In this week’s episode of Innovations in Education, hosted by Kevin Hogan:
- How to flip the classroom and create avid learners
- Flipping the classroom: Now more important than ever
- 8 principles to help you advance to Flipped Learning 3.0
In this week’s episode of Innovations in Education, hosted by Kevin Hogan:
Educators searching for flipped learning inspiration can now find it in a list of 100 people who are innovating and inspiring others in their pursuit of flipped instruction.
The Flipped Learning Global Initiative (FLGI), a worldwide coalition of educators, researchers, technologists, professional development providers and education leaders, published the FLGI 100, an annual list identifying the top 100 innovative people in education who are driving the adoption of the flipped classroom around the world.
The list is compiled by the FLGI executive committee, led by Jon Bergmann, one of the leaders of the flipped classroom movement. The FLGI 100 list includes flipped learning researchers, master teachers, technology coaches, literacy specialists, math and science experts and educators from kindergarten to higher education.…Read More
Although the term “flipped learning” is almost universally recognized, teachers apply it in many forms, in all grades levels, and in various school environments. If you are a teacher using flipped learning, the chances are that you share some similarities with other teachers who flip—as well as some differences. However, the major commonality among all flipped learning teachers is that every one of them is creating personal learning experiences for each student.
We asked three flipped teachers — one from an elementary school, one from a junior high, and one from a high school — to describe what learning looks like in their world.
Beth Hobbs, third-grade teacher
Burkett Elementary, Pennsylvania
Learning cultures have no doubt shifted for students in most K-12 public schools. With new one-to-one initiatives, blended learning, online courses, project-based learning, one could argue that students are now more prepared than ever before for the 21st century. But what about teachers?
How are teachers learning to operate as professionals in the 21st century? Most teachers rely on traditional professional development methods like guidebooks on curriculum implementation or face-to-face. lecture-style settings, the gist of which is “Tell me something and maybe I will do it.” Other teachers, though, strive for more dynamic personalized learning opportunities (like the ones our students receive). So, how is it that we are preparing our students for the 21st century with a sense of urgency, but when it comes to quality learning for teachers, many school districts do not practice what they preach?
There are many theories of why we use words like collaboration, creativity, and communication with students, but we judge and evaluate our teachers with words like individual assessments, standards, and individual accountability. Maybe it is the fault of a “system” that places high expectations for teachers to teach 21st-century skills, but only be evaluated on 20th-century learning outcomes.…Read More
Now that the buzz about flipped learning is calming and the novelty is wearing off, the time has come to dig a little deeper into the natural outcomes of flipping. Specifically, flipping can change the type of work students complete and the way in which class time will be used; it can modify the nature of assessment, and it can alter the way in which teachers will report student work.
First and foremost, we should define some terms. On the most basic level, flipped learning occurs when instructors make use of video lectures outside the class in order to bring what was being done in the homework space back into the classroom. In short: lecture at home, homework in class.
Much of the conversation about flipping has focused on using teacher-created video as an instructional tool, but the real benefit of flipping the classroom does not come from video. The true benefit comes from using videos as a teaching tool to deliver direct instruction at home so teachers are free to reinvent classroom time.…Read More
If you’ve never attended a FlipCon, you may have missed your chance.
The seminal conference for the flipped learning movement, known formally as the Annual Flipped Learning Conference, is entering its ninth and final year as an in-person event, owing — somewhat fittingly — to dramatic shifts in online learning and communication, similar to the ones that birthed the movement in the first place.
FlipCon’s swan song, which starts on July 19 in suburban Dallas, is hardly the end of the movement or of the Flipped Learning Network, the group that has organized the event since 2012. “The conference has peaked,” explained Brian Bennett, an educator and chairman of the board for the Flipped Learning Network. “Annual conference attendance has dropped. But there’s still a lot of interest, especially international interest, in flipping.”…Read More
Most educational organizations want to improve teaching and learning by leveraging technology. The terms blended learning and its subset, flipped learning, are touted extensively as useful educational goals.
However, there are a number of fundamentals that need to be in place in order to increase the likelihood of organization wide success. This contrasts with the success of the “lone experimenters”; the innovators and early adopters who will implement change no matter what the environment is like.
Ed. note: This year the editors selected ten stories we believe either highlighted an important issue in 2015 and/or signaled the beginning of an escalating trend or issue for 2016 (look for No. 1 on Dec. 31). No longer a new concept, early flipped learning adoptees are now starting to transform the model to suit their needs and into something that can be useful for instructing a variety of student populations, including those students with special needs.
At E.L. Haynes High School in Washington, D.C., 44 percent of students are English language learners, have special needs, or both. Yet all of the students in this urban charter school’s first graduating class have been accepted into college, said Principal Caroline Hill—and she attributed this success to a personalized, self-paced approach made possible by technology.
E.L. Haynes has a one-to-one laptop program, and students also can bring their own devices to school. Using a flipped learning approach, teachers record their lessons and post them online, so students can watch the content over and over again until they understand—and class time is used to provide more personalized support.…Read More
Time strapped teachers need support—we all know this. Now there is a quick and easy way to create even more flexible video tutorials for your blended or flipped learning classes. The tutorials can then be watched over and over. Best of all, this solution uses PowerPoint, which many teachers are already comfortable with.
Previously I’ve outlined how to create Khan Academy-style video tutorials quickly and easily (using Office Snip) in a recent article. Those tutorials had a static background. “Active” (changing) backgrounds are also possible as they allow the teacher to record anything that is visible on a computer screen.
Simple and easy…Read More
Anyone can now create learning resources for students in little more time that is required for a normal explanation of a topic.
The recordings can then be played on virtually any device, and are easily placed in a LMS or OLE (Online Learning Environment).…Read More