Build Up Peer Instruction Based Flipped Classroom with Social Network

2018 ◽  
pp. 298-304 ◽  
Author(s):  
Ying Chen ◽  
Fei Lang ◽  
Zeguang Lu ◽  
Hui Shi
Keyword(s):  
Social Network ◽  
Flipped Classroom ◽  
Peer Instruction

Engaging and Empowering Dual Enrollment Students

2018 ◽  
pp. 1178-1196
Author(s):  
Grace O. Onodipe
Keyword(s):  
High School Students ◽  
Dual Enrollment ◽  
Flipped Classroom ◽  
Mobile Technologies ◽  
Peer Instruction ◽  
College Classroom ◽  
Classroom Response Systems ◽  
12Th Grade ◽  
Classroom Response ◽  
College Classes

This chapter discusses how 11th and 12th grade high school students taking college classes for credit, called dual enrollment students, are empowered and actively engaged when evolving mobile technologies such as socrative.com and remind.com are used in the college classroom. Classroom Response Systems, Peer Instruction, and the Flipped Classroom have all become widely known and growing instructional strategies used to promote active learning and enhance student engagement in the college classroom. Socrative.com is used as a Classroom Response System to provide students voice in the learning context. Peer instruction facilitated through the use of socrative.com allows for the engagement of learners and is shown to empower students in the classroom to engage in and control their own learning. Effective communication outside of class is necessary in a flipped classroom. Remind.com is used outside the classroom to enhance communication and to keep students on track with announcements and reminders.

scholarly journals P2P Platform for Peer Instruction in Flipped Classroom

2020 ◽  
Author(s):  
Yun Dai ◽  
Tianmeng Li ◽  
Ang Liu ◽  
Stephen Lu
Keyword(s):  
Flipped Classroom ◽  
Peer Instruction

scholarly journals My flipped classroom: what I did and how I did it

2015 ◽  
Author(s):  
Jan H. Jensen
Keyword(s):  
Problem Solving ◽  
Curriculum Design ◽  
Flipped Classroom ◽  
Peer Instruction ◽  
Technical Aspects ◽  
Video Lectures ◽  
Personal Experiences ◽  
At Home

In this chapter I describe my own personal experiences with the flipped classroom approach (e.g. lectures at home, problem solving in class) called peer instruction. I describe both the technical aspects such as making video lectures, practical aspects such how to get started, and pedagogical aspects such as curriculum design and how to write good peer instruction questions. Additional and updated material, including short tutorial videos and many additional links to extra material can be found at tinyurl.com/janstips.

Engaging and Empowering Dual Enrollment Students

2017 ◽  
pp. 167-192
Author(s):  
Grace O. Onodipe
Keyword(s):  
High School Students ◽  
Dual Enrollment ◽  
Flipped Classroom ◽  
Mobile Technologies ◽  
Peer Instruction ◽  
College Classroom ◽  
Classroom Response Systems ◽  
12Th Grade ◽  
Classroom Response ◽  
College Classes

This chapter discusses how 11th and 12th grade high school students taking college classes for credit, called dual enrollment students, are empowered and actively engaged when evolving mobile technologies such as socrative.com and remind.com are used in the college classroom. Classroom Response Systems, Peer Instruction, and the Flipped Classroom have all become widely known and growing instructional strategies used to promote active learning and enhance student engagement in the college classroom. Socrative.com is used as a Classroom Response System to provide students voice in the learning context. Peer instruction facilitated through the use of socrative.com allows for the engagement of learners and is shown to empower students in the classroom to engage in and control their own learning. Effective communication outside of class is necessary in a flipped classroom. Remind.com is used outside the classroom to enhance communication and to keep students on track with announcements and reminders.

The Peer Instruction Flipped Learning Model

2016 ◽  
pp. 285-307
Author(s):  
Troy Faulkner ◽  
Jennifer Green
Keyword(s):  
Learning Process ◽  
Flipped Classroom ◽  
Learning Model ◽  
Peer Instruction ◽  
Learning Approach ◽  
Flipped Learning ◽  
Group Discussions ◽  
Student Centered ◽  
Student Centered Learning ◽  
Traditional Lecture

Peer instruction flipped learning blends the concepts of flipped classroom and peer instruction in order to maximize the strengths of both techniques. Peer Instruction, a student-centered learning approach developed by Eric Mazur of Harvard University, engages students in the learning process through small group discussions. Flipped classroom, credited largely to Jon Bergmann and Aaron Sams, reverses the roles of traditional lecture and “homework” in order to maximize student learning. This chapter discusses the research on peer instruction and flipped learning, the details of implementing the peer instruction flipped learning model, and the benefits of using a peer instruction flipped learning model. This chapter also details one high school's experiences with these strategies.

scholarly journals My flipped classroom: what I did and how I did it

2015 ◽  
Author(s):  
Jan H. Jensen
Keyword(s):  
Problem Solving ◽  
Curriculum Design ◽  
Flipped Classroom ◽  
Peer Instruction ◽  
Technical Aspects ◽  
Video Lectures ◽  
Personal Experiences ◽  
At Home

In this chapter I describe my own personal experiences with the flipped classroom approach (e.g. lectures at home, problem solving in class) called peer instruction. I describe both the technical aspects such as making video lectures, practical aspects such how to get started, and pedagogical aspects such as curriculum design and how to write good peer instruction questions. Additional and updated material, including short tutorial videos and many additional links to extra material can be found at tinyurl.com/janstips.

scholarly journals Enhancing the performance of students in chemistry through flipped classroom with peer instruction teaching strategy

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Aprhodite Macale ◽  
Marivic Lacsamana ◽  
Maria Ana Quimbo ◽  
Edmund Centeno
Keyword(s):  
High School Students ◽  
Flipped Classroom ◽  
Teaching Strategy ◽  
Student Perception ◽  
Peer Instruction ◽  
Control Group ◽  
Public High School ◽  
School Students ◽  
Chemistry Achievement ◽  
Quasi Experimental

This study examines the implementation of flipped classroom with peer instruction teaching strategy to Grade 7 public high school students in Laguna, Philippines.  To analyze the effect of flipped classroom with peer instruction on Chemistry achievement, a two-group quasi-experimental pretest-posttest research design was used. In addition, student perception and participation were conducted using a post-implementation survey. In the flipped classroom with peer instruction, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology and YouTube videos as pre-class activities. The in-class activity was focused on answering concept questions through peer instruction. Findings show that the two groups of students significantly increased their Chemistry achievement after the implementation of the teaching strategies. However, the students in the flipped classroom with peer instruction had higher Chemistry achievement, high level of participation, and wide acceptance of the teaching strategy than the control group. With this teaching strategy, the students were able to complete their assigned tasks on time, show cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. On the contrary, students in the traditional classroom with peer instruction setup performed poorly on these aspects of classroom participation. 

scholarly journals Introdução da Flipped Classroom no ensino de enfermagem: Relato de uma aula sobre pensamento crítico-criativo

2018 ◽  
Vol 8 (4) ◽  
pp. 829
Author(s):  
Caroline Porcelis Vargas ◽  
Paola Da Silva Diaz ◽  
Jouhanna Do Carmo Menegaz ◽  
Vânia Marli Schubert Backes ◽  
Silvana Silveira Kempfer ◽  
...  
Keyword(s):  
Flipped Classroom ◽  
Problem Based Learning ◽  
Peer Instruction ◽  
Just In Time

Objetivo: relatar a experiência do uso da flipped classroom em um seminário de enfermagem sobre a temática do pensamento crítico-criativo na formação de enfermeiros pós-graduandos. Método: construção e desenvolvimento de um seminário que teve duração de quatro horas, e contou com a participação de dez professores e alunos da pós-graduação em enfermagem. Foram utilizados três metodologias de flipped classroom: Just in time teaching, Peer Instruction e o Problem Based Learning. Resultados: foi possível contribuir para maior participação e apropriação de conhecimento acerca do tema como uso da flipped classroom, proporcionando a experimentação e sensibilização de métodos em professores e alunos. Considerações finais: através desta experiência buscou-se incentivar a reflexão, uma vez que esses métodos de ensino colocam o aluno como o sujeito ativo na aprendizagem, fazendo com que busquem em suas vivências ou estudos respostas para questões feitas por ele mesmo ou por outros.

Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018

2019 ◽  
Author(s):  
Lena Wessel
Keyword(s):  
Blended Learning ◽  
Flipped Classroom ◽  
Peer Instruction

„Vielfalt, die verbindet“ ist ein Leitmotiv, welches das Hanse-Kolloquium zur Hochschuldidaktik der Mathematik 2018 in Essen gut beschreibt. Zu diesem kamen Akteure von Fachhochschulen und Universitäten mit fachmathematischer wie fachdidaktischer Perspektive vom 9. bis 10. November zusammen, um die Problematik des Übergangs von Schule zu Hochschule im Kontext mathematischer Studiengänge zu diskutieren. Der vorliegende Band bündelt die vielfältigen Projekte und Forschungsaktivitäten rund um den Übergang Schule–Hochschule und zeigt Innovationen innerhalb der mathematischen Hochschullehre gleichermaßen praxisorientiert wie theoretisch fundiert auf. Neben drei Hauptbeiträgen von Bärbel Barzel, Frode Rønning sowie Nimet Sarikaya und Peter Furlan umfasst der Band weitere 13 Sektionsbeiträge, welche u. a. die nebenstehenden Schwerpunkte fokussieren. • Heranführen von Studierenden an hochschulmathematische Denk- und Arbeitsweisen • Anpassung von Strukturen und Aufgaben für einen konstruktiven Übergang von Schule zu Hochschule • Bewährte Unterstützungsmaßnahmen für ein erfolgreiches Selbstlernen, z. B. in Form von Peer Instruction. • Etablierte Flipped-Classroom- und Blended-Learning-Formate • Messung vielfältiger Fähigkeitsprofile von Studierenden beim Eintritt in die Hochschule • Chancen der Digitalisierung nutzen: Lehren und Lernen mit digitalen Medien, z. B. mithilfe von Lernvideo oder durch dynamische Visualisierungen • Umgang mit zunehmender Heterogenität und unterschiedlichem Vorwissen auf Seite der Studierenden • Konzepte problembasierten Lernens in die Hochschullehre integrieren • Steigerung der Motivation von Studierenden • Umgang mit der doppelten Diskontinuität mathematischer Lehramtsstudiengänge

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