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Flipping your Lessons V2
Transcript of Flipping your Lessons V2
WSQ: Watch Summarise Question
A sample video
A guide to flipping a lesson
What is flipping?
Direct classroom instruction
Now occurs outside of classroom
By Alasdair Houser
"Flipped Learning occurs when direct instruction is moved from the group teaching space to the individual learning environment."
Class time used for active problem solving
Large body of material
The UoL Pre-sessional
Lots of H.W.
Short space of time
+ 1 to 1 teacher/student time
Maximising classroom time
- Teacher talk time
Watch: Students watch the video, taking Cornell style notes.
Summarize: Students explain in their own words what they understood the video to be about. Summaries are then reviewed in class.
Questions: 3 types of questions:
A specific question about the content where they got stuck or confused
A general question about the concept
A question they think their classmates or teacher might ask.
What is a screencast?
It is a recording of your computer screen
(not always completed)
Ensuring homework is completed
More time for interaction between peers and teacher
Differentiation: Students can watch the Screencasted lessons as many (or as few) times as they wish
This gives them confidence to participate in the activities in class
It also provides an opportunity for the teacher to check they have understood and address any questions/misunderstandings
Be ruthless, if you find it confusing/boring/useless so will the students
Add captions if you forgot to say something
Check timing and leave pauses for the students to take notes
Add transitions and effects if you want
A Basic Guide Cont.
Tip: Reduce the frame rate from 24 fps to 15 when recording yourself Picture-in-Picture (PIP)
What do you need?
Lo (wer) tech
Desktop computer (editing)
Tablet (Wacom Bamboo)
Recording software (Camtasia)
Presentation software (PowerPoint,
Prezi and Pow Toons)
YouTube and Blackboard
Free screen recording software (Jing)
A Basic Guide
Start with an old lesson
PowerPoint (or similar) with an instructional element
Ensure the ppt can be understood without additional explanation (you won't be able to field questions)
Remove any activities or questions
Simplify slides, clear any unecessary clutter
Use imagery to support your points
Leave space to annotate (while filming) as well as a space for your PIP
A Basic Guide Cont.
Make the video compliment the WSQ
Provide clear points
Use simple point based notes
Find a quiet space
Use a blank background if filming PIP
Don't be afraid to make mistakes
Keep it short, ideally 5 minutes
Try not to be boring or over the top!
Technology for technology's sake
I've always hated H.W...
What Flipping is:
A form of blended learning: "...[that] is the thoughtful integration of classroom face-to-face learning experiences with online learning experiences" (Garrison and Kanuka 2004 pp 95). Which allow an "...element of student control over time, place, path or pace [of learning]" (Staker and Horn 2012).
The key difference between Flipped and Blended learning is that the 'flipped format' does not reduce the amount of face to face time (Scagnoli, 2013).
Flippedlearning.org. (2014). About / About. [online] Available at: http://flippedlearning.org/domain/8 [Accessed: 20 Feb 2014].
Garrison, D. R. and Kanuka, H. (2004). Blended learning: Uncovering its transformative potential in higher education. The internet and higher education, 7 (2), pp. 95--105.
Khan Academy. (2014). Khan Academy. [online] Available at: https://www.khanacademy.org/ [Accessed: 20 Feb 2014].
Kirch, C. (2012). Flipping with Kirch: My Favorite WSQ. [online] Available at: http://flippingwithkirch.blogspot.co.uk/2012/01/my-favorite-wsq.html [Accessed: 20 Feb 2014].
Lele, A. (2014). Flipped talk on flipped classrooms » Educational Technology Blog | Blog Archive | Boston University. [online] Available at: http://sites.bu.edu/edtech/2013/02/11/flipped-talk-on-flipped-classrooms/ [Accessed: 20 Feb 2014].
Scagnoli, N. (2013). What about “Flipping the Classroom” instead of Blending? | Blended Learning @ Business - University of Illinois at Urbana-Champaign. [online] Available at: http://publish.illinois.edu/blended-learning/flip_or_blend/ [Accessed: 20 Feb 2014].
Sloanconsortium.org. (2014). Distributed Flip Confidential: MOOC Use in the Blended Classroom At the University of Puerto Rico Río Piedras | The Sloan Consortium. [online] Available at: http://sloanconsortium.org/conference/2013/aln/distributed-flip-confidential-mooc-use-blended-classroom-university-puerto-rico- [Accessed: 20 Feb 2014].
Sparkinsight.com. (2014). Factlets - Spark Insight. [online] Available at: http://www.sparkinsight.com/factlets [Accessed: 20 Feb 2014].
Staker, H. and Horn, M. (2012). Classifying K–12 Blended learning. [e-book] Innosight Institute. Available through: innosightinstitute.org http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-learning2.pdf [Accessed: 20 Feb 2014].
Ted.com. (2014). How schools kill creativity. [online] Available at: http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html [Accessed: 20 Feb 2014].
Winterbottom, S. (2007). Virtual lecturing: Delivering lectures using screencasting and podcasting technology. Planet, Issue 18, 6-8. DOI: Available at: http://journals.heacademy.ac.uk/doi/full/10.11120/plan.2007.00180006 [Accessed: 20 Feb 2014].
What Flipping is not:
Who's doing it?
Who: University of Puerto Rico
What: Using MOOCs (Stanford University) in a 'flipped format'
Who: University of Stirling (2nd year Environmental Science module)
What: "...lectures delivered via screencasts and podcasts. Feedback from the students via a questionnaire was extremely positive, with flexibility and the ability to repeat lectures cited as the main advantages." (Winterbottom 2007)
Who: Boston University (Engineering department)
What: "...[they] deliver course content outside of class and refocus in-classroom time on discussion and activity..." (Lele, 2014)
Who: University of Lincoln (English Language Centre)
What: Our 2013 Pre-sessional course included - on average - two flipped lessons per week. The aim is to produce even more flipped material with a view to involving other tutors in the publishing of screencasts as well as more 'active' homework activities which will include elements of cooperation between students on electronic forums (Blackboard) and the analysis of materials.
A parting thought
Imagine a world where you never have to repeat yourself
The morning after the night before
Images: Flckr (The Commons), unrestrictedstock.com (vector images), Stock.XCHNG, Wikimedia Commons
Check for content
Check for completion
Review video with lower level groups
Application of knowledge (groups, pairs, whole classs activities)
Who's doing it
What you need
(Khan Academy 2014)