This is a good info graphic from Newton i forgot to include.
The Flipped Classroom: Turning the Traditional Classroom on its Head
We are having more of the schools we work with asking about flipping their classrooms or schools considering it with certain subjects.
This was worth a share and explains flipping if your not familiar with the model.
Technology is helping schools flip classrooms if that's what they want to do.
With Technology Anywhere You Want to Learn is Your Classroom
We've been doing quite a bit of work on the flipped classroom, I think the key thing is that this isn't really a technology thing, it's about the pedagogy. Lecturing (which I readily accept isn't the way in which schools tend to teach, I work in HE) has always been a compromise, there is plenty of published evidence that students learn more from reading than from listening to somebody drone on for an hour, but the lack of access to sufficient books has meant lecturing had to continue. Now we have this thing called the internet getting access to reading material, videos and other material for students to study isn't difficult.
I frequently refer people to this 1981 paper which makes the case against didactic lectures quite eloquently
Last edited by SteveBentley; 24th July 2014 at 02:55 PM.
Cablers_JonPaul (24th July 2014)
This flipped method of teaching and learning is certainly gaining more traction with schools in our area. I couldn't agree more that pedagogy is key in the delivery of this model but its technology that has facilitated the change. We don't see many schools doing this wholesale across curriculum's but many are dipping a toe in and trying it with single subjects. Its quite exciting to watch, my son starts high school this year and will be issued with an iPad. I have great expectations that being a digital native he will benefit from these developments in teaching practices.
I think having a balance of learning techniques is a health thing - if everybody was flipping everything there would be legitimate issues with workload and how much pre-reading students were expected to do. But that's the nice thing about the technique, you can use it for very small bits of the overall curriculum - you can start by flipping that one hour of really boring, dry theory that is as tedious to teach as for the students to sit through.
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