Flipped Learning A Guide for Higher Education Faculty
Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time during class for the activities where students typically need the most help, such as...
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| Médium: | E-kniha Kniha |
| Jazyk: | English |
| Vydavateľské údaje: |
Sterling, Va
Routledge
2017
Stylus Pub Taylor & Francis Group |
| Vydanie: | 1 |
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| ISBN: | 162036431X, 9781620364314, 9781620364321, 1620364328 |
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| Abstract | Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time during class for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it. While flipped learning has generated a great deal of excitement, given the evidence demonstrating its potential to transform students' learning, engagement and metacognitive skills, there has up to now been no comprehensive guide to using this teaching approach in higher education. Robert Talbert, who has close to a decade's experience using flipped learning for majors in his discipline, in general education courses, in large and small sections, as well as online courses - and is a frequent workshop presenter and speaker on the topic - offers faculty a practical, step-by-step, "how-to" to this powerful teaching method. He addresses readers who want to explore this approach to teaching, those who have recently embarked on it, as well as experienced practitioners, balancing an account of research on flipped learning and its theoretical bases, with course design concepts to guide them set up courses to use flipped learning effectively, tips and case studies of actual classes across various disciplines, and practical considerations such as obtaining buy-in from students, and getting students to do the pre-class activities. This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more self-regulated as learners, work harder and smarter during class time, and engage positively with course material. As a teaching method, flipped learning becomes demonstrably more powerful when adopted across departments. It is an idea that offers the promise of transforming teaching in higher education. |
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| AbstractList | Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new concepts and material prior to class, thus freeing up time during class for the activities where students typically need the most help, such as applications of the basic material and engaging in deeper discussions and creative work with it.While flipped learning has generated a great deal of excitement, given the evidence demonstrating its potential to transform students' learning, engagement and metacognitive skills, there has up to now been no comprehensive guide to using this teaching approach in higher education.Robert Talbert, who has close to a decade's experience using flipped learning for majors in his discipline, in general education courses, in large and small sections, as well as online courses - and is a frequent workshop presenter and speaker on the topic - offers faculty a practical, step-by-step, "how-to" to this powerful teaching method.He addresses readers who want to explore this approach to teaching, those who have recently embarked on it, as well as experienced practitioners, balancing an account of research on flipped learning and its theoretical bases, with course design concepts to guide them set up courses to use flipped learning effectively, tips and case studies of actual classes across various disciplines, and practical considerations such as obtaining buy-in from students, and getting students to do the pre-class activities.This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more self-regulated as learners, work harder and smarter during class time, and engage positively with course material. As a teaching method, flipped learning becomes demonstrably more powerful when adopted across departments. It is an idea that offers the promise of transforming teaching in higher education. This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more self-regulated as learners, work harder and smarter during class time, and engage positively with course material. |
| Author | Talbert, Robert |
| Author_xml | – sequence: 1 givenname: Robert surname: Talbert fullname: Talbert, Robert |
| BackLink | https://cir.nii.ac.jp/crid/1130282272855700736$$DView record in CiNii |
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| Copyright | Copyright © 2017 by Taylor & Francis Group |
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| Discipline | Education |
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| Keywords | Model Adapts Flipped Learning Living and Working |
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| Notes | Includes bibliographical references (p. 219-226) and index |
| OCLC | 986107076 |
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| PageCount | 266 |
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| PublicationDate | 2017 2023-07-03 |
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| PublicationPlace | Sterling, Va |
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| PublicationYear | 2017 2023 |
| Publisher | Routledge Stylus Pub Taylor & Francis Group |
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| Snippet | Flipped learning is an approach to the design and instruction of classes through which, with appropriate guidance, students gain their first exposure to new... This book is for anyone seeking ways to get students to better learn the content of their course, take more responsibility for their work, become more... |
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| SubjectTerms | Education, Higher Flipped classrooms |
| Subtitle | A Guide for Higher Education Faculty |
| TableOfContents | Questions and Answers About Step 2 -- Step 3: Outline the Group Space Activity -- Carrying Out Step 3 -- Questions and Answers About Step 3 -- Step 4: Split Up the List of Learning Objectives -- Carrying Out Step 4 -- Questions and Answers About Step 4 -- What'S Next? -- 6. Designing Flipped Learning Experiences, Part 2: Designing Effective Activities -- Step 5: Finish the Design of the Group Space Activity -- The Structure Of Group Space -- Carrying Out Step 5 -- Questions and Answers About Step 5 -- Step 6: Design and Construct the Individual Space Activity, Using the Guided Practice Model -- Carrying Out Step 6 -- Questions and Answers About Step 6 -- Step 7: Design and Construct Any Post-Group Space Activities -- Carrying Out Step 7 -- Questions and Answers About Step 7 -- Summing Up -- Part Three: Teaching and Learning in a Flipped Learning Environment -- 7. Variations on a Theme -- Flipped Learning in Online and Hybrid Courses -- Hybrid Courses -- Online Courses -- Flipped Learning in a Low-Tech Setting -- "Partially Flipped" Course Design -- What's Next -- 8. Living and Working with Flipped Learning -- What Is the Ideal Outcome of a Flipped Learning Environment? -- Common Issues for Students With Flipped Learning -- Issue 1: "You'Re Not Teaching the Class" -- Issue 2: "I'm Having to Teach Myself the Subject" -- Issue 3: "I Learn Best When I Am Lectured To" -- Issue 4: "It Takes Too Much Time Outside of Class" -- Issue 5: "I Don't Have a Way to Ask Questions Before Class" -- How to Handle the Nonideal -- Advice for the Nontenured -- Managing time and Work -- Flipped Learning and the Rest of Your Career: Scholarship -- Flipped Learning and the Rest of Your Career: Service -- In Brief -- Appendix: Glossary of Techniques and Tools -- References -- Index Cover -- Half Title -- Title -- Copyright -- Dedication -- Contents -- Foreword -- Preface -- What This Book Is About -- Productive Failure -- The Audience for and Structure of This Book -- Acknowledgments -- Part One: What is Flipped Learning? -- 1. What is Flipped Learning, and Why Use It? -- The Traditional Model -- A Definition of Flipped Learning (First Attempt) -- Time and Space -- Direct Instruction and Active Learning -- A Definition of Flipped Learning (Second Attempt) -- A Definition of Flipped Learning (Third Attempt) -- Why Instructors Choose to Use Flipped Learning -- 2. The History and Theory of Flipped Learning -- A Short History of Flipped Learning -- Finding the Origins of Flipped Learning -- Harvard University: Eric Mazur and Peer Instruction -- Cedarville University: J. Wesley Baker and the Classroom Flip -- Miami University: Lage, Platt, And Treglia'S Inverted Classroom -- Interlude: Connections Among the Origins -- Secondary Education: Bergmann and Sams and the Flipped Classroom -- Flipped Learning in Higher Education Since 2000 -- What Does the Research Tell Us About Flipped Learning? -- Theoretical Frameworks That Support Flipped Learning Practice and Research -- Self-Determination Theory -- Cognitive Load Theory -- A Third Framework: Self-Regulated Learning -- Looking Ahead -- 3. Models of Flipped Learning -- Case Study: Calculus -- What Is The Context Of The Course? -- Why Was Flipped Learning Used in This Course? -- What Do Students Do in the Course? What Does the Instructor Do? -- Why Is This Flipped Learning? -- What Are The Benefi Ts To The Students? -- Case Study: Communicating in Mathematics -- What Is The Context of The Course? -- Why Was Flipped Learning Used in This Course? -- What Do Students Do in the Course? What Does the Instructor Do? -- Why Is This Flipped Learning? What Are The Benefi Ts To The Students? -- Case Study: Mathematical Biology -- What Is The Context Of The Course? -- Why Was Flipped Learning Used in This Course? -- What Do Students Do in the Course? What Does the Instructor Do? -- Why Is This Flipped Learning? -- What Are The Benefi Ts To The Students? -- Case Study: Flipped Learning in Business-Related Courses -- What Is The Context of The Course? -- Why Was Flipped Learning Used in This Course? -- What Do Students Do in the Course? What Does the Instructor Do? -- Why Is This Flipped Learning? -- What Are the Benefits to the Students? -- Case Study: Flipped Learning in Online and Hybrid Education Courses -- What Is the Context of the Course? -- Why Was Flipped Learning Used in This Course? -- What Do Students Do in the Course? What Does the Instructor Do? -- Why Is This Flipped Learning? -- What Are the Benefits to the Students? -- Case Study: Flipped Learning in Engineering Courses in Sweden -- What Is the Context of the Course? -- Why Was Flipped Learning Used in This Course? -- What Do Students Do in the Course? What Does the Instructor Do? -- Why Is This Flipped Learning? -- What Are the Benefits to the Students? -- Part Two: Flipped Learning Design -- 4. Designing a Course around Flipped Learning -- Course Design in General and Why It Matters -- Wiggins/McTighe and Backward Design -- Dee Fink'S Design For Signifi Cant Learning -- Fink'S Model -- How the Significant Learning Model Adapts to Flipped Learning -- Seven Steps to Flipped Learning Design: An Overview -- 5. Designing Flipped Learning Experiences, Part 1: Building the Framework for a Lesson -- The Centrality of Learning Objectives -- Step 1: Determine the Learning Objectives for the Lesson -- Carrying Out Step 1 -- Questions and Answers About Step 1 -- Step 2: Put the Learning Objectives in Order of Complexity -- Carrying Out Step 2 |
| Title | Flipped Learning |
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