri [the flipped course instructor]. Although the midterm questions were more difficult for the flipped students, their median score was 10 to 11 points higher."
'Flipped Classrooms' May Not Have Any Impact on Learning
by Emily Atteberry, USA Today
"Professors at Harvey Mudd College in Claremont, Calif. who are studying the effectiveness of a flipped classroom have bad news for advocates of the model: it might not make any difference." "As a follow up to my response to the USA Today article on flipped classroom research, there was a very informative comment one Google+ from Darryl Yong (one of the members of the Harvey Mudd research team). I thought this comment deserved to be seen by a wider audience, so I’m reproducing in full."
Flipped Learning & Democratic Education: The Complete Report
Flipped History
The flipped model, along with a supportive school environment that values 21st century skills, student inquiry, and effective leveraging of new technologies, has considerable potential and promise of improving and democratizing education in a profound way.
Flipped Classrooms Spreading Rapidly in Iceland, May Become First to Flip a Whole Nation
by Jon Berhmann and Hjalmar Arnason, BAm! radio
Flipping classrooms in Iceland is happening quickly; approximately 20% of teachers have started to teach in this way in just the last year. Predictions suggest that Iceland may be the first country to flip instruction completely.
"Find out why the flipped classroom is catching on more quickly in Iceland than in other countries and why Iceland may be the first nation to flip all of its classrooms."
Flipped Classroom Workshop in a Book
FlippedClassroomWorkshop.com
"There was an interesting video posted yesterday by a physical education teacher in New Zealand that is meant to serve as an introduction to his flipped classroom for his students and their parents. There are some interesting details included about how he flips (e.g., specific instructions for his students about how to watch videos at home and prepare for in-class discussion about them, using a 'WSQ' method), and also comparative data on what appears to be a national PE assessment standard from the three previous school years, during the last two of which he flipped his class."
Turning Education Upside Down
by Tina Rosenberg, New York Times, Opinion Pages
"Three years ago, Clintondale High School, just north of Detroit, became a 'flipped school' — one where students watch teachers’ lectures at home and do what we’d otherwise call “homework” in class. Teachers record video lessons, which students watch on their smartphones, home computers or at lunch in the school’s tech lab. In class, they do projects, exercises or lab experiments in small groups while the teacher circulates."
"Flipping" Educational Technology Professional Development for K-12 Educators
Daniel Spencer (dissertation)
"As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, 'sit and get' professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept."
Classifying K-12 Blended Learning
Heather Staker and Michael B. Horn
"In our report titled, 'The rise of K–12 blended learning,' we observed that there were six main blended-learning models emerging in the sector from the perspective of the student. This paper introduces a number of changes to that taxonomy based on feedback from the field and the need to update the research to keep pace with new innovations that are occurring in blended learning. Most importantly, the paper eliminates two of the six blended-learning models—Face-to-Face Driver and Online Lab—because they appear to duplicate other models and make the categorization scheme too rigid to accommodate the diversity of blended-learning models in practice. By moving from six to four overarching models, we have created more breathing room in the definitions."
by Shelly Shaffer
This article examines changes in approaches to planning, uses of technology, and use of classroom time as an ELA teacher constructed a flipped unit on The Great Gatsby by F. Scott Fitzgerald.
Classes Should Do Hands-On Exercises Before Reading and Video, Stanford Researchers Say
by David Plotnikoff
"A new study from the Stanford Graduate School of Education flips upside down the notion that students learn best by first independently reading texts or watching online videos before coming to class to engage in hands-on projects. Studying a particular lesson, the Stanford researchers showed that when the order was reversed, students' performances improved substantially."
Flipping the Classroom
whyy.org
Here's a 52-minute public radio interview (on "Radio Times" on November 7th) with professors from Harvard University and University of Wisconsin-Madison about "flipping the classroom" that goes into considerably more depth about FILT issues, ideas, interpretations, and concerns than I've heard in any other program. Listen at about 15-16" for an interesting idea about (possibly) why flipping is done more in science and math classes than English classes, at about 17" for FILT as "a gateway drug" (later, "Trojan Mouse") to more and better use of educational technologies, and starting at about 18:15 for (possibly) why the lecture is still thought of as the 'standard' way of teaching, even when there may not be so many teachers doing it as in the public's perception. Also, starting around 19" - 20" there's an interesting discussion about he digital divide and FILT. Listen at about 24" for straightforward discussion about how FILT should not stop at watching videos at home and doing homework at school. Comments and questions from listeners begin at 26:30. - Judi Harris
Learning on-Location: Evaluating the Instructional Design for Just-in-Time Learning in Interdisciplinary Short-Term Study Abroad
by Joellen Coryell
"In the current era of global society, adults need to cultivate cognitive and affective capabilities for interacting in a wide variety of work and living situations. Studying abroad can provide unique learning opportunities toward this end. Good intentions in offering study abroad experiences do not, however, always produce the kind of learning, development, and transformations that are intended. The author first describes an instructional design that was underpinned by adult education theory and practice, then presents the research methodology and findings of the study that evaluated the design."
Flipped Classroom Model Not Like Flipping a Switch
by Gary Smith
"The 'flipped classroom' teaching model that is being considered by the Midland School District has been adopted in differing degrees in at least two other central Illinois districts.Those are Havana District 126 in Mason County and Pekin Community High District 303.But Havana, which garnered attention and headlines as far as away as The New York Times with a plan to adopt that method curriculum-wide across the high school beginning in the fall of 2012, did not actually follow through on that radical change, the district's current superintendent said this week."
Just-in-Time Education: Learning in the Global Information Age
Wharton School, University of Pennsylvania
"The problem with experience, to paraphrase American baseball player Vernon Law, is that it gives the test before the lesson. Students either spend countless hours in classrooms acquiring knowledge that isn't applied until years later (if at all) or they are tested by experience before they even have a chance to learn what they need. Wouldn't it be much better to get the knowledge when and where they need it in real time?"
Just in Time Teaching (JiTT)
Pedagogy in Action, SERC Portal for Educators
"Just-in-Time Teaching focuses on improving student learning through the use of brief web-based questions (JiTT exercises) delivered before a class meeting. Students' responses to JiTT exercises are reviewed by the instructor a few hours before class and are used to develop classroom activities addressing learning gaps revealed in the JiTT responses. JiTT exercises allow instructors to quickly gather information about student understanding of course concepts immediately prior to a class meeting and tailor activities to meet students' actual learning needs."
How Interactivity and Rich Media Change Teaching and Learning
by Cisco
This paper reviews research findings and demonstrates how video is helping schools around the world overcome distance and financial barriers to expand curriculum options, maximize scarce resources, increase student engagement, improve outcomes and deliver the type of education required for 21st -century global citizens.
Criticism
by Gary Stager
Interesting (and rare) criticism of FILT by Gary Stager, an avowed edtech constructivist with (deep) roots in Papert's Logo:
"These are perilous times for educators. When once bad education policy was an amuse-bouche you could easily ignore, it has become a Carnegie Deli-sized shit sandwich. Educators are literally left to pick their own poison, when choice is permitted at all. If I take a stand against a fad or misguided education policy, my intent is to inform and inspire others to think differently or take action."
Flipping Over "Flipped Classroom" Lit
by Rolin Moe
"I’m not a fan of the flipped classroom phenomenon. People often think this means I endorse lecture-based, didactic pedagogy, which could not be further from the truth. I see the flipped classroom as addressing a symptom of education struggle rather than a cause. Gary Stager puts it better than I ever could; to add to his words, flipping the classroom only rearranges the existing problems in higher education, believing things will work out if we feng shui the existing classroom methodology."
San Jose State University Says Replacing Live Lectures With Videos Increased Test Scores
The Chronicle of Higher Education
"San Jose State University study in progress this semester: 'The midterm-examination scores of students in the flipped section were higher than those in the traditional sections [of the engineering course],' said Mr. Ghadiri [the flipped course instructor]. Although the midterm questions were more difficult for the flipped students, their median score was 10 to 11 points higher."
'Flipped Classrooms' May Not Have Any Impact on Learning
by Emily Atteberry, USA Today
"Professors at Harvey Mudd College in Claremont, Calif. who are studying the effectiveness of a flipped classroom have bad news for advocates of the model: it might not make any difference." "As a follow up to my response to the USA Today article on flipped classroom research, there was a very informative comment one Google+ from Darryl Yong (one of the members of the Harvey Mudd research team). I thought this comment deserved to be seen by a wider audience, so I’m reproducing in full."
Flipped Learning & Democratic Education: The Complete Report
Flipped History
The flipped model, along with a supportive school environment that values 21st century skills, student inquiry, and effective leveraging of new technologies, has considerable potential and promise of improving and democratizing education in a profound way.
Flipped Classrooms Spreading Rapidly in Iceland, May Become First to Flip a Whole Nation
by Jon Berhmann and Hjalmar Arnason, BAm! radio
Flipping classrooms in Iceland is happening quickly; approximately 20% of teachers have started to teach in this way in just the last year. Predictions suggest that Iceland may be the first country to flip instruction completely.
"Find out why the flipped classroom is catching on more quickly in Iceland than in other countries and why Iceland may be the first nation to flip all of its classrooms."
Flipped Classroom Workshop in a Book
FlippedClassroomWorkshop.com
"There was an interesting video posted yesterday by a physical education teacher in New Zealand that is meant to serve as an introduction to his flipped classroom for his students and their parents. There are some interesting details included about how he flips (e.g., specific instructions for his students about how to watch videos at home and prepare for in-class discussion about them, using a 'WSQ' method), and also comparative data on what appears to be a national PE assessment standard from the three previous school years, during the last two of which he flipped his class."
Turning Education Upside Down
by Tina Rosenberg, New York Times, Opinion Pages
"Three years ago, Clintondale High School, just north of Detroit, became a 'flipped school' — one where students watch teachers’ lectures at home and do what we’d otherwise call “homework” in class. Teachers record video lessons, which students watch on their smartphones, home computers or at lunch in the school’s tech lab. In class, they do projects, exercises or lab experiments in small groups while the teacher circulates."
"Flipping" Educational Technology Professional Development for K-12 Educators
Daniel Spencer (dissertation)
"As the demand for more effective professional development increases in K-12 schools, trainers must adjust their training methods to meet the needs of their teacher learners. Just as lecture-heavy, teacher-centered instruction only meet the learning needs of a small minority of students, 'sit and get' professional development rarely results in the teachers gaining the skills and confidence necessary to use technology effectively in their instruction. To resolve the frustrations of teachers related to ineffective professional development, a "Flipped PD" training model was developed based on the learning needs of adult learners, the integration of technological, pedagogical, and content knowledge (TPACK), learning activities, and the Flipped Classroom concept."
Classifying K-12 Blended Learning
Heather Staker and Michael B. Horn
"In our report titled, 'The rise of K–12 blended learning,' we observed that there were six main blended-learning models emerging in the sector from the perspective of the student. This paper introduces a number of changes to that taxonomy based on feedback from the field and the need to update the research to keep pace with new innovations that are occurring in blended learning. Most importantly, the paper eliminates two of the six blended-learning models—Face-to-Face Driver and Online Lab—because they appear to duplicate other models and make the categorization scheme too rigid to accommodate the diversity of blended-learning models in practice. By moving from six to four overarching models, we have created more breathing room in the definitions."