Outcomes from the Cork conference 31st of march to 1st of april 2014
Flip Classroom
Flip teaching' or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing.
In flip teaching, the students first study the topic by themselves, typically using video lessons prepared by the teacher or third parties. In class students apply the knowledge by solving problems and doing practical work. The teacher tutors the students when they become stuck, rather than imparting the initial lesson in person.
Flipped classrooms free class time for hands-on work. Students learn by doing and asking questions. Students can also help each other, a process that benefits both the advanced and less advanced learners.
Flipping also changes the allocation of teacher time. Traditionally, the teacher engages with the students who ask questions — but those who don’t ask tend to need the most attention.
Flip teaching' or a flipped classroom is a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework (assigned problems) is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing.
In flip teaching, the students first study the topic by themselves, typically using video lessons prepared by the teacher or third parties. In class students apply the knowledge by solving problems and doing practical work. The teacher tutors the students when they become stuck, rather than imparting the initial lesson in person.
Flipped classrooms free class time for hands-on work. Students learn by doing and asking questions. Students can also help each other, a process that benefits both the advanced and less advanced learners.
Flipping also changes the allocation of teacher time. Traditionally, the teacher engages with the students who ask questions — but those who don’t ask tend to need the most attention.
Self-Directed Learning
Self directed learning involves teachers scaffolding, mentoring and advising students to take initiative and responsibility for their own learning learning.
With guidance from teachers, self-directed learners select, manage and assess their own learning activities. This teaching methodology encourages independent learning and life-long learning. Students also become more aware of their preferential learning styles. Peer collaboration is key to creating self-directed learning environment.
This form of teaching requires skilful planning and organisation on the part of the teacher. It is important that the learning goals are not only clear to the students but that they are also achievable. The teacher must strike a balance between guiding a student towards these learning goals while at the same time allowing students to be independence in how they achieve these goals.
Positive outcomes of self-directed learning:
Self-directed learners are motivated, persistent, independent, self-disciplined, self-confident and goal oriented.
Self directed learning involves teachers scaffolding, mentoring and advising students to take initiative and responsibility for their own learning learning.
With guidance from teachers, self-directed learners select, manage and assess their own learning activities. This teaching methodology encourages independent learning and life-long learning. Students also become more aware of their preferential learning styles. Peer collaboration is key to creating self-directed learning environment.
This form of teaching requires skilful planning and organisation on the part of the teacher. It is important that the learning goals are not only clear to the students but that they are also achievable. The teacher must strike a balance between guiding a student towards these learning goals while at the same time allowing students to be independence in how they achieve these goals.
Positive outcomes of self-directed learning:
Self-directed learners are motivated, persistent, independent, self-disciplined, self-confident and goal oriented.
Learning Beyond The Classroom
This methodology was employed very successfully during the German mobility. We tried to introduce the students to an active dynamic classroom. While the background work was done in the school, we set off for Leipzig to allow the class to step outside into the real world.
In Leipzig we went for a tour of the Asisi Panometer. There we were able to view the wonderful tapestry of the” Battle of the Nations” 1813. In this beautiful location we learnt all about the rich history in the build up to the famous battle. It also allowed us to place key personalities around the time of the war.
When we eventually entered the panometer time seemed to stop. The tapestry which is 110 m long and 30m high is hung on the inside of the panometer. It depicts key stages in the battle and really portrays the destruction created by war.
The next day at school the students formed into their groups and worked on their presentations. Following this they presented their end products in the form of power points and other ICT presentations.
The benefits of taking the classroom outside into the real world should never be underestimated.
This methodology was employed very successfully during the German mobility. We tried to introduce the students to an active dynamic classroom. While the background work was done in the school, we set off for Leipzig to allow the class to step outside into the real world.
In Leipzig we went for a tour of the Asisi Panometer. There we were able to view the wonderful tapestry of the” Battle of the Nations” 1813. In this beautiful location we learnt all about the rich history in the build up to the famous battle. It also allowed us to place key personalities around the time of the war.
When we eventually entered the panometer time seemed to stop. The tapestry which is 110 m long and 30m high is hung on the inside of the panometer. It depicts key stages in the battle and really portrays the destruction created by war.
The next day at school the students formed into their groups and worked on their presentations. Following this they presented their end products in the form of power points and other ICT presentations.
The benefits of taking the classroom outside into the real world should never be underestimated.
Parents Approach
There is a view that the passive student in the traditional model experiences less involvement in the class. There is much research to suggest that for students from lower socioeconomic backgrounds, lessons are something that the teacher does to them. In fact research by Lubienski (2000) suggests that this is a major problem facing mathematics teaching. The whole area of real life mathematics is a huge problem.
Often students that are faced with everyday problems cannot use basic everyday mathematics to solve these situations. There is no effort to use the wonderful tool which is mathematics. Lubienski goes on to say that students from low socioeconomic situations would like short closed questions rather than problem solving or problems that involve contextualised understanding. This was a major concern when we started out on this project. Sometimes for students mathematics is about finding the answer that will satisfy the teacher not about how useful mathematics is.
In this project we endeavoured to break away from this form of thinking. We saw the value of the parental approach. Allowing parents to enter a school, those with skills in real life problems. Engineers, Construction specialists , Chemists and much more. A classroom like this cannot be created overnight. However through projects like this, one can encourage and create the atmosphere for change.
There is a view that the passive student in the traditional model experiences less involvement in the class. There is much research to suggest that for students from lower socioeconomic backgrounds, lessons are something that the teacher does to them. In fact research by Lubienski (2000) suggests that this is a major problem facing mathematics teaching. The whole area of real life mathematics is a huge problem.
Often students that are faced with everyday problems cannot use basic everyday mathematics to solve these situations. There is no effort to use the wonderful tool which is mathematics. Lubienski goes on to say that students from low socioeconomic situations would like short closed questions rather than problem solving or problems that involve contextualised understanding. This was a major concern when we started out on this project. Sometimes for students mathematics is about finding the answer that will satisfy the teacher not about how useful mathematics is.
In this project we endeavoured to break away from this form of thinking. We saw the value of the parental approach. Allowing parents to enter a school, those with skills in real life problems. Engineers, Construction specialists , Chemists and much more. A classroom like this cannot be created overnight. However through projects like this, one can encourage and create the atmosphere for change.
Cross Curricular Links
One of the features of successful schools is the ability of teachers to plan opportunities for students to apply the knowledge and skills learned in one subject to other subjects. This leads us to ask, ‘What is it that makes cross-curricular work a successful approach for teaching and learning?’ As has already been suggested, cross-curricular teaching and learning has strong links with the constructivist view of learning, as students work collaboratively and learn from their own direct experience. Adopting a cross-curricular approach to teaching and learning requires careful consideration of what we mean when we talk about ‘knowledge’. Is it possible to develop a good understanding of any given event or idea by simply being able to quote relevant facts or information? It is evident that learning facts or information is not the same as developing knowledge.
Individual subject disciplines only give a partial insight into a particular topic or problem. To enable them to fully understand the problem, students need to be encouraged to draw together insights from different subjects. Well planned cross-curricular work helps students make sense of their learning because knowledge and skills learned in one subject are used to reinforce and support learning in other subjects.
One of the features of successful schools is the ability of teachers to plan opportunities for students to apply the knowledge and skills learned in one subject to other subjects. This leads us to ask, ‘What is it that makes cross-curricular work a successful approach for teaching and learning?’ As has already been suggested, cross-curricular teaching and learning has strong links with the constructivist view of learning, as students work collaboratively and learn from their own direct experience. Adopting a cross-curricular approach to teaching and learning requires careful consideration of what we mean when we talk about ‘knowledge’. Is it possible to develop a good understanding of any given event or idea by simply being able to quote relevant facts or information? It is evident that learning facts or information is not the same as developing knowledge.
Individual subject disciplines only give a partial insight into a particular topic or problem. To enable them to fully understand the problem, students need to be encouraged to draw together insights from different subjects. Well planned cross-curricular work helps students make sense of their learning because knowledge and skills learned in one subject are used to reinforce and support learning in other subjects.
Students Views