My Own book/Flipped Learning

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Read this narrative carefully:
Ms. Rochelle teaches Ancient History to students who are about 16 years old. This is the style she followed to teach them about the Egyptian Civilization. Prior to the class she was to engage, she created a blog that carried links to various sites on the Egyptian Civilization. She had a site that offered a virtual walk through the Pyramids, a couple of games that had information on the civilization and videos of the Nile Valley. Appropriate maps, pictures and documentaries were listed. The students were also given a set of instructions regarding what they were expected to learn. The class went through all that Ms Rochelle had put up on the blog. They left their comments giving their views on the Egyptian civilization. A few had some doubts and those were posted too. On the actual day when Ms Rochelle had her lecture scheduled, the class met face to face. The students shared what they had learned. A few shared some more information that they had gathered from other related sites. Some students had visited the library and got interesting information to share. Doubts posed on the blog were solved. The rest of the class time was used to create concept maps on the topic, write a note on what was learned and in a discussion where the students compared the Egyptian civilization with other civilizations they had studied previously.
Activities: The above pedagogy is ‘flipped learning’. To know more about flipped learning, surf through these links:

Check these videos
1. Find a learning partner and list the advantages and limitations of flipped learning
2. Read to see some criticisms against flipped learning.
3. What difficulties do you foresee if you were to use flipped learning in the class? What measures could be taken to overcome these difficulties?
4. Prepare a plan of action for conducting a flipped learning exercise for you class. Carry out the plan and note down your experiences.

And for some deeper learning try