- Read Chapters 5-7 in your Flip Your Classroom Reach Every Student in Every Class Every Day book.
Monday, September 29, 2014
November Activity One: Questions for Jonathan Bergmann
This is Exciting! It is getting closer to November! We have almost made it to the month of our first webinar by the author of our book and Pioneer in the world of the Flipped Classroom! We will begin our November 7th meeting in Horrabin Hall room 1 promptly at 12:00p.m. In order to prepare for the webinar, please complete the following:
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POSTING FOR PAM CAMPBELL:
ReplyDelete1. It seems that tracking students’ progress and completed work would be difficult with so many different learning stages going on all at once. Do you find that some students “slip through the cracks” long before you realize how lost or behind they have become?
2. So much of teaching face-to face is student lead/guided with teacher intuition. It seems that much of this would be lost during the flipped classroom because teacher intuition (“the teachable moment”) doesn’t happen during video taping of lessons.
Do you find less “teachable moments” come up during flipped instruction?
3. I worry about the amount of “screen time” students have with game/apps/etc. Doesn’t flipped classroom approach add to this already overloaded “screen time” schedule of young people?
Howdy Dawn - you can post my questions if this isn't the correct place. Thanks
ReplyDeleteMy question relates to any research that has been done to determine the effectiveness of your flipped approach on student learning as compared to a more traditional approach. And I am wondering if you have looked closely at performance based assessments, possibly on-the-job feedback from students or employers, or standardized (multiple choice) assessments? One more - do you have any idea if your flipped approach leads to longer retention of info?
Last question - how have you changed your approach since your book has been published?
In Chapter 7 under "Summative Assessments," essential learning objectives and "nice to know" objectives are discussed. What might be examples of essential learning objectives versus "nice to know" objectives?
ReplyDeleteMotivation is central to the success of a flipped classroom. I can see how engaging a flipped classroom would be; however, I'm still wondering about the student who is not motivated -- the "social" student who may be more interested in mingling among groups and "looking" busy rather than being truly engaged. (I do realize in a traditional classroom this student simply bombs and/or does as little as possible.) I'm predicting that patience is a must and/or being more stubborn than they are and holding your ground! :)
ReplyDeleteSince my primary focus is with graduate students, I am more concerned with authentic assessments rather than computer-generated quizzes and tests. Is this okay? For example, I want them to demonstrate to me that they can write a grant, provide professional development to their staff, and create new literacy activities within their school districts to cultivate home/school partnerships.
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