Technology And Learner Centered Environments

The inverted classroom – The flipped classroom model began over 15 years ago in higher education and spread to k -12, it allows for more interactive learning in the classroom.

It also explains the theoretical basis for this method that because students have background knowledge from lecture done before class, it gives them class time to explore difficult sections with immediate feedback from instructors and peers. It also pushes students to think about their own learning and allows for more growth in critical thinking. However the most helpful portion of this article is when it details how to effectively use the flipped classroom method in a way that is conducive to student learning. She note that you should provide the opportunity for students to gain first exposure prior to class, provide some incentive or necessity for student to be prepared for class, ad utilize their first exposure, then find a method that works best to access student understanding of the learned material, and last provide in class activities that “focus on higher level cognitive abilities.” In other words, creating activities that foster student using learned information in a way that allows for authentic production in the classroom for feedback opportunities. (Brame,

As I read the O'Flaherty & Phillips (2015) “The use of flipped classrooms in higher education: A scoping review”, there were a few things that I found intriguing, although raised questions. The flipped classroom could be very economical and potentially effective, but would it be effective for everyone. O'Flaherty & Phillips (2015) did not comment on the different types of learning styles and personality of the individuals in the study. Additionally, how did the students feel about not having the ability to get immediate feedback for any questions they may have while viewing the videos outside of class.

The idea of every student fitting into one box is long gone in education. More and more schools and organizations are putting their efforts into providing individualized learning that will allow students to work at their own pace and achieve success. With this is the growing use of technology to achieve the goals of proficiency and to provide students with effective and engaging lessons to master content. Technology in education is continuing to grow each school year causing state and local school districts to form policies to support the effective and transformational use of technology and its impact in classroom instruction.

As a companion to the flipped format, professors also used clickers to engage students in the in-class activities. Ninety-four percent of the students preferred the flipped and clicker method. Professors in this study found there was an increase in quiz, project, and test scores. In doing the higher order thinking activities, students not only knew the material but also knew how to apply it (Garver, Roberts, 2013). In another study using the FIZZ method of flipping a classroom, there was an overall increase in student success, parent involvement, administrative support, and in teacher job satisfaction. In a survey conducted by the website Classroom Window, nearly 90% of the 500 teachers polled reported improved job satisfaction, 70% reported there had been an increase in standardized test scores, and 80% reported that students’ attitudes had improved (Brunsell, Horejsi, 2013). In a third study using nursing students, the students that experienced the flipped classrooms had significantly higher unit test scores but the scores on the final exam were no different than those in a traditional class(Matsuda, Azaiza, Salani, 2017). After a study of flipping a high school Liberal Arts class conducted by Jong (2017) a student had this to

In executing flipped classroom, remembering and understanding as the most minimal levels of cognitive domain are honed outside the class hour (Krathwohl and Anderson, 2001). While in the classroom, the learners concentrated on higher types of intellectual work, including applying, analyzing, evaluating, and creating. With the flipped model, the lower levels are exhibited before class through recorded lectures and video. Readings, simulations, and different materials also give this foundational support for learning so that in-class time can be spent chipping away at higher levels of learning from application to evaluation. Actualizing flipped learning permits the students to invest more energy supporting higher-level learning tasks,

As a future educator in the middle classroom most teachers are interested in finding new ways to introduce future lessons. This article in AMLE starts off with an argument as to why you should use a flipped classroom. It offers insight such as that it “creates an active, vibrant classroom and enhance student learning. It requires students to complete lower levels of cognitive work outside the classroom and focus on the application, analysis, evolution, and creation in the class”.

Currently I have implanted a BYOD program at each school. I am encouraging expansion of this in order to support flipped classrooms. Flipping classrooms encourages students to come prepared to class. Assignments and materials are posted which introduces them to new topics prior to class. The United States Military Academy at West Point has been using this method of studying for years. In high school, this method of studying will help prepare students for

Even though there is little research, flipped classrooms may be sufficient in boosting student learning and increasing student engagement.

Our Elementary School Blended Learning philosophy will be based on the work of the Clayton Christensen Institute for Disruptive Innovation and subscribes to the following understandings. Blended learning focuses on the development of instructional strategies that are data driven and incorporate technology as a tool for engaging students in new levels of learning. By examining how to include strong components of student directed and personalized learning into each student’s, program our staff will discover new instructional strategies, new building structures, and identify professional learning needs. As a result of these discoveries, our Elementary school will seek to implement a blended model that is best suited to the needs of our learners and high expectations for all. Through our participation in this grant, we will explore the various blended learning models; including flex, station rotation, and lab then choose the model that best fits our students’ instructional

My teaching, training problem consists of developing a new blended/flipped class for the spring semester. I have taught on ground classes as well as a full online class.

The use of the flipped classroom model of instruction is gaining attention among instructors and professors at the college and university level (Aronson, Arfstrom, & Tam, 2013). Currently, the amount of rigorous, empirical research on the effectiveness of the Flipped Learning model is limited, but growing. As a relatively new model of instruction, it has been found to have a positive impact on important student outcomes, including achievement and engagement (Ferreri & O 'Connor, 2013). Flipped classroom is another model of learner-centered teaching. A flipped classroom is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed

Aaron Sanns and Jonathan Bergman are the first two teachers who use flipped classroom, they provide supplying absent students with an online lecture they could watch from home or from anywhere they had access to a computer and internet including school or local library. They find

The Flipped Classroom is a reversal of a traditional classroom. In contrast to the traditional classroom, the flipped classroom delivers instruction online. The flipped classroom offers an innovative, purposeful approach to learning. Students can focus on instruction at their own pace. One of the pros of the flipped classroom is lesson differentiation. In addition to having a student- centered approach; flipped classrooms allow for virtual teacher scaffolding, visual modeling, and modeled writing. Additionally, the student- centered approach of the flipped classroom develops independent problem solvers and lifelong learners. Flipped classroom allows teachers more time work individually with students. Flipped classrooms, frees up, limited classroom time. In addition, teachers have more time for in depth discussions with students. As a matter of fact, teachers can develop the strength of their students and offer support struggling students. Flipped classroom are a great tool to increase the motivation of a diverse learning student population. Another pro for the flipped classroom is; the lesson is given online, therefore, teachers can check

Blended learning strategy in teaching has a powerful effect in improving learning outcomes, especially in students’ academic achievement, students’ attitude toward studying college physics and satisfaction with the unit.