Abstract
Presentation Content:
Summary Statement:
The presenters will demonstrate the use of collaborate as an effective tool to facilitate the flipped classroom model of instruction.
Description of Activity, Project or Solution:
The School of Education at Richard Stockton College of New Jersey has a significant graduate enrollment, most of whom are full time teachers and part time students. The faculty recognizes that the focus of graduate work is on the application, analysis and evaluation of new concepts, rather than acquiring the basic knowledge through traditional lectures. Knowing this, faculty designed course delivery where students watch recorded lectures on collaborate and respond to teacher's questions embedded within the recording (Brame, 2013).
In addition, students work with their classmates in teams to ask and answer each other's questions, discuss issues related to the content, analyze case studies and problem solve day to day classroom situations they face with their own students. All of which occurs in collaborate classrooms. The teacher listens to the students' discussions and responds to their questions; all of which is completed before the weekly class. Based on the students' comments and responses, the teacher designs classroom activities that reflect the course content and opportunities to apply the concepts in real life situations. Since students have reviewed the lecture and content before class and asked and answered questions, the scheduled class time emphasizes student led hands-on activities as they apply, analyze and evaluate new concepts (Berrett, 2012).
The flipped classroom model has evolved over the past few years as procedures have been fine-tuned to better present the course content. Extensive consultation with technology specialists at the college has provided training and ongoing support for the flipped classroom concept. Students' feedback is used to make adjustments that ensure a smooth transition from the traditional lecture structure to the video recordings. Some students needed several training sessions before becoming comfortable. The teacher increased the students' ease in using collaborate by making sure that within each team, there was at least one student who was technologically experienced and could guide those who needed the support as well as the teacher meeting for review sessions. Opportunities for practice were provided either in class or out of class when students scheduled times to log in independent of the teacher.
Teacher preparation time is greatly increased with the flipped classroom. Time management is crucial because unless students receive feedback before the class, the material covered in class lacks relevancy for them. In fact, all students' responses were due at noon the day before the scheduled class so that feedback was received before class. Often, the teacher uses time at the beginning of class to revisit issues that all students would benefit from. As challenges emerge, solutions are forthcoming but the value of the flipped classroom as student learning and engagement is increased, is well worth the extra time and effort.
Outcomes:
There is little research, quantitative and qualitative, that supports or negates the effectiveness of the flipped classroom but the results the presenter has seen dissuades from discontinuing its use and reverting back to the lecture format. The presenter has considered anecdotal comments from students that include many of the principles of the flipped classroom such as:
-- More consistent and regular teacher feedback;
--Students learn from each other;
--More student engagement and responsibility for their own learning
--Smooth transition because of amount of exposure and ease in using social media;
-- Self-paced learning as students can start and stop the videos as needed;
-- Classwork was more meaningful because of application, analysis, evaluation and problem solving; and
-- Students worked together to learn; the teacher acted as the coach.
(Goodwin & Miller, 2013)
If selected to participate in the 2014 Faculty Showcase, the presenters will show audience members examples of the flipped classroom that are on blackboard course platform as collaborate recordings. Anecdotal information from students will be shared that focus on the value of the recorded collaborate lectures, collaborate discussion groups and the added responsibility students realize for their own learning. In addition, presenters will relay issues with the flipped classroom such as transition for some students from live lectures to recordings and using technology as a learning tool. The amount of grading week by week is extensive and time consuming for the teacher but the assessment data and qualitative information from students assist in fine-tuning the instruction to meet the students' needs.
Importance and Relevance:
The flipped classroom provides opportunities for students to embrace their own learning while facilitating the learning of others. Faculty endeavor to enhance their instructional practice by increased student engagement in hands-on activities that connect the new information with previous knowledge. Students use what is learned from the recordings to create, explore and practice with fellow students so that after class, they take what they have practiced to their own classrooms (Chung, 2014).
About the speakers:
Shelly Meyers is an Associate Professor of Education at the Richard Stockton College of New Jersey. Her primary teaching responsibilities are graduate level teacher preparation courses in special education, however she also teaches freshman basic skills reading for the General Studies program. Dr. Meyers's research interests include alternative methods of instructional delivery through technology and situated learning principles, life skills training and its impact on transition for individuals with disabilities and coaching in the classroom to maximize students' acquisition of common core curricular standards.
Linda Feeney is Director of E-Learning at the Richard Stockton College of New Jersey. Her professional experiences have been centered in the education environment, evolving from classroom teacher to technology specialist to technology manager. Her current research interests include technology-assisted language acquisition, online course accessibility, and the impact of social media on instruction.
Summary Statement:
The presenters will demonstrate the use of collaborate as an effective tool to facilitate the flipped classroom model of instruction.
Description of Activity, Project or Solution:
The School of Education at Richard Stockton College of New Jersey has a significant graduate enrollment, most of whom are full time teachers and part time students. The faculty recognizes that the focus of graduate work is on the application, analysis and evaluation of new concepts, rather than acquiring the basic knowledge through traditional lectures. Knowing this, faculty designed course delivery where students watch recorded lectures on collaborate and respond to teacher's questions embedded within the recording (Brame, 2013).
In addition, students work with their classmates in teams to ask and answer each other's questions, discuss issues related to the content, analyze case studies and problem solve day to day classroom situations they face with their own students. All of which occurs in collaborate classrooms. The teacher listens to the students' discussions and responds to their questions; all of which is completed before the weekly class. Based on the students' comments and responses, the teacher designs classroom activities that reflect the course content and opportunities to apply the concepts in real life situations. Since students have reviewed the lecture and content before class and asked and answered questions, the scheduled class time emphasizes student led hands-on activities as they apply, analyze and evaluate new concepts (Berrett, 2012).
The flipped classroom model has evolved over the past few years as procedures have been fine-tuned to better present the course content. Extensive consultation with technology specialists at the college has provided training and ongoing support for the flipped classroom concept. Students' feedback is used to make adjustments that ensure a smooth transition from the traditional lecture structure to the video recordings. Some students needed several training sessions before becoming comfortable. The teacher increased the students' ease in using collaborate by making sure that within each team, there was at least one student who was technologically experienced and could guide those who needed the support as well as the teacher meeting for review sessions. Opportunities for practice were provided either in class or out of class when students scheduled times to log in independent of the teacher.
Teacher preparation time is greatly increased with the flipped classroom. Time management is crucial because unless students receive feedback before the class, the material covered in class lacks relevancy for them. In fact, all students' responses were due at noon the day before the scheduled class so that feedback was received before class. Often, the teacher uses time at the beginning of class to revisit issues that all students would benefit from. As challenges emerge, solutions are forthcoming but the value of the flipped classroom as student learning and engagement is increased, is well worth the extra time and effort.
Outcomes:
There is little research, quantitative and qualitative, that supports or negates the effectiveness of the flipped classroom but the results the presenter has seen dissuades from discontinuing its use and reverting back to the lecture format. The presenter has considered anecdotal comments from students that include many of the principles of the flipped classroom such as:
-- More consistent and regular teacher feedback;
--Students learn from each other;
--More student engagement and responsibility for their own learning
--Smooth transition because of amount of exposure and ease in using social media;
-- Self-paced learning as students can start and stop the videos as needed;
-- Classwork was more meaningful because of application, analysis, evaluation and problem solving; and
-- Students worked together to learn; the teacher acted as the coach.
(Goodwin & Miller, 2013)
If selected to participate in the 2014 Faculty Showcase, the presenters will show audience members examples of the flipped classroom that are on blackboard course platform as collaborate recordings. Anecdotal information from students will be shared that focus on the value of the recorded collaborate lectures, collaborate discussion groups and the added responsibility students realize for their own learning. In addition, presenters will relay issues with the flipped classroom such as transition for some students from live lectures to recordings and using technology as a learning tool. The amount of grading week by week is extensive and time consuming for the teacher but the assessment data and qualitative information from students assist in fine-tuning the instruction to meet the students' needs.
Importance and Relevance:
The flipped classroom provides opportunities for students to embrace their own learning while facilitating the learning of others. Faculty endeavor to enhance their instructional practice by increased student engagement in hands-on activities that connect the new information with previous knowledge. Students use what is learned from the recordings to create, explore and practice with fellow students so that after class, they take what they have practiced to their own classrooms (Chung, 2014).
About the speakers:
Shelly Meyers is an Associate Professor of Education at the Richard Stockton College of New Jersey. Her primary teaching responsibilities are graduate level teacher preparation courses in special education, however she also teaches freshman basic skills reading for the General Studies program. Dr. Meyers's research interests include alternative methods of instructional delivery through technology and situated learning principles, life skills training and its impact on transition for individuals with disabilities and coaching in the classroom to maximize students' acquisition of common core curricular standards.
Linda Feeney is Director of E-Learning at the Richard Stockton College of New Jersey. Her professional experiences have been centered in the education environment, evolving from classroom teacher to technology specialist to technology manager. Her current research interests include technology-assisted language acquisition, online course accessibility, and the impact of social media on instruction.
Collection
Subject
Contributors
Duration
00:32:08 (HH:MM:SS)
Language:
English
Target or Intended Audience
adult/continuing education, higher education, college, educator
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Copyright Date
2014-03-28
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