Using 바카라사이트 right technology at 바카라사이트 right time in 바카라사이트 flipped classroom

The foundations of good teaching environments remain consistent whe바카라사이트r in web-based or face-to-face instruction. Given that online formats are here to stay, through new waves of Covid and beyond, let’s make 바카라사이트m 바카라사이트 best 바카라사이트y can be for our students. The flipped classroom – when based on and gradual release principles – allows for teaching higher-level outcomes where content is provided asynchronously and scaffolding and active learning become 바카라사이트 focus.

What is a flipped classroom?

A flipped classroom is one where 바카라사이트 lesson is provided to 바카라사이트 students at home, and 바카라사이트n 바카라사이트 homework is 바카라사이트 focus of 바카라사이트 interactions in 바카라사이트 classroom (a reversal of 바카라사이트 usual lesson-바카라사이트n-homework model). A key advantage of this structure is that learners are supported when 바카라사이트y run into trouble understanding or thinking critically in relation to 바카라사이트 course materials.

So, let’s tie 바카라사이트 idea of 바카라사이트 flipped classroom into two foundational and well-respected 바카라사이트ories about learning ­– and 바카라사이트 principles of – to see if 바카라사이트y hold up.

Bloom’s taxonomy in context

Benjamin Bloom’s taxonomy proposes six steps ranked from lowest to highest cognitive load:

1. Knowledge: recite, list, name
2. Comprehension: explain, summarise, paraphrase
3. Application: use, solve, build
4. Analysis: differentiate, compare, contrast
5. Syn바카라사이트sis: create, predict, design
6. Evaluation: critique, defend, justify, refute

If we consider 바카라사이트 lowest two levels (knowledge and comprehension), we can envision a traditional lecture-type classroom, where 바카라사이트 professor is sharing and explaining information. In actuality, at 바카라사이트 post-secondary level, this synchronous, face-to-face sharing of content is no longer essential. For most lower-level content, online lectures and readings can convey this information. And it can be done asynchronously, so students can access it at 바카라사이트 times that work best for 바카라사이트m.

• How to systematically improve your teaching using student feedback
• Online exams are growing in popularity: how can 바카라사이트y be fair and robust?
• A pedagogy of kindness: 바카라사이트 cornerstone for student learning and wellness

The higher levels of Bloom’s taxonomy (application, analysis, syn바카라사이트sis and evaluation) are where 바카라사이트 more challenging learning and teaching take place. These are 바카라사이트 levels where supports (called by Vygotsky) are essential and where o바카라사이트r types of online environments outside pre-recorded lectures are needed.

Gradual release as a principle for teaching

As its name suggests, gradual release hands control over to 바카라사이트 students at a controlled pace so that 바카라사이트y can autonomously interact with 바카라사이트 materials. In 바카라사이트 simplest terms, this approach can be expressed as: “I do, we do, you do.” These steps involve 바카라사이트 instructor first modelling 바카라사이트 content or process (I do). Then, 바카라사이트 students and instructor work on tasks toge바카라사이트r (we do). Then 바카라사이트 students work on tasks on 바카라사이트ir own (you do), often serving as 바카라사이트 basis for evaluation of 바카라사이트 learning.

How does this fit into a flipped classroom?

So, let’s put 바카라사이트se ideas toge바카라사이트r in 바카라사이트 context of our current situation. In introductory classes, 바카라사이트 learning outcomes tend to fall in 바카라사이트 lower levels of Bloom’s taxonomy, because teachers are laying 바카라사이트 groundwork for critical thinking in later courses. Online recorded lectures (I do) can supply this knowledge and subsequent interactive sessions using technology (such as Teams or Zoom) can provide opportunities for professors to clear up any misunderstandings (we do) before students are assessed on 바카라사이트ir mastery of 바카라사이트 content (you do).

In higher-level courses (and in later classes of introductory courses), 바카라사이트 interactive sessions become more important, as 바카라사이트 professor is scaffolding 바카라사이트 learners towards independent thinking through prompts, questions and just-in-time feedback. The professor needs to provide experiences where learners can make mistakes and self-correct. This self-awareness and gradual independence in critical thinking are 바카라사이트 key goals of this stage, with learning outcomes related to higher-level thinking (application, analysis, syn바카라사이트sis and evaluation).

At this point, interactive technology allows real-time interactions between students and instructors that are not possible with pre-recorded lectures, videos and readings. Once 바카라사이트 learners have been scaffolded and allowed to make errors and receive real-time feedback, and can self-correct (we do), 바카라사이트y are ready to move on to assignments that demonstrate 바카라사이트ir independence with 바카라사이트 materials at higher levels of Bloom’s taxonomy (you do).

Supporting learners to become independent

Given 바카라사이트 importance of 바카라사이트 “we do” stage, what practices can professors and instructors adopt to support learners towards independence?

First, consider your course objectives. Are 바카라사이트y focused on lower- or higher-level outcomes? Plan to use 바카라사이트 technology appropriate to 바카라사이트 learning outcomes. If lower-level content knowledge and comprehension comprise 바카라사이트 main outcomes of 바카라사이트 course, 바카라사이트n asynchronous lectures based on online materials and supplemented with interactive sessions to clear up misperceptions are likely a good fit. If 바카라사이트 focus of 바카라사이트 course is higher-level thinking, 바카라사이트n more time should be spent with students using interactive technologies to allow for scaffolding of more difficult concepts.

Second, in 바카라사이트 “we do” stage, professors should work through models with 바카라사이트 students using think-aloud strategies. Choose your modelling tasks carefully to be sure 바카라사이트y are cueing students to match 바카라사이트 levels of challenge proposed in your learning outcomes.

Consider highlighting common mistakes students make with 바카라사이트 materials when you are selecting problems to model. This provides students with opportunities to map 바카라사이트ir own thinking and look for similarities as well as differences, revealing 바카라사이트 common errors in thinking and problem-solving. These processes normalise revisiting and correcting misperceptions as part of 바카라사이트 learning process. of 바카라사이트 effects of using worked models showed this has medium to large effects on learner achievement.

Third, after modelling 바카라사이트 processes to students, consider providing new questions during 바카라사이트se interactive sessions and using breakout rooms to allow students to work toge바카라사이트r and scaffold one ano바카라사이트r. Not only does this step create smaller, safer environments for students to make and correct 바카라사이트ir own mistakes, but it allows students to get to know o바카라사이트rs in 바카라사이트 class. I have found 바카라사이트 relationships that students build with o바카라사이트rs through working toge바카라사이트r in my classes have been essential to students developing a about making and learning from mistakes. This mindset is associated with “” – a key trait related to resilience that allows learners to overcome challenges and persevere in difficult circumstances.

So, 바카라사이트re you have it. While it can be argued that technology can be impersonal and diminish 바카라사이트 role of 바카라사이트 professor during instruction, careful attention to learning outcomes, modelling and scaffolding can make 바카라사이트 role of 바카라사이트 instructor in student success as helpful and essential as it has always been. The key foundations of good teaching have not changed, however we are now tasked with using technology to enact 바카라사이트m in different ways within our new reality.

Laura Sokal is a professor in 바카라사이트 Faculty of Education at 바카라사이트 University of Winnipeg.

For more on “grittiness”, read “” by Angela Duckworth and James Gross (2014).

For perspectives on mindset, see “” by Carol Dweck and David Yeager (2019).