AJIBOYE ADELANKE H. YRL/08/3022 GROUP11. Flip teaching (or flipped classroom) is a form of blended learning which encompasses any use of 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 classroom, reverse instruction, flipping the classroom, and reverse teaching.[1] The traditional pattern of teaching has been to assign students to read a section of a textbook after-school, which will then be discussed the next day in class. Student would then be assigned an assessment for homework to demonstrate their mastery of the topic. 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
Flipping Increases Student Interaction One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student. Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids. We are answering questions, working with small groups, and guiding the learning of each student individually. When students are working on an assignment and we notice a group of students who are struggling with the same thing, we automatically organize the students into a tutorial group. We often conduct mini-lectures with groups of students who are struggling with the same content. The beauty of these mini-lectures is we are delivering "just in time" instruction when the students are ready for learning. Since the role of the teacher has changed, to more of a tutor than a deliverer of content, we have the privilege of observing students interact with each other. As we roam around the class, we notice the students developing their own collaborative groups. Students are helping each other learn instead of relying on the teacher as the sole disseminator of knowledge. It truly is magical to observe. We are often in awe of how well our students work together and learn from each other. Some might ask how we developed a culture of learning. We think the key is for students to identify learning as their goal, instead of striving for the completion of assignments. We have purposely tried to make our classes places where students carry out meaningful activities instead of completing busy work. When we respect our students in this way, they usually respond. They begin to realize, and for some it takes time, that we are here to guide them in their learning instead of being the authoritative pedagogue. Our goal is for them to be the best learner possible, and to truly understand the content in our classes. When our students grasp the concept that we are on their side, they respond by doing their best
OLUWOLE TOSIN O. YRL/08/3084 YORUBA GROUP11 FLIP LEARNING/TEACHING: A reversed teaching model that delivers instruction at home through interactive, teacher-created videos and moves “homework” to the classroom. Moving lectures outside of the classroom allows teachers to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment. What are some benefits of this method? Gives teachers more time to spend 1:1 helping students Builds stronger student/teacher relationships Offers a way for teachers to share information with other faculty, substitute teachers, students, parents, and the community easily Produces the ability for students to “rewind” lessons and master topics Creates a collaborative learning environment in the classroom
Flip learning/teaching is a form of learning which involves the use of internet to leverage learning in the classroom,with this,the teacher spends time interacting than lecturing. Teachers could create videos for students to watch and learn even outside the classroom. In flip learning,the students firstly,studies the topic by himself by using video lessons created by the instructor and then practises it in the classroom by applying the knowledge in solving problems. The teacher/instructor’s role is to then guide the learner when difficulties occur. One way flip learning can promote learner’s participation is the fact that the instructors spend more time guiding the students and assisting them than lecturing,it also increases teacher to student interactions since the role of the teacher has changed from presenter of content to learning coach,answering questions,working with small groups and guiding the learning of each students individually.
In my own, flip learning teaching has help to promote learning participation during instruction through you. 1. Promoting critical thinking rather than role learning and increasing my understanding. 2. It helps to promote the efficient use of my life time. 3. It helps to promote comprehension. 4. It promotes social interaction 5. It helps to make learning easy and makes me to become independent. 6. it flip learning teaching helps me to have a good and develop retention of instruction
NAME:Oladepo Benjamin MARIC NO: Yrl/08/3073 DEPT; Yoruba SOLUTION Flip learning is a method by which students learn in a digital form (the use of technology). Resources textbook are converted into game base, interactive learning environment. Resources textbook are converted into multiple where student can watch videos of topics to be treated in a class. The teacher could also disc of the topic to learn in the classroom and gives it the student to watch at their convenient time. When students watch these disc they try to understand it content. Thereafter, they come into the classroom to discuss any topic of difficult with the teacher. The classroom is then an interactive type whereby the teacher interact with the students rather than just lecturing. Flip learning encourages interaction between students and teachers. Both the teacher and students are active in the classroom. Learning is made real through flip learning. In flip learning, teachers become learners and learners become teachers that is, learner teach the whole class on how he or she understand a certain topic.
HOW CAN IT HELP IN PROMOTING PARTICIPATION DURING INSTRUCTION 1. Flip learning promotes or encourage interaction between teacher and student during teaching process. 2. It makes learning to become real that is, student watch video of topic to be learn t in the classroom. They see objects in their real state or form thereby making learning permanent. 3. Flip learning makes learning to be student centered. 4. Flip learning makes learning interacting. there is student-teacher interaction which make each students contribute to the learning process. 5. Is a form of blended learning which encompasses and certainly provide dynamic tool for improving the quality education.
Flip teaching (or flipped classroom) is a form of blended learning which encompasses any use of 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 classroom, reverse instruction, flipping the classroom, and reverse teaching.[1]
1. It increases student engagement and parental support If you use video or other media, students can review critical information at their own pace. They don’t have to feel rushed to listen and take notes at the same time. For example, use a video embedded in YouTube, your class website, wiki, or blog. Students can rewind the videos at their leisure for their learning needs. Your clips will result in a digital learning library, which students can access at any time. And parents will have fun watching with their children. (Bergman and Sam, 2012).
2. Multi-media homework engages all learning modalities All students can benefit, but students who process visual or auditory information best will love flipped teaching. Your videos may even motivate students to create their own clips or enhance the ones you’ve created.
3. Flipped media homework engages low expectancy students If you offer recorded presentations, ESOL/ELL students will have a catalog of critical information in your voice that they can access at any time. They can seek additional support from family members to assist them in their learning.
4. Flip-flop teaching increases time for monitoring of learning Because students are introduced to new content at home, you save valuable instructional time. You may use the time saved to monitor students’ understanding of the critical information. An effective teacher will make adaptations for students who need more teacher support, while students who are proficient can work on planned macro strategies that allow them to deepen their knowledge.
5. Flip-flop teaching increases the effectiveness of collaborative groups Based on students’ learning needs, teachers can better organize their students for group learning opportunities. Jigsaw, think-pair-share, and debating can occur more quickly and can be planned based on student needs.
The flipped classroom also allows teaching to adapt more easily to the different teaching styles that individual students may be most successful with. By putting lectures in a video format, students can listen to the lesson and watch the video illustrate the lesson. Of course, this largely depends on how successful the actual video lecture is. You want a lecture (like the Khan videos) that explains concepts verbally, but also draws them out in images and pictures. This provides adequate learning opportunities for verbal learners and for visual learners. With in-classroom lecturing, the visual aspect of lecturing can be significantly more difficult to accomplish.
Adegboye Bukola YOR/09/3001 YORUBA GROUP 11 Flip Learning AND Teaching "It's a whole different paradigm of teaching," says Mr. Wieman, likening the professor's role to that of a cognitive coach. "A good coach figures out what makes a great athlete and what practice helps you achieve that. They motivate the learner to put out intense effort, and they provide expert feedback that's very timely."
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The Flipped Class Submitted by fahlberg on Mon, 03/19/2012 - 17:13. I used the Flipped Class model in my teaching last fall for the first time, in conjunction with team-based learning. My goal was to promote active learning in a large (155) class that has traditionally been taught using lecture and in-class video.
As described in the article above, this type of teaching has benefits as well as challenges. A benefit of the flipped class is that when content acquisition happens outside of class, there is plenty of time for content application in the classroom. Using the TBL model, individual accountability for content preparation was done using 10-item individual quizzes on Learn@UW with questions specific to the required content. Students got no feedback on these quizzes, and they closed 15 min before class. All 155 students completed every individual quiz, and there were 8 quizzes during the semester. In class on quiz days, students got into their assigned groups, and answered the same quiz questions using a single IF AT scratch sheet to record the answer, and provide them with immediate feedback. These group quizzes required discussion of rationale, and agreement on a common answer. Sometimes the discussions were very involved and lengthy debates. These students were very engaged, and understood the content. Attendance in this course was strong, as studnets were motivated by the assignments grades and group accountability to show up and participate.
The flipped class/ Team-Based Learning model promoted a deeper level of learning in this course than I expected, and I was confident that they achieved the objectives of the course, and of each topic. Each week I saw them apply the content for each topic, based on objectives that were application, synthesis or evaluation levels of Bloom's Taxomony, many using realistic problems and cases.
Teachers and school-based administrators alike have searched to find ways to increase student achievement in their schools. Several widely known and discussed strategies include using data to drive instruction, employing highly qualified teachers, and improving school leadership. Additionally, positive student engagement in the classroom is another compelling factor—but not as widely discussed—that research has reported to be critical in enhancing student achievement (Akey, 2006; Heller, Calderon, & Medrich, 2003; Garcia-Reid, Reid, & Peterson, 2005). Positive student engagement is not an easy term to define, yet we know it when we see it. Students are engaged when they “devote substantial time and effort to a task, when they care about the quality of their work, and when they commit themselves because the work seems to have significance beyond its personal instrumental value” (Newmann, 1986, p. 242).
Engaged students also are more likely to perform well academically. Therefore, teachers need a large inventory of instructional strategies to engage a variety of students (Garcia-Reid et al., 2005). For additional information on these topics, see The Center’s January 2007 newsletter, A Teacher’s Guide to Differentiating Instruction (www.centerforcsri.org/files/TheCenter_NL_Jan07.pdf). This newsletter describes how student engagement impacts learning and outlines ways in which teachers and school administrators can foster student engagement.
ABIDOGUN GANIYAT YRL/08/3001 GROUP11 Teachers are key players in fostering student engagement (Akey, 2006; Garcia-Reid et al., 2005). They work directly with the students and typically are the most influential in a student’s educational experience. Creating a culture of achievement in their classroom, developing interactive and relevant lessons and activities, and being encouraging and supportive to students are all ways in which teachers can foster student engagement in the classroom. Cultivate a Culture of Achievement
One method of enhancing student engagement is to cultivate a culture of achievement in the classroom where instruction is challenging, students feel comfortable asking questions, and students are expected to do their best. For instance, a teacher might create an end-of-the-year academic goal for a classroom as a whole or a specific goal for each individual student. In order to show mastery of the goal, students must complete a research project or an oral presentation. For example, students might be asked to research a critical political issue such as immigration impacting the 2008 elections. Teachers need to select a goal that is challenging but attainable and find creative ways for students to work toward achieving the goal. Monitoring student progress throughout the school year also will keep students focused academically and invested in their learning. When students feel challenged, they are less likely to be bored and disengaged (Akey, 2006). Teachers should aim to create a culture in the classroom where learning is “cool,” and asking questions is not only okay but expected. It may take some time to develop this type of environment, but it can be done by setting clear, high, consistent yet attainable expectations for all students. High quality instruction—one that is rigorous, aligned with content standards, and uses instructional strategies to meet the academic needs of all students—also is a key factor in promoting a culture of engagement and achievement in the classroom (Weiss & Pasley, 2004).
ADERINWALE TUBOSUN A YRL/08/3011 GROUP11 Instructional strategies such as collaborative learning and experiential learning as well as designing an accessible and relevant curriculum have been shown to greatly increase student engagement in learning (Akey, 2006; Heller et al., 2003). Examples of these instructional strategies that might support student engagement include the following:
Group activities and assignments
Long-term projects
Hands-on activities Differentiated instruction
Lessons and activities that draw from students background, interests, and academic needs
Students learn more and retain more information when they actively participate in the learning process and when they can relate to what is being taught (Akey, 2006). Drawing connections between information taught and real life—such as everyday life, social issues, and personal concerns of the age group of students—is highly effective in engaging students in the lesson (Heller et al., 2003). For instance, a middle school English teacher might select persuasive writing topics that preteens can easily relate to or a high school physics teacher might use roller coasters to reinforce Newton’s Law of Motion. Research states that “the extent to which students interests are incorporated is significantly related to their academic achievement” (Heller et al., 2003, p. 12). Research also has shown that the inclusion of students’ interests in the learning process increases student engagement in learning (Akey, 2006; Heller et al., 2003). Therefore, positive student engagement can positively impact student achievement. Offer Support and Encouragement
Additionally, student engagement is positively correlated to teacher support (Akey, 2006; Garcia-Reid et al., 2005). Several studies have found that students who noted that their teachers were supportive and cared about their success were more likely to be engaged in the classroom and perform well academically (Heller et al., 2003; Akey, 2006). One study found that students who do not feel confident in their ability to succeed are not likely to attempt to do the work (Akey, 2006). Building a student’s confidence is not about falsely telling students how great they are. Instead, it is about assessing student weaknesses and strengths and developing ways to address them at developmentally appropriate yet rigorous levels. Additionally, acknowledging student academic growth and improvement is another way to build student confidence. It is crucial for teachers to “create collaborative, supportive environments with high but achievable standards” because it greatly effects students’ engagement in school and learning (Akey, 2006, p. 32.)
New technology has brought with it new tools for learning, and research has shown that the educational potential of video games resonates with scholars, teachers, and students alike. In Augmented Learning, Eric Klopfer describes the largely untapped potential of mobile learning games—games played on such handheld devices as cell phones, Game Boys, and Sony PSPs—to make a substantial impact on learning. Examining mobile games from both educational and gaming perspectives, Klopfer argues that the strengths of the mobile platform—its portability, context sensitivity, connectivity, and ubiquity—make it ideal for learning games in elementary, secondary, university, and lifelong education.
Klopfer begins by exploring the past and present of education, educational technology, "edutainment," and mobile games, and then offers a series of case studies of mobile educational games that have been developed and implemented in recent years. These games—either participatory (which require interaction with other players) or augmented reality (which augment the real world with virtual information)—can be produced at lower cost than PC or full-size console games. They use social dynamics and real-world contexts to enhance game play, can be integrated into the natural flow of instruction more easily than their big-screen counterparts, and can create compelling educational and engaging environments for learners. They are especially well-suited for helping learners at every level develop twenty-first century skills—including the ability to tackle complex problems and acquire information in "just-in-time" fashion. All of this, Klopfer argues, puts mobile learning games in a unique and powerful position within educational technology.
OGUNYEMI SAMSON YRL/08/3072 GROUP11 Student engagement in the classroom also is related to participation in extracurricular activities, especially among students from low-income families (Fredricks & Eccles, 2006). The authors say students who are involved in extra curricular activities outside the normal school day have been found to be more engaged in the classroom. Extracurricular activities provide students with an opportunity to develop a positive support system among their peers and adult staff, which also are key components of fostering student engagement in the classroom (Heller et al., 2003). Schools could assist in fostering student engagement in learning by offering “structured activity settings”—such as student clubs, sports teams, and volunteer activities—to students outside the normal school day (Fredricks & Eccles, 2006). If money or staffing is an issue, seek out adult volunteers from the community or local colleges and universities to sponsor these organizations and activities. Participation in extracurricular activities can be very beneficial to the academic, social, physical, and emotional growth of students (Fredricks & Eccles, 2006). There are many strategies that teachers and school leaders can implement to greatly enhance student motivation and investment in their educational experience. However, in order to be most effective in sustaining positive student engagement in learning and increase academic performance, all of these efforts should be consistent and continual throughout the academic year and throughout each student’s educational career.
AMUDA YINUSA YRL/08/3038 GROUP 11 One method of enhancing student engagement is to cultivate a culture of achievement in the classroom where instruction is challenging, students feel comfortable asking questions, and students are expected to do their best. For instance, a teacher might create an end-of-the-year academic goal for a classroom as a whole or a specific goal for each individual student. In order to show mastery of the goal, students must complete a research project or an oral presentation. For example, students might be asked to research a critical political issue such as immigration impacting the 2008 elections. Teachers need to select a goal that is challenging but attainable and find creative ways for students to work toward achieving the goal. Monitoring student progress throughout the school year also will keep students focused academically and invested in their learning. When students feel challenged, they are less likely to be bored and disengaged (Akey, 2006). Teachers should aim to create a culture in the classroom where learning is “cool,” and asking questions is not only okay but expected. It may take some time to develop this type of environment, but it can be done by setting clear, high, consistent yet attainable expectations for all students. High quality instruction—one that is rigorous, aligned with content standards, and uses instructional strategies to meet the academic needs of all students—also is a key factor in promoting a culture of engagement and achievement in the classroom (Weiss & Pasley, 2004).
Flip learning/teaching is a form of learning which involves the use of internet to leverage learning in the classroom,with this,the teacher spends time interacting than lecturing. Teachers could create videos for students to watch and learn even outside the classroom. In flip learning,the students firstly,studies the topic by himself by using video lessons created by the instructor and then practises it in the classroom by applying the knowledge in solving problems. The teacher/instructor’s role is to then guide the learner when difficulties occur. One way flip learning can promote learner’s participation is the fact that the instructors spend more time guiding the students and assisting them than lecturing,it also increases teacher to student interactions since the role of the teacher has changed from presenter of content to learning coach,answering questions,working with small groups and guiding the learning of each students individually.
What is flip teaching? This refers to a method of instruction where classroom-based teaching time and traditional "homework" time are reversed (flipped). A teacher provides video lessons to be reviewed outside of class, which in turn gives teachers more time in class to focus on higher-order learning skills.
According to the Wired magazine article, 'flipped teaching is essentially a type of tutoring. The difference is that new digital tools enable teachers to coach large classes: one-on-one tutoring, scaled by the web.' Oh yeah? Sounds like the old style distance education to me. What is not explained in Wired, is how on earth a tutor can conduct one-on-one tutorials (using any conceivable web tool yet created) to provide quality support for upwards of 160,000 students (this is the figure cited as the number of students enrolled on the 2011 Stanford University AI course run by Peter Norvig and Sebastian Thrun).
A very useful contribution . "I think independent learning is at the heart (or should be) of much contemporary learning, and I also agree that the co-dependency concept is a vital part of learning in a digital age. Although the two sound mutually exclusive, they are in fact entirely compatible. Anyone who wishes to read more on the notion of teacher as learners, and students as teachers would be advised to look at Paolo Freire - Pedagogy of the Oppressed."
flip learning/teaching is a sofware that wuld record a power point slide shw including voice and annotations and it converts the recording into a video file that culd be easily distributed online. One way flip learning can promote learner’s participation is the fact that the instructors spend more time guiding the students and assisting them than lecturing,it also increases teacher to student interactions since the role of the teacher has changed from presenter of content to learning coach,answering questions,working with small groups and guiding the learning of each students individually. Flip Learning also means that they can learn at their own pace and convenience,by tapping online resources and videos to gain knowledge and understanding.
NAME OLMOFE JEPHTHAH DEPT YORUBA LEVEL 400 MATRIC NO YRL/08/3080
WHAT IS FLIP TEACHING? Flip teaching (or flipped classroom) is a form of blended learning which encompasses any use of 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 classroom, reverse instruction, flipping the classroom, and reverse teaching.[1] The traditional pattern of teaching has been to assign students to read a section of a textbook after-school, which will then be discussed the next day in class. Student would then be assigned an assessment for homework to demonstrate their mastery of the topic. 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 activitie
AZEEZ KAMILU.A,YOR/09/3036,Yoruba Dptm. FLIP TEACHING Can be regarded as blended learning which encompasses any use of technology to leverage the learning in a classroom.this is most commonly being done using teacher created videos that students view outside of class time. 1,it allows more hands on time with the instructor guiding the Students. 2,it gives room for the student to first studies the topic by himself. 3,it help the student to apply the knowledge by solving problems and doing pratical work by himself. 4,it allows time inside the class to be used for additional learning-based activities. 5,it makes learning to be student centered. 6,it makes teaching and learning more interacting between the student and teacher. 7,it promote critical thinking and pure understanding of student.
AJIBOYE ADELANKE H.
ReplyDeleteYRL/08/3022
GROUP11.
Flip teaching (or flipped classroom) is a form of blended learning which encompasses any use of 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 classroom, reverse instruction, flipping the classroom, and reverse teaching.[1]
The traditional pattern of teaching has been to assign students to read a section of a textbook after-school, which will then be discussed the next day in class. Student would then be assigned an assessment for homework to demonstrate their mastery of the topic. 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
OLUMUYIWA DAMILOLA J.
ReplyDeleteYRL/08/3081
GROUP11
Flipping Increases Student Interaction
One of the greatest benefits of flipping is that overall interaction increases: Teacher to student and student to student. Since the role of the teacher has changed from presenter of content to learning coach, we spend our time talking to kids. We are answering questions, working with small groups, and guiding the learning of each student individually.
When students are working on an assignment and we notice a group of students who are struggling with the same thing, we automatically organize the students into a tutorial group. We often conduct mini-lectures with groups of students who are struggling with the same content. The beauty of these mini-lectures is we are delivering "just in time" instruction when the students are ready for learning.
Since the role of the teacher has changed, to more of a tutor than a deliverer of content, we have the privilege of observing students interact with each other. As we roam around the class, we notice the students developing their own collaborative groups. Students are helping each other learn instead of relying on the teacher as the sole disseminator of knowledge. It truly is magical to observe. We are often in awe of how well our students work together and learn from each other.
Some might ask how we developed a culture of learning. We think the key is for students to identify learning as their goal, instead of striving for the completion of assignments. We have purposely tried to make our classes places where students carry out meaningful activities instead of completing busy work. When we respect our students in this way, they usually respond. They begin to realize, and for some it takes time, that we are here to guide them in their learning instead of being the authoritative pedagogue. Our goal is for them to be the best learner possible, and to truly understand the content in our classes. When our students grasp the concept that we are on their side, they respond by doing their best
OLUWOLE TOSIN O.
ReplyDeleteYRL/08/3084
YORUBA
GROUP11
FLIP LEARNING/TEACHING:
A reversed teaching model that delivers instruction at home through interactive, teacher-created videos and moves “homework” to the classroom. Moving lectures outside of the classroom allows teachers to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment.
What are some benefits of this method?
Gives teachers more time to spend 1:1 helping students
Builds stronger student/teacher relationships
Offers a way for teachers to share information with other faculty, substitute teachers, students, parents, and
the community easily
Produces the ability for students to “rewind” lessons and master topics
Creates a collaborative learning environment in the classroom
NAME: AKINDURO KIKELOLO IBIDUN
ReplyDeleteMATRIC NUMBER: YOR/09/3021
Flip learning/teaching is a form of learning which involves the use of internet to leverage learning in the classroom,with this,the teacher spends time interacting than lecturing. Teachers could create videos for students to watch and learn even outside the classroom. In flip learning,the students firstly,studies the topic by himself by using video lessons created by the instructor and then practises it in the classroom by applying the knowledge in solving problems. The teacher/instructor’s role is to then guide the learner when difficulties occur. One way flip learning can promote learner’s participation is the fact that the instructors spend more time guiding the students and assisting them than lecturing,it also increases teacher to student interactions since the role of the teacher has changed from presenter of content to learning coach,answering questions,working with small groups and guiding the learning of each students individually.
In my own, flip learning teaching has help to promote learning participation during instruction through you.
1. Promoting critical thinking rather than role learning and increasing my understanding.
2. It helps to promote the efficient use of my life time.
3. It helps to promote comprehension.
4. It promotes social interaction
5. It helps to make learning easy and makes me to become independent.
6. it flip learning teaching helps me to have a good and develop retention of instruction
NAME:Oladepo Benjamin
ReplyDeleteMARIC NO: Yrl/08/3073
DEPT; Yoruba
SOLUTION
Flip learning is a method by which students learn in a digital form (the use of technology). Resources textbook are converted into game base, interactive learning environment. Resources textbook are converted into multiple where student can watch videos of topics to be treated in a class. The teacher could also disc of the topic to learn in the classroom and gives it the student to watch at their convenient time. When students watch these disc they try to understand it content. Thereafter, they come into the classroom to discuss any topic of difficult with the teacher. The classroom is then an interactive type whereby the teacher interact with the students rather than just lecturing.
Flip learning encourages interaction between students and teachers. Both the teacher and students are active in the classroom.
Learning is made real through flip learning. In flip learning, teachers become learners and learners become teachers that is, learner teach the whole class on how he or she understand a certain topic.
HOW CAN IT HELP IN PROMOTING PARTICIPATION DURING INSTRUCTION
1. Flip learning promotes or encourage interaction between teacher and student during teaching process.
2. It makes learning to become real that is, student watch video of topic to be learn t in the classroom. They see objects in their real state or form thereby making learning permanent.
3. Flip learning makes learning to be student centered.
4. Flip learning makes learning interacting. there is student-teacher interaction which make each students contribute to the learning process.
5. Is a form of blended learning which encompasses and certainly provide dynamic tool for improving the quality education.
BASHIRU OLALEKAN
ReplyDeleteYRL/08/3045
YORUBA DEARTMENT
Flip teaching (or flipped classroom) is a form of blended learning which encompasses any use of 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 classroom, reverse instruction, flipping the classroom, and reverse teaching.[1]
1. It increases student engagement and parental support
If you use video or other media, students can review critical information at their own pace. They don’t have to feel rushed to listen and take notes at the same time. For example, use a video embedded in YouTube, your class website, wiki, or blog. Students can rewind the videos at their leisure for their learning needs. Your clips will result in a digital learning library, which students can access at any time. And parents will have fun watching with their children. (Bergman and Sam, 2012).
2. Multi-media homework engages all learning modalities
All students can benefit, but students who process visual or auditory information best will love flipped teaching. Your videos may even motivate students to create their own clips or enhance the ones you’ve created.
3. Flipped media homework engages low expectancy students
If you offer recorded presentations, ESOL/ELL students will have a catalog of critical information in your voice that they can access at any time. They can seek additional support from family members to assist them in their learning.
4. Flip-flop teaching increases time for monitoring of learning
Because students are introduced to new content at home, you save valuable instructional time. You may use the time saved to monitor students’ understanding of the critical information. An effective teacher will make adaptations for students who need more teacher support, while students who are proficient can work on planned macro strategies that allow them to deepen their knowledge.
5. Flip-flop teaching increases the effectiveness of collaborative groups
Based on students’ learning needs, teachers can better organize their students for group learning opportunities. Jigsaw, think-pair-share, and debating can occur more quickly and can be planned based on student needs.
The flipped classroom also allows teaching to adapt more easily to the different teaching styles that individual students may be most successful with. By putting lectures in a video format, students can listen to the lesson and watch the video illustrate the lesson. Of course, this largely depends on how successful the actual video lecture is. You want a lecture (like the Khan videos) that explains concepts verbally, but also draws them out in images and pictures. This provides adequate learning opportunities for verbal learners and for visual learners. With in-classroom lecturing, the visual aspect of lecturing can be significantly more difficult to accomplish.
Adegboye Bukola
ReplyDeleteYOR/09/3001
YORUBA
GROUP 11
Flip Learning AND Teaching
"It's a whole different paradigm of teaching," says Mr. Wieman, likening the professor's role to that of a cognitive coach. "A good coach figures out what makes a great athlete and what practice helps you achieve that. They motivate the learner to put out intense effort, and they provide expert feedback that's very timely."
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The Flipped Class
Submitted by fahlberg on Mon, 03/19/2012 - 17:13.
I used the Flipped Class model in my teaching last fall for the first time, in conjunction with team-based learning. My goal was to promote active learning in a large (155) class that has traditionally been taught using lecture and in-class video.
As described in the article above, this type of teaching has benefits as well as challenges. A benefit of the flipped class is that when content acquisition happens outside of class, there is plenty of time for content application in the classroom. Using the TBL model, individual accountability for content preparation was done using 10-item individual quizzes on Learn@UW with questions specific to the required content. Students got no feedback on these quizzes, and they closed 15 min before class. All 155 students completed every individual quiz, and there were 8 quizzes during the semester. In class on quiz days, students got into their assigned groups, and answered the same quiz questions using a single IF AT scratch sheet to record the answer, and provide them with immediate feedback. These group quizzes required discussion of rationale, and agreement on a common answer. Sometimes the discussions were very involved and lengthy debates. These students were very engaged, and understood the content. Attendance in this course was strong, as studnets were motivated by the assignments grades and group accountability to show up and participate.
The flipped class/ Team-Based Learning model promoted a deeper level of learning in this course than I expected, and I was confident that they achieved the objectives of the course, and of each topic. Each week I saw them apply the content for each topic, based on objectives that were application, synthesis or evaluation levels of Bloom's Taxomony, many using realistic problems and cases.
AKINBIYI FUNMILAYO
ReplyDeleteYOR/09/3017
GROUP 11
Teachers and school-based administrators alike have searched to find ways to increase student achievement in their schools. Several widely known and discussed strategies include using data to drive instruction, employing highly qualified teachers, and improving school leadership. Additionally, positive student engagement in the classroom is another compelling factor—but not as widely discussed—that research has reported to be critical in enhancing student achievement (Akey, 2006; Heller, Calderon, & Medrich, 2003; Garcia-Reid, Reid, & Peterson, 2005). Positive student engagement is not an easy term to define, yet we know it when we see it. Students are engaged when they “devote substantial time and effort to a task, when they care about the quality of their work, and when they commit themselves because the work seems to have significance beyond its personal instrumental value” (Newmann, 1986, p. 242).
Engaged students also are more likely to perform well academically. Therefore, teachers need a large inventory of instructional strategies to engage a variety of students (Garcia-Reid et al., 2005). For additional information on these topics, see The Center’s January 2007 newsletter, A Teacher’s Guide to Differentiating Instruction (www.centerforcsri.org/files/TheCenter_NL_Jan07.pdf). This newsletter describes how student engagement impacts learning and outlines ways in which teachers and school administrators can foster student engagement.
ABIDOGUN GANIYAT
ReplyDeleteYRL/08/3001
GROUP11
Teachers are key players in fostering student engagement (Akey, 2006; Garcia-Reid et al., 2005). They work directly with the students and typically are the most influential in a student’s educational experience. Creating a culture of achievement in their classroom, developing interactive and relevant lessons and activities, and being encouraging and supportive to students are all ways in which teachers can foster student engagement in the classroom.
Cultivate a Culture of Achievement
One method of enhancing student engagement is to cultivate a culture of achievement in the classroom where instruction is challenging, students feel comfortable asking questions, and students are expected to do their best. For instance, a teacher might create an end-of-the-year academic goal for a classroom as a whole or a specific goal for each individual student. In order to show mastery of the goal, students must complete a research project or an oral presentation. For example, students might be asked to research a critical political issue such as immigration impacting the 2008 elections. Teachers need to select a goal that is challenging but attainable and find creative ways for students to work toward achieving the goal. Monitoring student progress throughout the school year also will keep students focused academically and invested in their learning. When students feel challenged, they are less likely to be bored and disengaged (Akey, 2006). Teachers should aim to create a culture in the classroom where learning is “cool,” and asking questions is not only okay but expected. It may take some time to develop this type of environment, but it can be done by setting clear, high, consistent yet attainable expectations for all students. High quality instruction—one that is rigorous, aligned with content standards, and uses instructional strategies to meet the academic needs of all students—also is a key factor in promoting a culture of engagement and achievement in the classroom (Weiss & Pasley, 2004).
ADERINWALE TUBOSUN A
ReplyDeleteYRL/08/3011
GROUP11
Instructional strategies such as collaborative learning and experiential learning as well as designing an accessible and relevant curriculum have been shown to greatly increase student engagement in learning (Akey, 2006; Heller et al., 2003). Examples of these instructional strategies that might support student engagement include the following:
Group activities and assignments
Long-term projects
Hands-on activities
Differentiated instruction
Lessons and activities that draw from students background, interests, and academic needs
Students learn more and retain more information when they actively participate in the learning process and when they can relate to what is being taught (Akey, 2006). Drawing connections between information taught and real life—such as everyday life, social issues, and personal concerns of the age group of students—is highly effective in engaging students in the lesson (Heller et al., 2003). For instance, a middle school English teacher might select persuasive writing topics that preteens can easily relate to or a high school physics teacher might use roller coasters to reinforce Newton’s Law of Motion. Research states that “the extent to which students interests are incorporated is significantly related to their academic achievement” (Heller et al., 2003, p. 12). Research also has shown that the inclusion of students’ interests in the learning process increases student engagement in learning (Akey, 2006; Heller et al., 2003). Therefore, positive student engagement can positively impact student achievement.
Offer Support and Encouragement
Additionally, student engagement is positively correlated to teacher support (Akey, 2006; Garcia-Reid et al., 2005). Several studies have found that students who noted that their teachers were supportive and cared about their success were more likely to be engaged in the classroom and perform well academically (Heller et al., 2003; Akey, 2006). One study found that students who do not feel confident in their ability to succeed are not likely to attempt to do the work (Akey, 2006). Building a student’s confidence is not about falsely telling students how great they are. Instead, it is about assessing student weaknesses and strengths and developing ways to address them at developmentally appropriate yet rigorous levels. Additionally, acknowledging student academic growth and improvement is another way to build student confidence. It is crucial for teachers to “create collaborative, supportive environments with high but achievable standards” because it greatly effects students’ engagement in school and learning (Akey, 2006, p. 32.)
AKINNUBI KOFOWOROLA A.
ReplyDeleteYORUBA
GROUP11
New technology has brought with it new tools for learning, and research has shown that the educational potential of video games resonates with scholars, teachers, and students alike. In Augmented Learning, Eric Klopfer describes the largely untapped potential of mobile learning games—games played on such handheld devices as cell phones, Game Boys, and Sony PSPs—to make a substantial impact on learning. Examining mobile games from both educational and gaming perspectives, Klopfer argues that the strengths of the mobile platform—its portability, context sensitivity, connectivity, and ubiquity—make it ideal for learning games in elementary, secondary, university, and lifelong education.
Klopfer begins by exploring the past and present of education, educational technology, "edutainment," and mobile games, and then offers a series of case studies of mobile educational games that have been developed and implemented in recent years. These games—either participatory (which require interaction with other players) or augmented reality (which augment the real world with virtual information)—can be produced at lower cost than PC or full-size console games. They use social dynamics and real-world contexts to enhance game play, can be integrated into the natural flow of instruction more easily than their big-screen counterparts, and can create compelling educational and engaging environments for learners. They are especially well-suited for helping learners at every level develop twenty-first century skills—including the ability to tackle complex problems and acquire information in "just-in-time" fashion. All of this, Klopfer argues, puts mobile learning games in a unique and powerful position within educational technology.
OGUNYEMI SAMSON
ReplyDeleteYRL/08/3072
GROUP11
Student engagement in the classroom also is related to participation in extracurricular activities, especially among students from low-income families (Fredricks & Eccles, 2006). The authors say students who are involved in extra curricular activities outside the normal school day have been found to be more engaged in the classroom. Extracurricular activities provide students with an opportunity to develop a positive support system among their peers and adult staff, which also are key components of fostering student engagement in the classroom (Heller et al., 2003). Schools could assist in fostering student engagement in learning by offering “structured activity settings”—such as student clubs, sports teams, and volunteer activities—to students outside the normal school day (Fredricks & Eccles, 2006). If money or staffing is an issue, seek out adult volunteers from the community or local colleges and universities to sponsor these organizations and activities. Participation in extracurricular activities can be very beneficial to the academic, social, physical, and emotional growth of students (Fredricks & Eccles, 2006).
There are many strategies that teachers and school leaders can implement to greatly enhance student motivation and investment in their educational experience. However, in order to be most effective in sustaining positive student engagement in learning and increase academic performance, all of these efforts should be consistent and continual throughout the academic year and throughout each student’s educational career.
AMUDA YINUSA
ReplyDeleteYRL/08/3038
GROUP 11
One method of enhancing student engagement is to cultivate a culture of achievement in the classroom where instruction is challenging, students feel comfortable asking questions, and students are expected to do their best. For instance, a teacher might create an end-of-the-year academic goal for a classroom as a whole or a specific goal for each individual student. In order to show mastery of the goal, students must complete a research project or an oral presentation. For example, students might be asked to research a critical political issue such as immigration impacting the 2008 elections. Teachers need to select a goal that is challenging but attainable and find creative ways for students to work toward achieving the goal. Monitoring student progress throughout the school year also will keep students focused academically and invested in their learning. When students feel challenged, they are less likely to be bored and disengaged (Akey, 2006). Teachers should aim to create a culture in the classroom where learning is “cool,” and asking questions is not only okay but expected. It may take some time to develop this type of environment, but it can be done by setting clear, high, consistent yet attainable expectations for all students. High quality instruction—one that is rigorous, aligned with content standards, and uses instructional strategies to meet the academic needs of all students—also is a key factor in promoting a culture of engagement and achievement in the classroom (Weiss & Pasley, 2004).
NAME: ABIDOGUN GANIYAT OMOLADE
ReplyDeleteMATRIC NUMBER: YRL/08/3001
Flip learning/teaching is a form of learning which involves the use of internet to leverage learning in the classroom,with this,the teacher spends time interacting than lecturing. Teachers could create videos for students to watch and learn even outside the classroom. In flip learning,the students firstly,studies the topic by himself by using video lessons created by the instructor and then practises it in the classroom by applying the knowledge in solving problems. The teacher/instructor’s role is to then guide the learner when difficulties occur.
One way flip learning can promote learner’s participation is the fact that the instructors spend more time guiding the students and assisting them than lecturing,it also increases teacher to student interactions since the role of the teacher has changed from presenter of content to learning coach,answering questions,working with small groups and guiding the learning of each students individually.
What is flip teaching?
ReplyDeleteThis refers to a method of instruction where classroom-based teaching time and traditional "homework" time are reversed (flipped). A teacher provides video lessons to be reviewed outside of class, which in turn gives teachers more time in class to focus on higher-order learning skills.
According to the Wired magazine article, 'flipped teaching is essentially a type of tutoring. The difference is that new digital tools enable teachers to coach large classes: one-on-one tutoring, scaled by the web.' Oh yeah? Sounds like the old style distance education to me. What is not explained in Wired, is how on earth a tutor can conduct one-on-one tutorials (using any conceivable web tool yet created) to provide quality support for upwards of 160,000 students (this is the figure cited as the number of students enrolled on the 2011 Stanford University AI course run by Peter Norvig and Sebastian Thrun).
A very useful contribution . "I think independent learning is at the heart (or should be) of much contemporary learning, and I also agree that the co-dependency concept is a vital part of learning in a digital age. Although the two sound mutually exclusive, they are in fact entirely compatible. Anyone who wishes to read more on the notion of teacher as learners, and students as teachers would be advised to look at Paolo Freire - Pedagogy of the Oppressed."
NAME: AKINDURO KIKELOMO IBIDUN
ReplyDeleteMATRIC NUMBER: YOR/09/3021
flip learning/teaching is a sofware that wuld record a power point slide shw including voice and annotations and it converts the recording into a video file that culd be easily distributed online.
One way flip learning can promote learner’s participation is the fact that the instructors spend more time guiding the students and assisting them than lecturing,it also increases teacher to student interactions since the role of the teacher has changed from presenter of content to learning coach,answering questions,working with small groups and guiding the learning of each students individually.
Flip Learning also means that they can learn at their own pace and convenience,by tapping online resources and videos to gain knowledge and understanding.
NAME OLMOFE JEPHTHAH
ReplyDeleteDEPT YORUBA
LEVEL 400
MATRIC NO YRL/08/3080
WHAT IS FLIP TEACHING?
Flip teaching (or flipped classroom) is a form of blended learning which encompasses any use of 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 classroom, reverse instruction, flipping the classroom, and reverse teaching.[1]
The traditional pattern of teaching has been to assign students to read a section of a textbook after-school, which will then be discussed the next day in class. Student would then be assigned an assessment for homework to demonstrate their mastery of the topic. 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 activitie
AZEEZ KAMILU.A,YOR/09/3036,Yoruba Dptm. FLIP TEACHING Can be regarded as blended learning which encompasses any use of technology to leverage the learning in a classroom.this is most commonly being done using teacher created videos that students view outside of class time. 1,it allows more hands on time with the instructor guiding the Students. 2,it gives room for the student to first studies the topic by himself. 3,it help the student to apply the knowledge by solving problems and doing pratical work by himself. 4,it allows time inside the class to be used for additional learning-based activities. 5,it makes learning to be student centered. 6,it makes teaching and learning more interacting between the student and teacher. 7,it promote critical thinking and pure understanding of student.
ReplyDelete