A few people have asked me about what we did during our reading of the novel, so I decided to put together a blog post with some of our favorite activities. For our daily read aloud, I usually read for about 10 - 15 minutes a day.
Flipped Classroom The flipped classroom approach has been used for years in some disciplines, notably within the humanities. Barbara Walvoord and Virginia Johnson Anderson Concept paper for class activity the use of this approach in their book Effective Grading They propose a model in which students gain first-exposure learning prior to class and focus on the processing part of learning synthesizing, analyzing, problem-solving, etc.
To ensure that students do the preparation necessary for productive class time, Walvoord and Anderson propose an assignment-based model in which students produce work writing, problems, etc. Walvoord and Anderson describe examples of how this approach has been implemented in history, physics, and biology classes, suggesting its broad applicability.
Inverted Classroom Maureen Lage, Glenn Platt, and Michael Treglia described a similar approach as the inverted classroom, and reported its application in an introductory economics course in Lage, Platt, and Treglia initiated their experiment in response to the observation that the traditional lecture format is incompatible with some learning styles.
To help ensure student preparation for class, students were expected to complete worksheets that were periodically but randomly collected and graded. Class time was then spent on activities that encouraged students to process and apply economics principles, ranging from mini-lectures in response to student questions to economic experiments to small group discussions of application problems.
Both student and instructor response to the approach was positive, with instructors noting that students appeared more motivated than when the course was taught in a traditional format. Peer Instruction Eric Mazur and Catherine Crouch describe a modified form of the flipped classroom that they term peer instruction Like the approaches described by Walvoord and Anderson and Lage, Platt, and Treglia, the peer instruction PI model requires that students gain first exposure prior to class, and uses assignments in this case, quizzes to help ensure that students come to class prepared.
Class time is structured around alternating mini-lectures and conceptual questions. After discussion, students answer the conceptual question again. The instructor provides feedback, explaining the correct answer and following up with related questions if appropriate.
The cycle is then repeated with another topic, with each cycle typically taking minutes. Mazur and colleagues have published results suggesting that the PI method results in significant learning gains when compared to traditional instruction He found that students taught with interactive engagement methods exhibited learning gains almost two standard deviations higher than those observed in the traditional courses 0.
Assessment of classes taught by the PI method provides evidence of even greater learning gains, with students in PI courses exhibiting learning gains ranging from 0. Interestingly, two introductory physics classes taught by traditional methods during the assessment period at Harvard show much lower learning gains 0.
Carl Wieman and colleagues have also published evidence that flipping the classroom can produce significant learning gains Deslauriers et al. Wieman and colleagues compared two sections of a large-enrollment physics class. The classes were both taught via interactive lecture methods for the majority of the semester and showed no significant differences prior to the experiment.
Although class discussion was supported by targeted instructor feedback, no formal lecture was included in the experimental group. The control section was encouraged to read the same assignments prior to class and answered most of the same clicker questions for summative assessment but were not intentionally engaged in active learning exercises during class.
Although the authors did not address retention of the gains over time, this dramatic increase in student learning supports the use of the flipped classroom model.
Theoretical basis How People Learn, the seminal work from John Bransford, Ann Brown, and Rodney Cocking, reports three key findings about the science of learning, two of which help explain the success of the flipped classroom.
By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use.
What are the key elements of the flipped classroom? Provide an opportunity for students to gain first exposure prior to class.I introduced probability with a paper lunch bag and about 10 suckers in a variety of colours.
(Make sure you have encough suckersfor the whole class at the end of the lesson!) We counted the suckers as they went into the bag and noted how many of each color we had right on the board for all to see.
Cut it out in one piece and glue on to a stiffer paper or cardboard. Child can decorate and then teacher can cut the puzzle into pieces.
Have children use a magnifying class to observe the fingerprints and look for similarities and differences. Children's Books with Activities.
Collection by Teach Preschool, LLC. Follow. Crumpled paper art activity for kids inspired by the children's book, Ish. Super fun process art project for all ages.
Preschool activities to help kids explore the concept of "up," . college of arts, sciences and education department of political and social science parliamentary procedure (pog ) concept paper for class activity.