Flipped Learning For A Physical Education Class Essay

iPads and tablets have become a popular choice of teachers in many classrooms worldwide due to the positive impact it has on the students. Tablets offer a wide variety of educational applications that have the ability to be downloaded onto the tablet for the students to use. The use of tablets in the classroom, “offer a unique home-school connection by providing students with a classroom experience that relates to the technology-saturated real world” (Blackwell, 2013, pg. 233) The use of iPads and tablets in the classroom provides students with a hands on learning approach to any

Nowadays, students are grounded by the advancement of technology. Facebook, WhatsApp, Twitter, and other digital devices occupy their leisure time (Bergmann and Sams 20). In the conventional class, students are not permitted to use it. If the millennial’s teachers still use traditional method, it will only aggravate teacher-student relationship (Bergmann and Sams 20). On the contrary, flipped educators infiltrated electronic equipment instead of conflicting it. With reference to the research conducted by Raul Burial in the States, the feedback of using videos from 1,200 participants was overwhelmingly positive. It acknowledged that students had great comfort with using technology while learning and revealed that instructional video was a powerful tool for content delivery and drawing students’ attention (Mathewson). Moreover, Keller and Share at UCLA have concluded in their research that it was imperative and relevant for students, regardless of background or circumstances, to have basic media literacy in order to be prepared for the demands of life that they may confront on a

Currently, educators are faced with the controversy of reaching all learners. It is the incumbency of educators to master differentiating instruction to create a possibility for all learners to grow. Technology is a great resource to keep students engaged and motivated. It prepares them for their future, yet reaches the diversity of learning styles.

In today’s day and age, it is very easy to locate anyone, from ages 4-24, plugged into technology at any given moment. Although the increased usage of digital media and information had forever positively influenced our society, it is important to remember our foundation and to develop ourselves and the future generation with a different, more traditional perspective of life. Prior to deciding to convert a school’s curriculum to a more blended learning environment, realizing the possible detrimental factors that using technology to facilitate learning could cause is high significant.

This article explores the evolving landscape in education, where increased use of technology is not only recommended, but is essential. It explains the learning styles of millennials and digital natives, and compares them to “traditional” learners. The article makes it clear that teachers must be willing to adapt their teaching style to meet the needs of today’s students. This study was an action research inquiry, using the mixed methods model. Quantitative data was gathered through survey answers and observation checklists. Interviews and focus groups provided the qualitative data. The results of the study reveal that students who received instructions through technology were more engaged in the activity and asked fewer questions than the students who received the instructions verbally. The students that were guided by technology were also more reflective about their learning and were more excited about the project. The self-proclaimed weakness of this study is its relatively small scale. It recommends that a larger scale study be completed in the future. That being said, this study does seem to confirm Gagne’s principal of the importance of gaining the attention of the learner. Using technology in the classroom appears to be a viable manner of obtaining students’

In his thesis submitted to the University of British Columbia, Grant Johnson recalls the flip he did within his own Pre-Calculus class during the 2011-2012 school year. Mr. Johnson (2013) states in this thesis that he realized he was the one doing most the work during his lessons: “many of my students seemed disengaged, some appeared to sleep through class, others texted under their desks, and a few were not even bothering to come in the first place,” (p. 1). This pattern is common across many high school classrooms since the ‘smart phone’ era began. Students, along with adults, are all interacting with each other differently than in years past. Students now have little computers in their hands every day when they walk into the classroom, they post on social media (Twitter, Snapchat, Facebook, Vine, etc.), text their friends, play games, whatever they can so they don’t have to listen to a teacher lecture. Educators are now having to view their classroom technology differently: smartboards and computers are not enough to reach the students. In a study conducted by Toto and Nguyen in 2009, they investigated the way students perceived the concept of a flipped classroom. Within their research, they wanted to know if students believed that the flipped classroom instruction defended and upheld their overall understanding of course content. At the end of their study, Toto and Nguyen found that students found that the 30-minute videos were ideal for lecture, however the

Most people know the feeling getting in their comfy clothes and sitting down to watch a new episode of their favorite tv show on the laptop. The popcorn laying by ones’s side. Their butter fingers across the keys, while each image is illuminating your face. Their phone is buzzing from the Snapchats. In this generation, people cling to some type of electronic device. “According to the US Department of Education and studies by the National Training and Simulation Association Technology-based instruction can reduce the time students take to reach a learning objective by 30-80%”(ProCon.org). In a classroom, teachers are able to take their class around the world electronically to look at the development of civilizations in Egypt, Greece, Rome, and Latin America. Also, students are able to take virtual trips and collaborate with other students around the world and research in the best libraries

Recently with technology becoming the most important aspect of learning in elementary schools, technologies can be a powerful too or resource, which also help meet the needs of the more diverse population. Digital devices, software, programs, and other learning platforms are equally more than capable of entertaining and grabbing those students’ attentions, especially those who are illiterate in specific areas while learning in the classroom. These options are capable of unimaginable ways of learning and experiencing. For example, no student has the same comprehension level when it comes to learning different subjects in the classroom (Herold, 1). In reality, every person is not the same in any way shape or form, and levels of learning are completely different, especially with science, English, social studies, mathematics, art etc. Technology in the classroom allows for each individual student to continue gaining academic strengths and deciphering what they show more interest, motivation, and personal preferences in. Considering society today is much more adaptive and interactive with teachers and students, the implementation is still considered to be a challenge due to budgets for school districts (Herold, 2). The most major issue between teaching classes like Biology and English for childhood elementary classrooms, whether students have disabilities or different comprehension levels of learning, is the blended learning abilities. Together, teachers would have to teach themselves how to adapt to the newer technologies, as well as consider combining their traditional values of educating. Whereas, they would also have to be more accepting to transition with older ways, and explore a new world of how technology can be a positive yet educational tool for their students inside and outside of the classroom

Standard four states that teachers plan and deliver effective instruction that advances the learning of each individual student. But before our lesson plan, as a group, we emphasized on what the textbook definition of a flipped classroom. Which is “a model in which the typical lecture and homework elements of a course are reversed.”  Our example for the class was doing the homework together as a class and then at home the students would take notes on the lesson through a video at home. Our Instructional Variety came into play when we made everyone get up and choose side “yes” or “no”.  This was my part of the presentation, so I asked the class three different questions and they responded by choosing a side and then saying why they chose that side. The first question started with “How many of you have even heard of a flipped classroom before now?  The second question was, “picture yourself back in high school, as a student would you have preferred a flipped classroom?”  And lastly, “as a future teacher yourself, can you picture yourself teaching in a flipped classroom style?”  One challenge my group and I faced during the project was being able to make slides and present out project without putting the class to sleep. One thing I would have done differently would have been making a lesson plan for a flipped classroom. Writing out a half hour to an hour

It is really important to me to have strong core for what I believe about teaching physical education and health. I believe that the most important things is that the students is physically active and I also believe that the students should have at least one thing or activity that they interested in that they can do for the rest of their lives in order to ensure that love to be physically active has become part of their lifestyle. Therefore, I would like to have a variety of physical activities, sports and fitness method in my curriculum and I would like my students to develop their skills and increase their knowledge of different skills and activities because it can provide a fun and enjoyable of physical activity, as well as build psychomotor and cognitive. I will try to safely provide the students the enjoyment of physical activity, become more confident with their abilities, increase their knowledge of health related fitness, and help them to find things that they love to do to continuous to be physically active. My philosophy of teaching physical education and health is including content knowledge of what I want to

Learning a new skill is difficult and it is up to the instructor of the skill to cater to the learners. Today’s physical education classes focus on mini-games in order to enhance students’ game performances. This tactic to skill approach allows players’ games to develop through a series of modified games and training regimes. This is known as nonlinear pedagogy, which the manipulation of task constraints including equipment and rules. Nonlinear pedagogy is part of the ecological dynamic approach and has provided a framework for modeling an athlete’s performance (Serra-Olivares). It helps athletes, regardless of skill level, develop their techniques and establish them through game-like settings. These settings are then transferred to the

It is crucial that students are not just being educated in only one way. Each child is different; as a result, learning styles should be versatile and open to new strategies. By learning to use technology correctly, teachers are preparing themselves, and the students for the future by developing certain skills that will be essential in the 21st century. Besides developing the students’ technology skills, students will

Flipped classroom can be defined as (school work at home and homework at school) this means that students can do their school work and their study at home by using technology through computer or any other device by using Internet. Flipped classroom is considered a great instructional strategy and it is considered one of the types for blended learning that invert the traditional learning environment by delivering instructional contents online outside classroom.

Any tool “designed to extend a learner’s capacity for effective action and that requires skill and certain strategies to use efficiently” is a learning technology (Burge 2001, p. 146). A well-structured face-to-face group discussion, a pencil, and print materials fit this definition as do newer tools such as web-based conferencing (ibid.). One of the greatest myths surrounding learning technologies is related to what they are. Because of the term technology, it is frequently believed that learning technologies are instructional devices that make use of computers, the Internet, or some other type of electronic technology such as video and television.

How students learn with technology was of interest in this research and to take notes