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.)
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 iPhone’s and iPad’s
▪ Encourage learning through activity
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 don’t 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
Runner up in the TES FE Awards Highlighted by OFSTED as Good Practice Teachers are exempted from graded observation if they undertake in the supported experiments. Supported Experiments involve experimenting with a new teaching approach They provide the blame-free culture needed to encourage and support risk-taking and development. They prevent teaching skills from ‘plateauing’ and becoming stale. They provide the blame-free support needed to really change classroom practice They encourage the development of teaching strategies that respond to known difficulties They are inspiring for staff and can even reinvigorate quite jaded teachers
Motivate and engage teaching staff and therefore improve teamwork and morale. Motivate and engage learners and demonstrate that we listen to, and act on, the ‘learner voice’. 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. Create a ‘glass room’ culture at the College where peer observations are common place, and all observations are valued as a developmental mechanism and a vehicle for disseminating good practice.
The flipped classroom strategy has been gathering increasing support from many people in education. .Classroom space and time should be used for collaborative learning, problem solving, synthesising and higher order thinking skills. It also encourages independent learning, something we should strive with all our learners The higher end of Blooms taxonomy “ Flipping the classroom is a form of lesson planning that allows the teacher to turn their classroom into a more active, student-centered environment that meets the diverse needs of our students through application
Flipping the classroom back and forth: The Flipping classroom Learners will watch the videos inside the lesson, besides outside the lessons Biggest benefit: Reduce my own stress levels by giving the ability for students to watch videos of my tutorials Not disrupt other dedicated learners by having to repeat myself
