1. Additional time for student practice
Allowing students to watch videos outside of class allows students to practice in class instead of at home.
2. Additional time for teacher feedback
Practicing in class allows students to get help and feedback from their teacher as they work through problems or activities. Previously, students would work alone at home without help, possibly reinforcing misconceptions or allowing them to give up because they did not have help.
3. Additional time for collaborative learning
The additional class time provides more opportunities for collaborative learning and project-based learning activities. Students should have more opportunities to create products that are authentic learning experiences, rigorous and relevant, and prepare them for college and careers.
4. Increased student engagement
Students should be more engaged at home and in class. Freed from the traditional lecture format, students can stop, rewind and pause videos to increase understanding. In addition, they can find additional learning materials online of their own choosing to help them attain mastery of content. This allows students to own their learning experiences.
5. Increased time for planning activities instead of planning lectures
Instead of planning lectures, teachers can plan activities for students to learn through hands-on experiences. This also creates more time for reflection on how to further improve your students' learning experiences!
Showing posts with label #edtech. Show all posts
Showing posts with label #edtech. Show all posts
Monday, January 30, 2012
Friday, December 30, 2011
"Apps for Professional Development"
#edtech Apps for Professional Development dlvr.it/12t69L (@VAMCE2010)
— Paulo Simões (@pgsimoes) December 31, 2011
Sunday, December 11, 2011
Standards-Based Grading and the Flipped Classroom
This week I am attempting to incorporate aspects of Standards-Based Grading into my Biology class. Here are some of the details:
- I am introducing a standards-based rubric.
- I am providing the students with a learning plan of activities for them to complete throughout the week. Activities include performing inquiry projects, finishing vocabulary activities, watching relevant videos, and completing online activities. Students will have to demonstrate mastery by writing open-ended responses to questions about the content as well as take quizzes and a unit test.
- Students will have the opportunity to retake an assignment to demonstrate increased levels of mastery.
- I will also create an online standards-based gradebook on Google Docs.
I believe standards-based grading is consistent with the flipped classroom movement because:
- Allowing students to watch videos outside of class gives them more time to develop and demonstrate mastery in class
- The additional activity time gained by flipping a classroom should provide additional time for teachers to help students attain mastery.
- Flipped classrooms should be classrooms with evidence of student work linked to content and process standards.
I will write about how this process worked in this unit during future posts!
Wednesday, December 7, 2011
Screencasting!
In my attempt to create my own flipped classroom, I have begun making screencasts to deliver content to my students. After reviewing several screencasting websites, I settled on http://www.screenr.com. So far, I made videos about base pairing rules, types of chemical reactions, and types of mutations.
Listening to myself talk and getting used to the microphone have been very helpful for me as an educator. Listening to my screencasts helped me get a sense of what my students hear when I speak. As a result, I want to demonstrate even more enthusiasm and use more voice inflections when I speak. Whether listening to me in class or online, I want to make sure students are engaged in the learning process.
There are several other screencasting sites. Pick one you like best. Other screencasting sites include:
There are also screencasting apps for the iPad. With these apps, write on the screen using a stylus or your finger. This might be helpful when showing students how to perform calculations. However, to my knowledge, iPad screencasting apps do not allow users to access content outside the app (websites, documents, etc.). iPad screencasting apps include:
Listening to myself talk and getting used to the microphone have been very helpful for me as an educator. Listening to my screencasts helped me get a sense of what my students hear when I speak. As a result, I want to demonstrate even more enthusiasm and use more voice inflections when I speak. Whether listening to me in class or online, I want to make sure students are engaged in the learning process.
There are several other screencasting sites. Pick one you like best. Other screencasting sites include:
There are also screencasting apps for the iPad. With these apps, write on the screen using a stylus or your finger. This might be helpful when showing students how to perform calculations. However, to my knowledge, iPad screencasting apps do not allow users to access content outside the app (websites, documents, etc.). iPad screencasting apps include:
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