The Flipped College Classroom: Conceptualized and by Lucy Santos Green, Jennifer R. Banas, Ross A. Perkins

By Lucy Santos Green, Jennifer R. Banas, Ross A. Perkins

This publication offers a descriptive, revolutionary narrative at the flipped lecture room together with its heritage, connection to concept, constitution, and methods for implementation. very important inquiries to give some thought to while comparing the aim and effectiveness of flipping are replied. The publication additionally highlights case reports of flipped better schooling study rooms inside of 5 diverse topic parts. each one case research is in a similar way dependent to spotlight the explanations in the back of flipping, ideas guiding flipped directions, ideas used, and classes realized. An appendix that includes lesson plans, path schedules, and outlines of particular actions is usually included.

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By Lucy Santos Green, Jennifer R. Banas, Ross A. Perkins

This publication offers a descriptive, revolutionary narrative at the flipped lecture room together with its heritage, connection to concept, constitution, and methods for implementation. very important inquiries to give some thought to while comparing the aim and effectiveness of flipping are replied. The publication additionally highlights case reports of flipped better schooling study rooms inside of 5 diverse topic parts. each one case research is in a similar way dependent to spotlight the explanations in the back of flipping, ideas guiding flipped directions, ideas used, and classes realized. An appendix that includes lesson plans, path schedules, and outlines of particular actions is usually included.

Show description

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Extra info for The Flipped College Classroom: Conceptualized and Re-Conceptualized

Example text

Examining this single lecture helps to illuminate some of the differences between the traditional and flipped versions of this course. It also illustrates that flipping my lecture was not completely reinventing the wheel. In creating my online lectures, I took many of the slides from my original in-class lecture, and chunked them by topic. I retained some of the activity-based portions of the original traditional faceto-face session in the flipped version, but added opportunities to engage with assessments in class.

This does not limit you to 10–15 min per instructional session; but rather 10–15 min audio or video segments that can be watched or listened to separately, and in either a sequential or nonsequential way, thus greatly enhancing the use of chunking in instruction. Chunking in this way allows for 18 B. Hsieh students to better process, retain, and review the information they are receiving. ” will explain how to create these materials and further elaborate on the importance of chunking content and materials.

Following the nine events of this framework, I have briefly outlined my process for designing a fully flipped version of my “Curriculum, Instruction, Assessment and Classroom Management” course. In contrast to the heavy focus on instructional shifts featured throughout the rest of the chapter, this final design section focuses on structural design elements used throughout the entire semester to support flipped instruction. Event One: Gain the Attention of Students In this first stage of course redesign, I needed to figure out a regular way to prepare students for the topic that we would be covering each week.

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