Independent Learning TLC 2 - Fully Flipped Classrooms
In this TLC groups fed back on their trials of in-class flipping, sharing evidence and good practice in their triads... After an intensive flipping based warm up involving flipping pancakes, coins and a word based challenges.
The purpose of in-class flipping was to motivate students to learn independently, through engaging in a variety of different activities, without direct teacher input. Strategies employed included Learning Mats, QR codes and Task Tables, as well as the use of different support techniques to encourage students to look for answers themselves.
In TLC 2 the main focus was fully flipped learning environments. The group was introduced to the basic principles of the strategy and investigated the misconceptions surrounding flipped learning.
A range of resources were provided as the varying triads planned how they would utilise flipped learning with some of their classes, as was an outline lesson plan to guide in the elements expected within a fully flipped classroom. Interesting purpose-built equipment was shared, to illustrate the many ways in which the content of a lesson can be delivered, without the traditional methods of 'chalk and talk'.
The purpose of in-class flipping was to motivate students to learn independently, through engaging in a variety of different activities, without direct teacher input. Strategies employed included Learning Mats, QR codes and Task Tables, as well as the use of different support techniques to encourage students to look for answers themselves.In TLC 2 the main focus was fully flipped learning environments. The group was introduced to the basic principles of the strategy and investigated the misconceptions surrounding flipped learning.
A range of resources were provided as the varying triads planned how they would utilise flipped learning with some of their classes, as was an outline lesson plan to guide in the elements expected within a fully flipped classroom. Interesting purpose-built equipment was shared, to illustrate the many ways in which the content of a lesson can be delivered, without the traditional methods of 'chalk and talk'.
The session ended with the triads planning an Open Classroom schedule, where different members of the triads will visit one another for approximately 10 minutes to see flipped learning in action. It is hoped that in TLC3 the excellent practice occurring within the groups can be shared and celebrated.
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