Cahier du LLL n° 1bis – 2020
The flipped Classroom is the right way forward – A practical guide to start a flipped classroom
Première édition
This short guide aims to answer some of the questions you may have about the flipped classroom and help you embrace the truly ground-breaking opportunities of this teaching method of the future. Lire la suite
Initially, the flipped classroom was described as "lectures at home and homework in class": technology was used to transfer the mainly theory-based part of a course out of the classroom to free up more time during the lesson to focus on applications, problems, case studies or projects. However, the concept was very quickly broadened by extending the range of non-classroom activities. Should we just expect students to passively watch videos suggested by the teacher? Or should be we asking them, individually or in groups, to prepare part of the course for the other students before class?
Of course, we want a method that is coherent, particularly in terms of time and space; it requires an important adjustment of the knowledge and skills targeted, the resources allocated to out-of-class activities and the learning activities and interactions inside and outside the classroom.
But how do you create the teaching aids and design the pre-class preparatory activities? How can you make the space/time encounter between students and with the teacher more active and meaningful? How can you use the flipped classroom concept to really add value in terms of quality of learning and sustainable skills? Lastly, how do you assess how the students are using these skills?
This short guide aims to answer some of the questions you may have about the flipped classroom and help you embrace the truly ground-breaking opportunities of this teaching method of the future.
Pour plus d'informations à propos de la TVA et d'autres moyens de paiement, consultez la rubrique "Paiement & TVA".
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Spécifications
- Éditeur
- Presses universitaires de Louvain
- Collection
- Cahiers du Louvain Learning Lab
- Langue
- anglais
- Catégorie (éditeur)
- Psychologie et éducation > Education et pédagogie
- BISAC Subject Heading
- EDU000000 EDUCATION
- BIC subject category (UK)
- JN Education
- Code publique Onix
- 05 Enseignement supérieur
- CLIL (Version 2013-2019 )
- 3144 Psychologie de l'apprentissage
- Date de première publication du titre
- 27 mai 2020
- Type d'ouvrage
- Numéro de revue
Livre broché
- Date de publication
- 27 mai 2020
- ISBN-13
- 978-2-87558-960-6
- Ampleur
- Nombre de pages de contenu principal : 44
- Dépôt Légal
- D/2020/9964/25 Louvain-la-Neuve, Belgique
- Code interne
- 100718
- Format
- 20 x 20 cm
- Poids
- 90 grammes
- Type de packaging
- Aucun emballage extérieur
- Prix
- 15,00 €
- ONIX XML
- Version 2.1, Version 3
- Date de publication
- 27 mai 2020
- ISBN-13
- 978-2-87558-961-3
- Ampleur
- Nombre de pages de contenu principal : 44
- Dépôt Légal
- D/2020/9964/25 Louvain-la-Neuve, Belgique
- Code interne
- 100718PDF
- ONIX XML
- Version 2.1, Version 3
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Sommaire
1. A brief introduction to the flipped classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2. From a few pionneers to a vast network . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
3. What you need to know before you begin . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
→ The four pillars of the flipped classroom: FLIP . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
4. Are my students ready? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
5. Set out the markers of a coherent scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
→ A flipped classroom scenario . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
6. Targeting learning outcomes (LOs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
→ How does my course fit into the programme? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
→ Complex cognitive skills and transferable skills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
7. Designing learning activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
7.1. Organising non-classroom activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
→ Choose, build and prepare the resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
→ Use open-source materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
→ Creating a resource: the toolkit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
→ Organising your resources: Web 2.0 tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
→ Sharing your output under a Creative Commons licence . . . . . . . . . . . . . . . . . . . . . . . . . 27
→ Never just upload the resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
→ Organising group work outside the classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
→ Regulating group work : the tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30
7.2. Livening up the lesson . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
→ Reach out to the students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32
→ Collaborative activities in the lecture theatre . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
→ Motivate your audience with an electronic voting system . . . . . . . . . . . . . . . . . . . . . . . . 35
→ Electronic voting technology: suitable for a wide range of teaching aids! . . . . . . . . . . . . 37
8. Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41
→ Four assessment methods for the flipped classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
In conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45