Models+of+The+Flipped+Classroom

====**The **Flipped Classroom : Students can have a good motivation about their study. ====

// This classroom, //

 * ==== Establishe dialogue and idea exchange between students, educators, and subject matter experts regardless of locations. ====
 * ====Lectures become homework and class time is used for collaborative student work, experiential exercises, debate, and lab work. ====
 * ====Extends access to scarce resources, such as specialized teachers and courses, to more students, allowing them to learn from the best sources and maintain access to challenging curriculum. ====
 * ====Enables students to access courses at higher-level institutions, allowing them to progress at their own pace. ====
 * ====Prepares students for a future as global citizens. Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences. ====
 * ====Allows students with multiple learning styles and abilities to learn at their own pace and through traditional models. ====

//**1. Experiential Engament : The Activity **//
====The cycle often begins with an experiential exercise. This is an authentic, often hands-on learning activity that fully engages the student. It is a concrete experience that calls for attention by most, if not all, the senses. According to McCarthy, learning activities are designed that are immersive. Learners “experience the now.” They become hooked through personal connection to the experience and desire to create meaning for and about that experience (ala constructivist learning). Students become interested in the topic because of the experience. They have a desire to learn more. This is in line with John Dewey’s thinking regarding experience and education. ==== ====//"The nature of experiences is of fundamental importance and concern in education and training//. //People learn experientially.// //It is the teachers' reaponsiblity to structure and organize a series of experiences.....// " //by John Dewey// ====

 ex) Examples of //Experiential Engagement// : Experiental Learning Activities, Science Experiements, Simulations, Games and use of the Arts.
==== //Setting:// These activities are designed for in-class time and often occur in a group setting. In a blended course, these are synchronous activities conducted during face-to-face instructional time. In online course, students could be asked to go to a community event, museum,. . or the creative educator could provide some type of hands-on activity or simulation for students to complete during a real-time synchronous webinar session via Adobe Connect, Elluminate or through a 3D Learning experience like Quest Altantis. ====

//**2. Conceptual Connections **//
====Learners are exposed to and learn concepts touched upon during Experiential Engagement. They explore what the experts have to say about the topic. Information is presented via video lecture, content-rich websites and simulations like PHET or online text/readings. In the case of the flipped classroom as it is being currently discussed, this is the time in the learning cycle when learners view content-rich videos. ex) Khan Academy, Neo K-12, Teacher Tube, or other video services ====

<span style="font-family: Verdana,Geneva,sans-serif;">Obviously, in a face-to-face setting, students can bring their questions into the real time environment.
====<span style="font-family: Verdana,Geneva,sans-serif;"> //Setting:// These materials are used by the learners in their own setting on their own time. In other words, students have the opportunity to access and interact with these materials in a personalized manner. They can view them in a learning setting that works for them (music, lighting, furniture, time of day) and can view/review information that they find particularly interesting or do not understand. It is asynchronous learning and as such permits the learner to differentiate learning for him/herself. ==== ====<span style="font-family: Verdana,Geneva,sans-serif;"> ====

//**<span style="font-family: Verdana,Geneva,sans-serif;">3. Meaning Making :The So What **//
====<span style="font-family: Verdana,Geneva,sans-serif;">Learners reflect on their understanding of what was discovered during the previous phases. It is a phase of deep reflection on what was experienced during the first phase and what was learned via the experts during the second phase. Learners can articulate and construct their understanding of the content or topic being covered through written blogs or verbal-based audio or video recordings. Within the standard school system, this would be the phase when students are tested about their understanding of the content. ==== ====<span style="font-family: Verdana,Geneva,sans-serif;"> //Setting:// If possible, learners should be given the opportunity to reflect upon and make meaning of the content-related concepts within their own time schedule. . . both at a time when they feel ready to do so and taking the time they personally need for producing self-satisfactory work. ====

<span style="font-family: Verdana,Geneva,sans-serif;">//Demonstration and Application: The Now What//
====<span style="font-family: Verdana,Geneva,sans-serif;"> ====

//**<span style="font-family: Verdana,Geneva,sans-serif;">4. Demonstration and Application: The Now What **//
====<span style="font-family: Verdana,Geneva,sans-serif;">During this phase, learners get to demonstrate what they learned and apply the material in a way that makes sense to them. This goes beyond reflection and personal understanding in that learners have to create something that is individualized and extends beyond the lesson with applicability to the learners’ everyday lives. ==== ====<span style="font-family: Verdana,Geneva,sans-serif;"> //Setting:// This phase of the cycle is best when it occurs in a a face-to-face, group setting within the classroom. The reasons for recommending this type of synchronous learning are (1) the educator can guide the learner to the types of projects and tools best suited for him/her, ====

<span style="font-family: Verdana,Geneva,sans-serif;">(2) an audience of peers and mentors increases motivation and provides opportunities for feedback.
====<span style="font-family: Verdana,Geneva,sans-serif;">Obviously, in an online course, students can work on their projects and present them to peers/educators during a synchronous, interactive online forum. ==== ====<span style="font-family: Verdana,Geneva,sans-serif;"> ====

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