Flipped Classrooms
https://flippedlearning.org/syndicated/designing-a-hybrid-in-class-flip/
What is a flipped Classroom?
In a flipped classroom, instead of the teacher explaining new ideas during class time and students doing practice or homework at home, it’s flipped around. Before coming to class, students watch videos or read materials that introduce new concepts or lessons. This can be done at their own pace, usually using online resources. They might also complete some activities or quizzes to check their understanding. Then, when students come to class, they work on applying what they learned. The teacher helps them with any questions or guides them through activities that reinforce the lessons. In this way, class time is used more for discussion, group work, and hands-on learning, rather than just listening to lectures. The idea is that by doing the learning part at home, students can move at their own pace and spend more time on things they find challenging. During class, they can get more personalized help from the teacher and engage in more interactive learning experiences.
How to flip a hybrid classroom?
To flip a hybrid classroom, consider the following key points:
Step 1 Planning the Lesson
Firstly, plan a sequenced in-class flip with both physical and digital station rotations. Each station should have specific instructions for individual tasks, and the teacher can use tools like Canva to create visual instructions for both physical and digital classrooms:
Step 2 Station Rotation Plan: Two types of station rotation plans were designed – physical and digital. The in-class flip should have specific tasks for individual completion. The instructions for each station should be visually designed using Canva and be shared in both physical and digital formats. The use technology effectively by incorporating apps for direct communication with students. This allows for real-time feedback on student work in stations. Each station can be equipped with a device connect ith another breakout room, the virtual participants have to move to. The Digital In-Class Flip can be created using Genial.ly, offering interactive image creation capabilities. The virtual classroom was designed to facilitate the station rotation process.
Step 3- Create an engaging atmosphere: Foster a conducive learning environment by engaging students with music playlists during station work. This not only will enhance the class atmosphere but also contribute to a pleasant learning experience for students. The use of Zoom for virtual connections enabled the sharing of audio for all students to hear the music, enhancing engagement during the lesson.
In general, teachers looking to create hybrid classroom flips should focus on designing sequenced station rotations, leveraging technology for communication and feedback, creating interactive digital learning experiences, and fostering a positive and engaging learning environment through music playlists. Additionally, considering scalability and time estimates for future lessons, as well as using tools like QR codes which can further enhance the effectiveness of the flipped classroom approach.
ACTIVITY:
Exercise Title: Hybrid Flipped Classroom for Digital Literacy
Objective:
To facilitate digital literacy skills development through a hybrid flipped classroom approach, integrating both offline and online learning experiences.
Step 1: Pre-Class Preparation
– Select digital literacy topics or concepts relevant to the curriculum.
– Curate or create online resources such as videos, articles, or interactive tutorials for students to engage with before class.
– Prepare activities or quizzes to assess students’ understanding of the pre-class materials.
– Communicate clear instructions and expectations to students regarding pre-class assignments and activities through the learning management system (LMS) or other communication channels.
Step 2: Pre-Class Engagement (Online)
– Assign students to watch the designated videos or read materials on digital literacy topics at their own pace before the scheduled class session.
– Encourage students to complete associated activities or quizzes to reinforce their understanding.
– Provide access to additional resources or support materials for students who may need extra assistance.
Step 3: In-Class Application (Hybrid)
– During the scheduled class session, facilitate application-based activities and discussions related to the pre-class materials.
– Divide students into small groups, both in-person and remote, to collaborate on hands-on exercises or projects that apply the concepts learned.
– Utilize technology tools such as breakout rooms in video conferencing platforms to facilitate group work and collaboration among both offline and online participants.
– Circulate among the groups, providing guidance, clarification, and feedback as needed to support student learning and engagement.
Step 4: Post-Class Reflection and Reinforcement
– Encourage students to reflect on their learning experiences and discuss insights gained from the in-class activities.
– Provide opportunities for students to share their reflections, questions, or challenges encountered during the application phase.
– Offer additional resources or extension activities for students interested in further exploring digital literacy topics covered in class.
Step 5: Continuous Feedback and Iteration
– Solicit feedback from students regarding their experiences with the hybrid flipped classroom model.
– Use student feedback to refine future iterations of the digital literacy curriculum and instructional approach.
– Continuously assess student progress and adapt teaching strategies to meet the evolving needs of the hybrid mixed offline-online classroom environment.
By following these steps, educators can effectively implement a hybrid flipped classroom approach to digital literacy education, fostering active learning, engagement, and skill development among students in both offline and online settings.