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Monday, 14 January 2013

Flipped Classroom - VIDEO

Following on from my intial post about the 'Flipped Classroom' (copied below), please see above for a recording from my IPACA Engage, Innovate and Inspire C.P.D session entitled: 'The Flipped Classroom - A Beginner’s Guide' which took place on 18/12/12.

On the 18/12/12, I will be running an IPACA Engage, Innovate and Inspire C.P.D session entitled: 'The Flipped Classroom - A Beginner’s Guide'. IPACA colleagues can still sign up for this session by clicking here. This session will explore how many educators are exploring the flipped classroom model which uses technology to deliver instructions online which can be used outside of the classroom. The session will be held at RM Campus and will explore the model and provide practical examples of things to try out in your classroom.
In advance of this session I wanted to give a stronger overview of what is meant by the term 'Flipped Classroom'. After a little searching I feel Wikipedia gives a good definition which supports my understanding and application of the term:
'Flip teaching is a form of blended learning which encompasses any use of Internet technology to leverage the learning in a classroom, so a teacher can spend more time interacting with students instead of lecturing. This is most commonly being done using teacher-created videos that students view outside of class time. It is also known as backwards classroomreverse instructionflipping the classroom, and reverse teaching.[1]
The traditional pattern of secondary education has been to have classroom lectures, in which the teacher explains a topic, followed by homework, in which the student does exercises. In flip teaching, the student first studies the topic by himself, typically using video lessons created by the instructor[2][3] or shared by another educator, such as those provided by the Khan Academy. In the classroom, the pupil then tries to apply the knowledge by solving problems and doing practical work.[4][5][6] The role of the classroom teacher is then to tutor the student when they become stuck, rather than to impart the initial lesson. This allows time inside the class to be used for additional learning-based activities,[7] including use of differentiated instruction and project-based learning.[8]
Flip teaching allows more hands-on time with the instructor guiding the students, allowing them to assist the students when they are assimilating information and creating new ideas (upper end of Bloom's Taxonomy).[9]'
Extract taken from:
For some local examples of 'Flipped Teaching', check out the DASP (Dorchester Areas Schools Partnership) Maths website. This website contains
 short video clips of DASP students explaining how they do a particular sum.

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