{"id":14754,"date":"2022-02-02T10:14:00","date_gmt":"2022-02-02T10:14:00","guid":{"rendered":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/?p=14754"},"modified":"2022-02-02T10:14:00","modified_gmt":"2022-02-02T10:14:00","slug":"flipped-learning","status":"publish","type":"post","link":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/2022\/02\/02\/flipped-learning\/","title":{"rendered":"Flipped Learning"},"content":{"rendered":"<h2>Planning for flipped learning<\/h2>\n<ol>\n<li>Plan<br \/>\nFigure out which lesson, or series of lessons in particular you want to flip.<br \/>\nOutline the key learning outcomes and concepts.<\/li>\n<li>Record<br \/>\nMake a video. Try to ensure that the video content utilises techniques to <a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/learning-and-teaching-online\/video\/\">reduce cognitive load<\/a> such as <a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/learning-and-teaching-online\/dual-coding\/\">dual coding<\/a>, particularly if you are recording a presentation.<\/li>\n<li>Independent Learning Activity<br \/>\nConsider a short learning activity that accompanies the video.\u00a0 For example, you may wish to<\/p>\n<ul>\n<li>create a <a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/learning-and-teaching-online\/diagnostic-question-design\/\">diagnostic quiz<\/a> that will allow you to see how well the learners have understood the content\/identify any misconceptions<\/li>\n<li>visualise the video content as a concept map or infographic and add to a OneNote page<\/li>\n<li>create a set of flash cards about the topic<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n<p>4. In Class<br \/>\nIn class, you can spend more time engaging learners in higher order thinking tasks, practical activities, groups work.<\/p>\n<p>You can use the learner evidence from the independent learning activity to facilitate discussion and debate, or tackle misconceptions.<\/p>\n<p>Some other strategies that can be used in in-class activities, either in person or online include:<\/p>\n<ul>\n<li><strong>Active learning<\/strong><br \/>\nAllow students to apply concepts in class where they can ask peers or instructors for feedback and clarification.<br \/>\nThere are a variety of <a href=\"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/digilearn\/learning-and-teaching-online\/ideas-to-improve-engage-learners\/\">digital tools<\/a> that you may find useful for in class, or remote use.<\/li>\n<li><strong>Concept Testing.<\/strong><br \/>\nStudents can explain their understanding to each other by explaining concepts and misconceptions or working on small problems.<\/li>\n<li><strong>Collaborative learning.<\/strong><br \/>\nCollaborative learning activities could increase student engagement, enhance student understanding, and promote collective intelligence.Multi-authoring features of cloud based productivity suites such as Office365 and Gsuite allow learners to work together on the same documents in real time.<\/p>\n<p>in a virtual live environment, tools such as Jamboard in Google Classroom, Whiteboard in Teams or the collaboration space in Class Notebook can all be used for lcollaboration<\/li>\n<\/ul>\n","protected":false},"excerpt":{"rendered":"<p>Planning for flipped learning Plan Figure out which lesson, or series of lessons in particular you want to flip. Outline the key learning outcomes and concepts. Record Make a video. Try to ensure that the video content utilises techniques to reduce cognitive load such as dual coding, particularly if you are recording a presentation. Independent &hellip;<\/p>\n","protected":false},"author":58310,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[43,98],"tags":[],"class_list":["post-14754","post","type-post","status-publish","format-standard","hentry","category-digital-learning-and-teaching","category-waiting","eportfolio_category-none"],"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/posts\/14754","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/users\/58310"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/comments?post=14754"}],"version-history":[{"count":0,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/posts\/14754\/revisions"}],"wp:attachment":[{"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/media?parent=14754"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/categories?post=14754"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.glowscotland.org.uk\/glowblogs\/myexampleblogversion2\/wp-json\/wp\/v2\/tags?post=14754"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}