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EFL Blogging School

Live Session 11
December, 21 2014

The Flipped Classroom and


Blooms Taxonomy

Have you ever tried to help your own


children with the homework?

Classroom Work

Where in the learning cycle do your


students most need you face to face?

- Lecture?
- Practice?
- Discussion?
- Application?
- Assessement?
- Remediation?

Are you currently using a flipped


classroom model in your teaching?

What is the Flipped Classroom?

The flipped classroom is informed


by constructivist pedagogy and represents a shift
from passive to active learning to focus on higher
order thinking skills such as analysis, synthesis
and evaluation.

Flip Teaching form of blended


learning; leveraging technology to
focus on application.

In the flipped classroom, the roles and expectations of students and


teachers change where:
- students take more responsibility for their own learning and study core
content either individually or in groups before class and then apply knowledge
and skills to a range of activities using higher order thinking;
- teaching 'one-to-many' focuses more on facilitation and moderation than
lecturing, though lecturing is still important.
Significant learning opportunities can be gained through facilitating
active learning, engaging students, guiding learning, correcting
misunderstandings and providing timely feedback using a variety of
pedagogical strategies;
- there is a greater focus on concept exploration, meaning
making and demonstration or application of knowledge in the face-to-face
setting

3 Key Elements of the Flipped Classroom

Quality Instructional Videos


Engaging Class Activities
Robust Assessement

Do Not Ask

Where can I put a video into my lesson?

We dont use a tool for the sake of using tools.


We use a tool when it is appropriate for the job
at hand.

(Dan Spencer)

Educational technologies are an important


feature of the flipped classroom as they can be used
to:
capture key content for students to access at their own convenience and to suit their pace of learning
(e.g. lecture material, readings, interactive multimedia),
present learning materials in a variety of formats to suit different learner styles and multimodal
learning (e.g. text, videos, audio, multimedia),
provide opportunities for discourse and interaction in and out of class (e.g. polling tools, discussion
tools, content creation tools),
convey timely information, updates and reminders for students (e.g micro-blogging, announcement
tools),
provide immediate and anonymous feedback for teachers and students (e.g. quizzes, polls) to signal
revision points,
capture data about students to analyse their progress and identify at risk students (e.g. analytics).

Pillars of Flipped Learning

Flexible Environments
Learning Culture
Intentional Content
Professional Educators

Why are teachers flipping their classes?

Students learn more deeply


Students are more active participants in
learning
Interaction increases and students learn
from one another
Teachers and students get more feedback

Flipped Blooms Taxonomy

Flipped Classroom

Marzano's Nine Instructional Strategies for


Effective Teaching and Learning
Identifying Similarities and Differences
Summarizing and Note Taking

Reinforcing Effort and Providing Recognition


Homework and Practice
Nonlinguistic Representations

Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Watch the video. Choose those strategies


you use more often during your classes and
describe the way you integrate them in the
lesson and how do they work with the
Blooms Taxonomy.

Video Watching

Examples of Flipped Lessons


A Flipped Kindergarten Lesson

A Flipped Classroom 7th Grade Science: Ecological


Succession
A Flipped Classroom LessonCompound Sentences
6th Grade English
http://flippingclasspedagogyandtools.weebly.com/examples-of-flipped-classes-in-k12setting.html

Challenges

How to Flip a Classroom?

Figure out where flipping makes the most


sense for your course
Look for in- class activities requiring
students to apply what they are learning
Identify the content students will engage to
prepare for class
Prepare students for the unique roles
everyone will have during class