Albert Einstein once said, “Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid.” Traditional learning techniques in the U.S. are “one size fits all” and cater to a very limited number of students and it leaves many students in the dust, which is outlined by Einstein’s quote. A more intelligent and student-oriented approach to teaching classrooms is flipped learning; which “in this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class” (Bergmann 5). Flipped learning is superior to traditional learning in its ability to cater to the student and allow teachers to maximize time in the classroom to work personally with the students. The flipped learning method allows for the students, rather than the teacher, to lead, which allows the students to learn at their own pace (Thiele). In this method, the teacher provides the materials, tools and constant support and the students set their own goals and manage their own time (Thiele). This allows for the teacher to personalize the lesson for each unique student and the student becomes an active participant in their schooling experience rather than a lazy, incompetent spectator who watches the teacher as they perform as the sage on the stage. Additionally with this method, students have to overcome hurdles and keep going with each lesson until they understand the material (Thiele). With this rule, students are unable to turn in dissatisfactory work and shy students who may not have the nerve to speak up and ask questions in class can rewatch the online videos over and over again at home until they understand the lesson. Lastly, students d... ... middle of paper ... ... Census.gov. U.S. CENSUS BUREAU, May 2013. Web. 19 Nov. 2013. "Flipped Classroom - The Results." Statistics about Flipped Classroom on SOPHIA. Sophia, May 2013. Web. 21 Nov. 2013. Hertz, Mary Beth. "The Flipped Classroom: Pro and Con." Edutopia.org. Edutopia, 10 July 2012. Web. 19 Nov. 2013. Rosenberg, Tina. "When Schools Do Flips." New York Times 9 Oct. 2013: 12(L).Opposing Viewpoints in Context. Web. 21 Nov. 2013. Thiele, Hank. "Blended and flipped learning: teachers have begun to more commonly reach for digital resources when building, implementing, and engaging students in classroom experiences. As a result there is an opportunity to reconsider and perhaps reshape the structure of time, communication, collaboration, expectations, and the physical space of the classroom." Technology & Learning Sept. 2013: 44.Student Resources in Context. Web. 21 Nov. 2013
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A majority of the research regarding the effectiveness of blended learning environments has taken place at the post-secondary level, usually in a graduate setting. This implies that the research is mostly dealing with experienced and motivated adult learners. A study conducted by the Department of Education, found that very little research has been conducted on the effectiveness of blended learning environments in a K-12 environment (Means, Toyama, Murphy, Bakia & Jones, 2010). The lack of research and support behind these radical changes may cause many stakeholders within the BCPS system to lose faith in the positive effects of educational technology on student achievement.
...o, Regina F. and Alberto M. Bento. "Using the Web to extend and support classroom learning." College Student Journal 34.4 Dec. 2000: 603-8.
Kohn, Alfie. "The Real Threat to American Schools." Tikkun. March/April 2001: 25+. SIRS Issues Researcher. Web. 18 Nov 2014.
Pritchard, A. (2008). Ways of learning: Learning theories and learning styles in the classroom. New York, NY: Taylor & Francis e-Library.
Learning styles is one of the ways schools have changed over the past couple of years in regards to diversity. The varieties of learning styles of students have become more aware to educators. There are three main learning styles; visual learning, kinesthetic learning, and auditory learning. Visual learners take up about half of student learners using textbooks, charts, course outlines, and graphs are useful instructional aides (Sadker, p. 47). Kinesthetic learning is also known as tactile learning. These students learn by hands on learning. Planning for student to have movement in class will help these learners. Our last learning style is the less of the three called auditory learning. These students learn best by hearing; they can remember the details of conversations and lectures and many have strong language skills (Sadker, p. 47). By providing a time for these students to recite the lesson themselves can support this form of learning. To be an effective teacher for all the learning style diversities means being able to be flexible and incorporate a variety of teaching techniques.
With this claim, it has been proven that both of the learning styles need to be demonstrated well for full utilization of information. This will, therefore, contribute greatly to the student’s grades and hence in the student’s overall success in college.
Hawk, T. F., & Shah, A. J. (2007). Using learning style instruments to enhance student learning. Decision Sciences Journal of Innovative Education, 5(1), 1-19.
Flipped learning involves leveraging e-learning technologies to provide students with content prior to the lesson so that in the group context more time can be spent in group activities (Johnson and Renner, 2012). This promotes a collaborative learning environment in the classroom (Jarvela, Volet and Jarvenoja, 2010, Stahl, 2012). The aim of flipped learning is to develop an active learning environment within the classroom without sacrificing the coverage of content (Strayer, 2007). The impact is to develop in the student active learning, social learning and creative learning skills (Miltbrandt, 2004).
University, South. "South University Online Student Blog." How Students Benefit from Learning with Ebooks. Southuniversity.edu, 6 Mar. 2010. Web. 10 Mar. 2014.
Ash, Katie. Competency-Based Schools Embrace Digital Learning. Education Week, 15 Oct. 2012. Web. 18 Jan. 2014.
Vaughan, Norman. "Perspectives on Blended Learning in Higher Education." International Journal on ELearning 6.1 (2007): 81-94. ProQuest Research Library. Web. 25 Apr. 2012
“A learning style is a way of learning and refers to the way that you learn new information” (2). Most people have one preferred learning style and perform to a lesser standard when learning in a different style than what they’re used to. Nowadays, children are told to take a quiz in school to determine what their preferred learning style is, but after a few years, not many of these children remember what their preferred learning style is, or even if they do, they don’t apply it to their learning.
Today I used a variety of instructional delivery methods to ensure that my students were able to accomplish the learning targets. Having different modes of instruction (direct instruction, individual writing, pair-share, small group discussion, large group discussion, etc.) allows students to demonstrate learning in a variety of ways. If students do not master a key skill, it also provides students to relearn, rework, and rethink key concepts. This type of instructional design also encourages engagement as it appeals to multiple learning styles and builds in time for me to interact with students in multiple ways (including one-on-one) (IE: Chloe can be quieter. I was able to touch base her to make sure that she understood the abstract vs. concrete exercise). Using multiple instructional delivery methods also provides me with opportunities to personally motivate students to be active in their learning (IE: Emily is very creative and likes small group work. IE: Taylor likes politics and would grasp the global climate change example IE: Big Mike works best when he has time to think individually before responding to a group. A notes handout helps him process key ideas before feeling pressured to apply them. IE: Several students enjoy speaking in large groups. Asking for examples and group participation appeals to the sense of camaraderie in the class).
The most successful teaching begins with clarity about important learning outcomes and about the evidence that will show that learning has occurred (Marzano, 2010, p. 74)