Flipping classroom : some experiments with university and k-12 classes. Alessandra Giglio email@example.com www.alessandragiglio.com. In this presentation :. We will try to answer to some questions that can rise when talking about flipped learning.
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Flippingclassroom: some experiments with university and k-12 classes
We will try to answer to some questions that can rise when talking about flipped learning.
The Flipped Classroom is one of the emerging technologies in education.
Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter.
(Flipped Learning Network, 2014)
Bergman and Sams were surely helped by the rising success of
And, in the meanwhile, another interesting phenomenon was taking place
The Traditional Course
The Flipped Course
Dalarna University, Sweden
Deledda International (K-12) School, Italy
Academic year 2013-2014 (no previous experience of Beginners courses)
8 students, from both Middle and High School
Presence of a control group
Students think it takes more time to study
(K-12) Students find it hard to «balance the flipped method class with my other traditional classes»
Flippedmethodhas to be
implemented in the whole
Thanks to the videos?
The flipped learning methodology applied to the Italian for Beginner course seems to give similar learning outcomes comparing to traditional methods of teaching; however, it presents interesting surplus values such as the development of collaborative and social skills, more motivation on students and technology competences, that are key for the new millennium, lifelong learning panorama.
Students seem to enjoy this sort of method, since it gives them more freedom to study at their own rhythm and according to their style of knowledge acquisition, as also Gardner’s Multiple Intelligences Theory (Gardner, 1983) suggested. Moreover, such a methodology allows the real, in-contexts and situational use of the target language, that also the communicative approach has been promoting for decades.