Post on 02-Jan-2021
Flipped Classroom
BEST PRACTICES – EXPERIENCE SHARING
K.R.ANUPAMA
Traditional Vs Flipped Classrooms
Traditional Vs Flipped Classrooms
Traditional Flipped
Before Class Go through
content
During Class Students attend
class
Discussions,
Tutorials
After Class Consolidate
Learning
Consolidate
Learning &
Prepare for the
next class
Content Delivery
• Videos
• Online collaborative discussions
• Digital research
• Text readings
Flip
• F – Flexible Environment
• L – Learning Culture
• I – Intentional Learning
• P – Professional
Educator
Advantages
• Students take ownership of the learning
• Solution to the inattentive student
• Collaborative Learning
• Lessons & Content more accessible
• Anytime
• Any speed
Disadvantages
• There is a digital divide
• Teachers – more work
• Students need to spend time before the screen
Remember
• You facilitate/guide not
lecture
• Not Lectures
• Activities
Flipped Classrooms
• Creating the course
• Conducting the course
Creating the Course
Starting Point
• Take a couple of On-line courses • Various aspects of online course
• Course Organization & Modularization
• Different Delivery Methods
• Online Evaluation
• Student Interaction
Step 1
• Decide on the Division of course
• How much ?
• What ?
• What Form ?
Think
• Pick a class—what does it look like? What do you do in the classroom?
• What do you do outside of class time?
• What do your students do in the classroom?
• What do they do outside of class time?
• What is the best use of my face-to-face time with my students?
Modularization
• Course is for a semester• Break it into workable modules
• Break at Logical Modules
• All modules need not be of same length
• Modules break into sub- modules that break further into units
Modularization
• Creating a learning sequence for student active learning
• Modularity primary requirement – as stand alone as possible
• Easy to reorganize the course
• Students can find all material related to a module at a single point
• Sharing of content
Module Organization
• Sub Modules
• Units
Modules
• Introduction
• Video(s)
• Any Additional Reference
• Short Quiz
• Animations
• Programming Exercises
• Discussion Forum Link
• Interfacing between earlier and later units
Unit
What to put in a unit ?
It is not about recorded videos
Some intro text to video will be good
Animations to illustrate concepts
End of video a short quiz – for student self assessment
Discussion Points
Learning Sequence
Short videos, readings and other media are interwoven with practice, automatic feedback and assessments.
Focus on interesting and important ideas, questions, issues, problems
Engage the learner in developing answers and solutions
Create dynamic, short video segments targeted at the viewer
Design meaningful, challenging exercises
Take a hands-on approach throughout
Create Videos
• Tablet Capture
• Tablet Capture with Instructor
• Live Capture
• Camtasia
• Screencastomatic
• Ezwid
• Camstudio
• Webinaria
• ShareX
Creating videos
• Not created on your own – should carry copyright notice
• Video Creation• Short videos • Helps if there is someone is with you while recording• Annotating on slides is fine – but duration can be kept short• Imagine camera as a student – there is no need to be
different• Video set-up – movement is limited – something as minor as
expressions or voice modulation help putting across important points
• Review the video once it is done – get a student or a colleague to review
Learning Exercises
• Interactive Experience
• Problem types
Multiple Choice
Check Box
Drop Down Menu
Text Input
Graphical Components
Math Expression
Open Ended Responses
Learning Exercises
Context of Problem
Multiple Attempts
Instant Feedback – Show Answer
Student can gauge his understanding
Course Schedule
Topics to be covered by week
Deadlines
Evaluation Schedule
Outcomes/week
Timelines
• Better if atleast 50% of
course is ready before beginning of the semester
• Contents of Module available atleast 2 weeks before student view schedule
Running a Flipped Course
Weekly Schedule
• Ensure students follow weekly Schedule
• Evaluation
• Schedule should leave time out for fests/ tests
Some Experiences
• Having a well designed course is just one step above having a good book
• Has to be supported
• Discussion Hour
• Tutorials
• Labs
• Active Participation on Discussion Forum
• * properly spaced evaluation components
Student Activity Monitoring
Be available on discussion
forums, chat sessions
Track student participation
Performance in practice quizzes
Contact Sessions
Common Hour – ( 50 Mins)
Tutorials – ( 2 Hours)
Labs
Common Hour
• Clear Doubts – related to weekly topic
• Online contents not redone
• Questions for which instant solution cannot be
provided on the discussion forum
• Good Practice – Scan the discussion forum related
the current week’s topic – to understand gaps which
have to be covered
• More of a Chamber Consultancy Hour – on a larger
scale
• Student control over direction of class.
Tutorial
• Problem Solving
• Programming
• Design
• One to One
Instruction
• Assist student
Discussion Forum
• Being Social
• Put up interesting points that can be debated
• Critical Component
• Students ask questions on various components of the course
• A separate moderator will be a good idea
• Timely Answer
• No Question goes unanswered
• Discussion Forum Organized According to topic
Rules for Discussion Forum
Queries related to a topic will be answered only in the relevant week and the succeeding week.
No Queries will be answered on Discussion Forums during the test or compre weeks
If you need any query answered immediately –you can flag it
Ongoing Communication
Remind students of upcoming milestones
1
Inform about changes / extension of assignments
2
Highlight Achievements
3
Evaluation
Quiz – Fortnightly
Labs
Design
Tests
Instant Feedback