Source: Image of 2 question markc, Public Domain, http://pixabay.com/en/question-mark-question-mark-423604/ ; Image of light bulb, Public Domain, http://pixabay.com/en/the-light-bulb-light-bulb-lighting-349400/ ; Image of shoe Public Domain, http://pixabay.com/en/chucks-converse-shoes-footwear-153310/ ; Image of computer/tablets, Public Domain, http://pixabay.com/en/tablet-screen-monitor-phone-pc-313002/ ; Image of Pythagorean Theorem, Public Domain, http://tinyurl.com/k8dxz83 ; Image of paper/pen, Public Domain, http://tinyurl.com/koq4jkl
Welcome to a tutorial on reflecting on flipped learning.
In today's tutorial, we will discuss how can we reflect on concepts related to flipped learning. And we will use some sample lessons that we've discussed in previous tutorials to do this. So let's start with a reminder of flipped learning. What are the elements of flipped learning?
And here in these four rectangles, you will see the four pillars of flipped learning. The F, which is that Flexible learning environment. Making sure that you have a very flexible classroom and flexible groupings.
The L is the Learning culture shift, making sure that as an instructor you are aware that the learning should be student-driven and student-centered and not so teacher-directed during the classroom time.
The I is that Intentional content, making sure that as a teacher you are very purposeful and intentional in both the homework or the technological tools that you're using before class, like videos or tutorials that students watch. But also in that class time, making sure that you're using one-on-one time efficiently in small and large group settings.
The P is for Professional educators, making sure that we are doing reflecting and collaborating as instructors on our own. So let's use these four pillars of flipped learning and apply it to a lesson and reflect on that lesson. And we will use a lesson here that we've used in a previous tutorial. And this is on the Pythagorean theorem where the teacher makes their own tutorial on the Pythagorean theorem, inserting some areas in the tutorial where students need to pause so that they can attempt some practice problems.
After the tutorial, the students' assignment will be to summarize the Pythagorean theorem and when they might use this in their own words as well as write down any of the problems that were tough for them during that tutorial. This is the homework section of this lesson.
The class time will consist of students getting into groups and reading their summary from the night before's tutorial for their group. As well as going over any of the challenging problems that they had from the tutorial together, so that they can practice as a group and go through those problems with each other. And then they will be practicing Pythagorean theorems by using different objects, like their shoes or pieces of string, wood, any materials from the class to make it fun and engaging. So they'll calculate that unknown side of their triangles that they make using right angles of different objects.
And then students will use some digital cameras to document and create a group poster to display in the classroom. So a really fun and engaging and an active learning lesson.
This lesson in particular uses those four pillars of flipped learning very well for the most part. For example, the F, remember, is that Flexible learning environment. And here, the teacher is using some different groupings where the students are using hands-on activities. And the classroom is not that very orderly, traditional, students sitting at a desk and working by themselves. But instead, they're using some group.
The learning culture shift here is really obvious as well. The students are, in both the homework and the class time, asked to take that ownership and responsibility for their learning. And the teacher does a great job of using intentional content in the tutorial.
Remember, it is a teacher-made tutorial. So that teacher really knows their students and is able to make a tutorial that is directed to that actual class, which is a 