The Flipped Classroom
Traditional lectures take place in the classroom, the students take notes, and they do homework at home.
The Flipped Classroom happens when the lecture is delivered by VIDEO at home and the students come to school and do the homework in class.
This free online course has four parts:
(a) Theory (why do we ask students to watch a video before class?)
(b) Tips about using a camera and tripod
(c) Set up the Youtube account SET UP YOUR WEBPAGE
(d) Feedback (upload your first video and get some feedback)
These steps guide the course ONLINE and IN PERSON.
To get the "Face To Face" class, call +1 954 646 8246
TRAINER'S SCRIPT
(a) Theory (why do we ask students to watch a video before class?)
1. Students can study the lecture
2. Students can bring questions to class
3. Students who don't watch the video can watch the video in the class.
Look at good examples of the Flipped Classroom
(b) Tips about using a camera and tripod
1. Use a tripod
2. Plan ahead
3. Don't video yourself writing.
4. Edit the video to remove "slow spots" and to add additional information
5. Watch other people and copy the best
(c) Set up the Youtube account
Go to Youtube.com and follow the steps
to set up an account
Then learn how to UPLOAD videos
(d) Feedback (upload your first video and get some feedback from the trainer)
Set up your videos as PUBLIC so your students can find the videos.
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This is the sort of course that supports Dr. Fischler's vision of the transformed classroom. Charles Reigeluth's description matches what Dan Pink wrote in Free Agent Nation about the changes that the post office, banks and hospitals have undergone since the 1950s, but schools? It's not just the architecture, but it's the PROCEDURES in schools that have remained standardized. Is there a way for schools to become personalized, where the individual feels special? Dennis Yuzenas talks about how sales people treat you when you walk into Neiman Marcus or Wal-mart -- you get greeted.
ReplyDeleteDennis Littky's book from 2004, The Big Picture, describes these instances well with stories about how to get the person seen as valuable in an organization. How can we make the institution stretch to fit the dimensions of the person, rather than asking the student to contain himself in the standardized cube that is allocated to each enrollee?
Creating the flipped classroom says, "Here's the material. Listen toit when you want to. Let's get together and discuss it on Monday. If you want to, you can read this information, but if you prefere you can listen to it four or five times at your leisure. We can have an excellent class if we prepare."
Fischler asks, "how can we make learning fun?" how can we make the experience of going to school something that the student looks forward to doing?