Post on 13-Dec-2014
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Student-Centric EducationDifferentiated Instruction & The Flipped Classroom
Top Hat MonocleWebinar Series October 3, 2012
Suzanne@tophatmonocle.com@tophatmonocle#edweb
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Text your responses to 315-636-0905 (in your text remember to include question ID).
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Student-Centric EducationDifferentiated Instruction & The Flipped Classroom
Presenters:
Suzanne HollowayTop Hat Monocle Community Manager
Jackie Gerstein, Ed.DAdjunct Professor at Boise State and Argosy Universities
“I don’t do teaching for a living, I live teaching as my doing, and technology has AMPLIFIED my passion for education.”
#edweb
Student-Centric Education“Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” -Plato
1. Differentiated Instruction2. The Flipped Classroom Model3. Google’s 20% Project
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Differentiated InstructionInstruction is adapted to meet the needs of each student based on unique learning profiles.
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Howard Gardner’s Theory of Multiple Intelligences (1983)
Why?
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According to Carol Ann Tomlinson, educators can vary at least four classroom elements to apply the differentiated instruction style
How?
1. Content
2. Process
3. Product
4. Environment
+ ongoing assessment
+ flexible grouping
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http://www.readingrockets.org/article/263/
The Flipped Classroom
A classroom model in which student comprehension is done at home, freeing up class time for increased teacher-student interaction and small group or individual work.
It’s NOT about the videos; it’s about the interactive environment and meaningful learning activities that take place in the classroom.
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Why?
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How?
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There is no silver bullet, but we consistently find that when used appropriately, technology can enable teachers to lead differentiated and interactive classrooms. When teachers have real-time data and a clear understanding of every child's needs, they can use their precious classroom time more effectively and flexibly. When students are learning at a pace and level appropriate to their individual needs, they are less likely to disengage or act up.
-Salman Khan, founder of Khan Academy
This year, our core biochemistry course at Stanford Medical School was redesigned following this model; rather than a standard lecture-based format, the instructors provided short online presentations. Class time was used for interactive discussions of clinical vignettes highlighting the biochemical bases of various diseases. The proportion of student course reviews that were positive increased substantially from the previous year. And the percentage of students who attended class shot up from about 30% to 80% — even though class attendance was optional
Lecture Halls without Lectures — A Proposal for Medical Education by Charles G. Prober
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Jackie Gerstein, Ed.D
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http://www.knewton.com/flipped-classroom/
http://www.youtube.com/watch?v=cXcCBuU3ytU
Problem-Solving Gameshttp://wilderdom.com/games/
http://www.teampedia.net/wiki/index.php?title=Main_Page
Science Experimentshttp://www.stevespanglerscience.com/experiments/
http://www.thenakedscientists.com/HTML/content/kitchenscience/
Experiential Mobile Learninghttp://community-building.weebly.com/
The Artshttp://artsedge.kennedy-center.org/educators/lessons.aspx?facet:GradeBandName=9-12&q#results
Online: Virtual Field Tripshttp://www.onlineuniversities.com/blog/2010/01/100-incredible-educational-virtual-tours-you-dont-want-to-miss/
Online Tours and Simulationshttp://www.google.com/earth/explore/showcase/
Online: Google Art Tourhttp://www.googleartproject.com/
http://www.youtube.com/education?category=University
http://www.apple.com/education/itunes-u/
http://gretelpatch.wordpress.com/
https://www.facebook.com/help/groups/groups-for-schools
Reflections on Facebook
https://www.facebook.com/pages/Broadview-Interpersonal-Relations-Course/
241152722603421
http://voicethread.com/?#u1025159.b1372964. i7281354
http://usergeneratededucation.wordpress.com/2012/08/30/meaning-making-promoting-deep-understanding-of-content
/
When students have multiple choices in ways to demonstrate their knowledge, the evidence of their learning is more accurate. We wanted the students to actually become the experts through the learning process. This assessment isn't just a fancy term for a presentation at the end of a unit. To actually engage in an authentic celebration is to witness a true display of student understanding.
New Horizonshttp://education.jhu.edu/newhorizons/strategies/topics/Assessment%20Alternatives/meyer_glock.htm
Example Celebration of Learning Projects http://www.flickr.com/photos/57763362@N05/sets/72157626916672828/show/
http://usergeneratededucation.wordpress.com/2011/11/20/flipped-classroom-full-picture-an-example-lesson
/
http://usergeneratededucation.wordpress.com/2012/05/15/flipped-classroom-the-full-picture-for-higher-education/
More Information
http://www.scoop.it/t/the-flipped-classroom
Google’s 20% Project
#edweb
20% of workweek is spent on projects and interest of interest to Google employees.
Katherine von Jan: “Pursue Passion: Demand Google’s 20% Time at School”“…the work outside of the expected, commissioned work produces the most creative, awesome discoveries, and some silly ones that are just fun by-products of the passion-driven journey. Commissioned work just delivers expected, rote outcomes.
What do we expect from students? It seems schools expect them to demonstrate what we already know -- recite dates and complete calculations that could be done on a computer -- rather then create new knowledge. Institutions fill our brains with what is known.”
AJ Juliani: @ajjuliani
EdTech Webinar Series
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Tuesday, November 6 Webinar on Mobile Learning
3pm PT, 6pm EST