B.3.3 city of westmintser flipped learning without video

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Transcript of B.3.3 city of westmintser flipped learning without video

  • 1. CITY OF WESTMINSTER COLLEGE Esam Baboukhan Advanced Practitioner John Doherty Lecturer

2. SUPPORTED EXPERIMENTS Flipped Classroom/Podcasting/Screen-Casting 3. SUPPORTED EXPERIMENTS Innovative initiative to improve standards Staff try out a new, or under used, teaching method in their lessons Teachers are exempted from graded observation Encourage and support risk-taking and development 4. SUPPORTED EXPERIMENTS Motivate and engage teaching staff improve teamwork and morale. Place teaching and learning at the heart of discussions appealing to teachers values. Encourage teachers to reflect and measure the outcomes of their actions resulting in more productive behaviour. Improve staff performance and student outcomes. 5. EXPERIMENTS Mobile Learning AFL Flipped Classroom Motivation, attendance and punctuality ILT and e-Learning ( IWB, Podcasting, Screencasting, etc.) VLE (Moodle; Quizzes, Forums, etc.) 6. TEACHER FEEDBACK Video available on request from Esam Baboukhan esam.baboukhan@cwc.ac.uk 7. LEARNER FEEDBACK Video available on request from Esam Baboukhan esam.baboukhan@cwc.ac.uk 8. Moodle-Screencasting-Podcasting FLIPPEDFLIPPED CLASSROOMCLASSROOM 9. WHAT IS A FLIPPED CLASSROOM? The flipped classroom model encompasses any use of using internet technology to enhance the learning in your classroom What used to be classwork is done at home via VLE What used to be homework (extension activities) is now done in class. 10. FLIPPED CLASSROOM The flipped classroom strategy has been gathering increasing support from many people in education. Classroom space and time collaborative learning, problem solving, synthesising, higher order thinking skills and independent learning 11. FEATURES OF THE FLIPPED CLASSROOM Lectures are watched at home as homework Problems encountered at home can now be the focus of the classroom through problem solving and collaborative/cooperative learning Learners are actually working on problems and applying higher level thinking skills and not passively listening to a lecture in class. 12. BENEFITS OF THE FLIPPED CLASSROOM Learners are actively engaged in the learning process Learners are applying what they learned from watching the video lesson Learners can review the content by watching the video lectures again Learners are getting the personal help and attention that they need in order to get to the next level of difficulty or understanding The instructor is a guide in the learning process 13. THE COURSE Level two diploma course in motor vehicle maintenance and repair Course team consisted of three lecturers Two lecturers delivered the course units using traditional classroom practices One delivered the course units using flipped classroom model 14. AIMS Promote and encourage learners to take responsibility for their own learning Encourage learners to participate in the classroom Encourage the constructive use of iPhones and iPads Encourage learning through activity 15. METHOD 16. FEEDBACK Peer observation feedback learners demonstrated a high level of participation and were fully engaged Learner feedback enjoyable lessons, I can work on things that I dont fully understand 17. SUCCESS OR FAILURE? More time interacting with the students Time to react to your students needs Peer assessing each others work High levels of student participation in the classroom Developing their own smart screen activities Developing power point presentations and presenting these to the class 18. SUCCESS OR FAILURE? Flipped classroom model had a 62% first time pass rate on their online tests Traditional classroom model had a 23% and 42% first time pass rate on their online tests 19. OUTCOMES SSA 11/12 10/11 Var. 06 86% 74% +12% 08 88% 82% +6% 09 82% 79% +3% 14 84% 78% +6% 15 77% 73% +5% OBSERVATION GRADES Grade 12/13 10/11 Var. 1 17% 11% +6% 2 75% 53% +22% 3 8% 32% -24% 4 0% 4% -4% IMPACT? 20. QUESTIONS