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CITY OF WESTMINSTER COLLEGEEsam BaboukhanAdvanced Practitioner
John DohertyLecturer
SUPPORTED EXPERIMENTSFlipped Classroom/Podcasting/Screen-Casting
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
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.
EXPERIMENTS▪ Mobile Learning
▪ AFL
▪ Flipped Classroom
▪ Motivation, attendance and punctuality
▪ ILT and e-Learning ( IWB, Podcasting, Screencasting, etc.)
▪ VLE (Moodle; Quizzes, Forums, etc.)
Moodle-Screencasting-Podcasting
FLIPPED FLIPPED CLASSROOMCLASSROOM
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.
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
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.
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
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
AIMS▪ Promote and encourage learners to take responsibility for their own
learning
▪ Encourage learners to participate in the classroom
▪ Encourage the constructive use of iPhone’s and iPad’s
▪ Encourage learning through activity
METHOD
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 don’t fully understand”
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
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
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?
QUESTIONS
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