Reaching More Learners Through a Flipped Learning. Dr. Michele Pinnock Sam Sharpe Teachers’ College, Vice Principal. Current Status. We face a challenge of teaching to the middle without challenging learners at either ends of the spectrum
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Dr. Michele Pinnock
Sam Sharpe Teachers’ College,
When using the flipped classroom, instructors allow students to investigate the concepts introduced during the video lecture in the way that makes them comfortable- for example group work or independent reading, while focusing on gaining content knowledge (Lage, Platt and Treglia, 2000).
The Science Of Learning, two of which help explain the success of the flipped classroom.
Bransford and colleagues assert that
“To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application” (p. 16).
By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding
Although students’ thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.
Read more at http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99
Teacher and students engaged in
Teacher acts as Coach/ Mentor/ Guide
Aids in the development of skills needed by the 21st century worker
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Time becomes available for students to collaborate with peers on projects, engage
Mrs. Michele McFarlane
Ms. Monica Campbell
No Experts Needed just Experienced Teachers
Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to creating an inclusive learning environment. Journal of Economic Education, 30-43.