Flipped Classroom& Flipped Learning

My Reflection after 2 semesters

Previous approach 1995-2012

•1 hour

Lecture

• 2 hours

Tutorial • individual consultation

• emails

additions

Problems encountered using ‘traditional’ 1L+2T method

Attendance Attention span

Contact hours Engagement

Intervention strategy – Flipped classroom approach

PTS-2013-038Flipping the Classroom,

Increasing Cognitive Development Among Graduate Students Using iFolio

The flipped element

• Lectures/notes/video etc

• View at home • Any time

INPUT

• Student respond to task assigned prior to class

• Uploaded on ifolio

OUTPUT • Peer feedback on tutorial task

f2f

1. Self-recorded PowerPoint lectures using screencast-o-matic

2. Record guided reading of Pdf books/articles/ebooks –

3. Use YouTube videos – lectures and interviews

4. H.O.T.S. – students find input on their own based on reading given

STUDENTS WEEKLY OUTPUT UPLOADED BEFORE CLASS

1. Written response (I-MINUTE RESPONSE)

2. Short video response using screencast

3. Short responses on wallwisher such as padlet.com

4. Reflective journals

5. Recorded seminars

F2F ACTIVITIES

Glass bowl technique

Peer feedback

Pair/Group discussions

Role playingWriting

feedback on padlet.com

Final thoughts

Marked improvement in these areas

Learning

participation

attitude

PARADIGM SHIFT IN MY TEACHING

• FlexibleContact hours

• Facilitate & Scaffold learning using relevant available resources

• Correspond with students using different platformsMy task

‘The road less travelled’ “Two roads diverged in a wood, and I – I took the one less travelled by, and

that has made all the difference” – Robert Frost