Teaching Poetry through Classroom Flipping among Prospective Teachers in a College of Education ? Action Research Report

2017 ◽  
Vol 3 (10) ◽  
Author(s):  
Dr. A. Joycilin Shermila
Keyword(s):  
Active Learning ◽  
Learning Community ◽  
Prospective Teachers ◽  
Flipped Classroom ◽  
New Technologies ◽  
Thinking Skills ◽  
College Of Education ◽  
Learning Technologies ◽  
Research Report ◽  
Digital Era

Times have changed and teachers have evolved. New technologies have opened up the classroom to the outside world. Teachers who were seen with textbooks and blackboard are now using varied technological tools to empower learners to publish works and engage learners with live audience in real contexts. In this digital era an ever-expanding array of powerful software has been made available. The flipped classroom is a shift from passive to active learning to focus on higher order thinking skills such as analysis, synthesis and evaluation. This model of teaching combines pedagogy and learning technologies. Significant learning happens through facilitating active learning through engaged learners. In this approach learning materials are provided through text, video, audio and multimedia. Students take responsibility of their learning. They work together applying course concepts with guidance from the instructor. This increased interaction helps to create a learning community that encourages them to build knowledge inside and outside the classroom.

Promoting Active Learning in Mathematics Teacher Education

2017 ◽  
pp. 269-284
Author(s):  
Rukiye Didem Taylan
Keyword(s):  
Teacher Education ◽  
Active Learning ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Mathematics Teacher ◽  
Professional Growth ◽  
Flipped Classroom ◽  
Teacher Educators ◽  
Mathematics Teacher Education ◽  
Pedagogical Content

Teacher educators have a responsibility to help prospective teachers in their professional growth. It is important that teacher educators not only teach prospective teachers about benefits of active learning in student learning, but that they also prepare future teachers in using pedagogical methods aligned with active learning principles. This manuscript provides examples of how mathematics teacher educators can promote prospective teachers' active learning and professional growth by bringing together the Flipped Classroom method with video content on teaching and learning as well as workplace learning opportunities in a pedagogy course. The professional learning of prospective teachers is framed according to the components of the Pedagogical Content Knowledge (Park & Olive, 2008; Shulman, 1986). Implications for future trends in teacher education are provided.

Lessons Learned From the Implementation of a Technology-Focused Professional Learning Community

2012 ◽  
pp. 535-550 ◽  
Author(s):  
D. Bruce Taylor ◽  
Richard Hartshorne ◽  
Sam Eneman ◽  
Patti Wilkins ◽  
Drew Polly
Keyword(s):  
Professional Development ◽  
Online Learning ◽  
Learning Community ◽  
Professional Learning Community ◽  
Professional Learning ◽  
Online Courses ◽  
College Of Education ◽  
Learning Technologies ◽  
Lessons Learned ◽  
Teaching Professional

In this chapter, “lessons learned” and best practices that have resulted from the implementation of technology-focused professional learning community in a College of Education, as well as recommendations for future implementations are addressed. The Technology & Teaching Professional Learning Community, which was created by faculty in the College of Education at UNC Charlotte, provided professional development to faculty engaged in teaching hybrid and online courses. This was one of several professional development efforts at UNC Charlotte, but one, the authors suggest, that created a safe and effective space for scaffolding instructors less familiar with online learning technologies and tools.

scholarly journals IUPS Physiology Education Workshop series in India: organizational mechanics, outcomes, and lessons

2020 ◽  
Vol 44 (4) ◽  
pp. 709-721
Author(s):  
Dinu S. Chandran ◽  
Suriya Prakash Muthukrishnan ◽  
Susan M. Barman ◽  
Liisa M. Peltonen ◽  
Sarmishtha Ghosh ◽  
...  
Keyword(s):  
Active Learning ◽  
Flipped Classroom ◽  
National Curriculum ◽  
Thinking Skills ◽  
Time Frame ◽  
Essential Elements ◽  
National Network ◽  
Instructional Processes ◽  
Education Workshop ◽  
Case Based Learning

Active learning promotes the capacity of problem solving and decision making among learners. Teachers who apply instructional processes toward active participation of learners help their students develop higher order thinking skills. Due to the recent paradigm shift toward adopting competency-based curricula in the education of healthcare professionals in India, there is an emergent need for physiology instructors to be trained in active-learning methodologies and to acquire abilities to promote these curriculum changes. To address these issues, a series of International Union of Physiological Sciences (IUPS) workshops on physiology education techniques in four apex centers in India was organized in November 2018 and November 2019. The “hands-on” workshops presented the methodologies of case-based learning, problem-based learning, and flipped classroom; the participants were teachers of basic sciences and human and veterinary medicine. The workshop series facilitated capacity building and creation of a national network of physiology instructors interested in promoting active-learning techniques. The workshops were followed by a brainstorming meeting held to assess the outcomes. The aim of this report is to provide a model for implementing a coordinated series of workshops to support national curriculum change and to identify the organizational elements essential for conducting an effective Physiology Education workshop. The essential elements include a highly motivated core organizing team, constant dialogue between core organizing and local organizing committees, a sufficient time frame for planning and execution of the event, and opportunities to engage students at host institutions in workshop activities.

scholarly journals Active Learning and Teacher Training: Lesson Study and Professional Learning Communities

2017 ◽  
Vol 8 ◽  
Author(s):  
Kyoko Ishii
Keyword(s):  
Teacher Training ◽  
Active Learning ◽  
Education Reform ◽  
Learning Community ◽  
Professional Learning Community ◽  
Teacher Development ◽  
Professional Learning ◽  
Prospective Teachers ◽  
Lesson Study ◽  
The University

Active learning is an innovation of teaching and learning and strongly connected to teacher education reform. A teacher’s role in a knowledge-based society is being shifted from a knowledge teller to a facilitator. It is diï¬cult to shift a teacher’s perspective from “how to teach” to “how students learn.” However, through a collaborative lesson study, teachers can discuss students’ learning in a classroom. The university can function as a facilitator to cultivate a professional learning community. This paper discusses the practice of active learning in teacher training at the University of Fukui in Japan. The faculty provides active learning for prospective teachers to engage collaboratively in scientific inquiry using physics by inquiry. Based on the viewpoint that teacher development is a continuous, lifelong process, and the teacher is a reï¬ective practitioner, teacher training should also be an active, lifelong endeavor. Moreover, the system and structure of the lesson study and collaborative reï¬ection promote a professional learning community. Both pre-service and in-service teachers develop pedagogical content knowledge through repeated practice and reï¬ection.

Technology and Teaching Philosophy

2011 ◽  
Vol 40 (2) ◽  
pp. 161-168 ◽  
Author(s):  
Paul C. King
Keyword(s):  
Online Learning ◽  
Learning Community ◽  
New Technologies ◽  
Learning Technologies ◽  
Reflective Teaching ◽  
First Year ◽  
Teaching Philosophy ◽  
Teaching Portfolio ◽  
Successful Approach ◽  
Technology And Teaching

This article discusses the challenges faced when integrating new technologies into the classroom. Viewing the experiences of teaching a first year learning community through the lens of the principles of the Reflective Teaching Portfolio, the author looks to answer the question: How should Technology relate to our Teaching Philosophy? While a proponent of testing and integrating new technologies into the classroom, the author also recognizes that we learn more from our mistakes than from our successes and that if a tool does not fit with our Teaching Philosophy, then we should not use it. This article provides an honest assessment of recent experiences integrating online learning technologies into the classroom and makes suggestions on how to develop a successful approach.

scholarly journals Starting with the Space: Integrating Learning Spaces and Technologies

2019 ◽  
Vol 8 (1) ◽  
pp. 17-32
Author(s):  
Gina Sanchez Gibau ◽  
Francia Kissel ◽  
Modupe Labode
Keyword(s):  
Learning Community ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
New Technologies ◽  
Learning Technologies ◽  
Learning Spaces ◽  
Museum Exhibits ◽  
Image Sharing ◽  
The Impact

Teaching introductory courses to college freshmen requires innovative pedagogies, which are often powered by new advanced technologies. In addition to the potential for increased student engagement promised by new technologies, instructors may also plan and deploy active learning strategies that first consider the physical spaces in which learning will take place. Effective pedagogies acknowledge both the impact that space has on student learning and the utility of both “low” and “high” technologies to facilitate such learning, merging the inherent power of each. The following case study provides the example of a themed learning community (TLC) as a vehicle through which instructors may maximize technologies and spaces to enhance the teaching and learning process. The case study highlights both the use of physical learning spaces (e.g., cutting-edge Mosaic classrooms; traditional classrooms; the off-campus settings of museums) and learning technologies (e.g., high technology tools such as image sharing software versus low tech white boards and paper-based pop-up museum exhibits) to illustrate the ways in which instructional teams collaborate to intentionally design meaningful learning experiences for their students.

Value, Strengths, and Challenges of e-Learning Modules Paired with the Flipped Classroom for Graduate Medical Education: A Survey from the National Neonatology Curriculum

2020 ◽  
Author(s):  
Megan M. Gray ◽  
Rita Dadiz ◽  
Susan Izatt ◽  
Maria Gillam-Krakauer ◽  
Melissa M. Carbajal ◽  
...  
Keyword(s):  
Learning Community ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Cross Sectional Study ◽  
Respiratory Physiology ◽  
Preparation Time ◽  
Perinatal Medicine ◽  
Cross Sectional ◽  
E Learning ◽  
Faculty Educators

Abstract Objective This study aimed to determine the value, strengths, and challenges of implementing an e-learning based flipped classroom (FC) educational modality as part of the standardized physiology National Neonatology Curriculum (NNC), created for neonatal-perinatal medicine (NPM) fellow learners and faculty educators. Study Design This is a cross-sectional study of NPM fellows and faculty educators who utilized at least one of the e-learning based NNC FC respiratory physiology programs between May and September 2018. Participants were surveyed anonymously regarding their experiences participating in the NNC, including measures of preparation time. A combination of descriptive statistics and proportion comparisons were used for data analysis. Results Among 172 respondents, the majority of fellow and faculty respondents reported positive attitudes toward the educational content and case discussions, and the majority supported national standardization of NPM physiology education (92%). Fellows reported greater preclass preparation for their FC compared with previous didactic lectures (30–60 vs. 0–15 minutes, p < 0.01). Faculty facilitators reported less preparation time before facilitating a FC compared with the time required for creating a new didactic lecture (median: 60 vs. 240 minutes, p < 0.01). Both fellows and faculty respondents preferred the FC approach to traditional didactics, with fellows showing a greater degree of preference than faculty (68 vs. 52%, respectively, p = 0.04). Conclusion Fellows and faculty educators supported the FC learning, reporting peer-to-peer learning, and the establishment of a learning community which promotes adult learning and critical thinking skills. A national physiology curriculum creates equitable and engaging educational experiences for all NPM fellows while reducing individual program burden of content creation. Our findings further supported the development of an NNC using a flipped classroom modality.

scholarly journals Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills

2018 ◽  
Vol 17 (3) ◽  
pp. ar39 ◽  
Author(s):  
Melanie L. Styers ◽  
Peter A. Van Zandt ◽  
Katherine L. Hayden
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Learning Strategies ◽  
Flipped Classroom ◽  
Model Building ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Targeted Interventions ◽  
Upper Level ◽  
The Impact

Although development of critical thinking skills has emerged as an important issue in undergraduate education, implementation of pedagogies targeting these skills across different science, technology, engineering, and mathematics disciplines has proved challenging. Our goal was to assess the impact of targeted interventions in 1) an introductory cell and molecular biology course, 2) an intermediate-level evolutionary ecology course, and 3) an upper-level biochemistry course. Each instructor used Web-based videos to flip some aspect of the course in order to implement active-learning exercises during class meetings. Activities included process-oriented guided-inquiry learning, model building, case studies, clicker-based think–pair–share strategies, and targeted critical thinking exercises. The proportion of time spent in active-learning activities relative to lecture varied among the courses, with increased active learning in intermediate/upper-level courses. Critical thinking was assessed via a pre/posttest design using the Critical Thinking Assessment Test. Students also assessed their own learning through a self-reported survey. Students in flipped courses exhibited gains in critical thinking, with the largest objective gains in intermediate and upper-level courses. Results from this study suggest that implementing active-learning strategies in the flipped classroom may benefit critical thinking and provide initial evidence suggesting that underrepresented and first-year students may experience a greater benefit.

scholarly journals Flipped classroom: A review of recent literature

2015 ◽  
Vol 7 (2) ◽  
pp. 142 ◽  
Author(s):  
Huseyin Uzunboylu ◽  
Damla Karagozlu
Keyword(s):  
Learning Styles ◽  
Classroom Environment ◽  
Flipped Classroom ◽  
New Technologies ◽  
Recent Literature ◽  
Careful Consideration ◽  
Learning Technologies ◽  
Inverted Classroom ◽  
Flipped Classrooms ◽  
Made In

The use of learning technologies, especially multimedia provide varied facilities for students’ learning that are not possible with other media. Pedagogical literature has proved that individuals have different learning styles. Flipped classroom is a pedagogical approach which means that activities that have traditionally taken place inside the classroom take place outside the classroom and vice versa. The flipped classroom environment ensures that students become more active participants compared with in the traditional classroom. The purpose of this paper is to fulfil the needs regarding the review of recent literature on the use of the flipped classroom approach in education. The contribution of the flipped classroom to education is discussed in relation to the changes in students' and instructors' role. Subsequently, flipped classroom applications in various disciplines of education are illustrated. The recommendations made in the literature for design specifications that integrate flipped classrooms with technology are discussed. The paper concludes that a careful consideration of the warnings and recommendations made in the literature can help to produce effective flipped classroom environments and also this paper attempts to inform those who are thinking of using new technologies and approaches to deliver courses. Keywords: flipped classroom, inverted classroom, blended learning, active learning.

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