Week 3 - Table of contents
What are approaches and strategies that lie beyond the flipped classroom methodology? Week 3 explores these issues and deals with some of them more in depth. Than, it offers the chance to think about practical activities you might want to try with your students. Finally, our guests share their theoretical approach.
| c1 | c2 | |
|---|---|---|
| Why "new" teaching strategies? | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |
| But what exactly is a flipped classroom? | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |
| Definition | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |
| Bloom’s taxonomy | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |
| The SAMR Model | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |
| CANVA + peer instruction | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |
| c1 | c2 | |
|---|---|---|
| Students brain activity in class | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |
| History | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |
| What evidence was there that flipping the class would enhance teaching and learning or improve learning? |
Stephanie Velegol, Penn State University (USA) Gabriel Stoltz Ecole des Ponts ParisTech, France Jean-Cédric Chappelier, EPFL, Switzerland Sam Marsh and Nick Gurski, Sheffield University, United Kingdom Domenico Brunetto, Politecnico di Milano, Italy |
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| Did you check the literature review both on the particular subject you were teaching and the flipped classroom methodology applied to it? |
Stephanie Velegol, Penn State University (USA) Gabriel Stoltz Ecole des Ponts ParisTech, France Jean-Cédric Chappelier, EPFL, Switzerland Sam Marsh and Nick Gurski, Sheffield University, United Kingdom Domenico Brunetto, Politecnico di Milano, Italy |
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| Did you discuss flipped learning approach with your students? When? How? Which were their reactions? |
Stephanie Velegol, Penn State University (USA) Gabriel Stoltz Ecole des Ponts ParisTech, France Jean-Cédric Chappelier, EPFL, Switzerland Sam Marsh and Nick Gurski, Sheffield University, United Kingdom Domenico Brunetto, Politecnico di Milano, Italy Jeanine de Roy van Zuijdewijn, Leiden University, Netherlands |
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| Based on the feedback and data you have collected about your class and students, did the flipped model make sense in your course? |
Stephanie Velegol, Penn State University (USA) Gabriel Stoltz Ecole des Ponts ParisTech, France Jean-Cédric Chappelier, EPFL, Switzerland Sam Marsh and Nick Gurski, Sheffield University, United Kingdom Domenico Brunetto, Politecnico di Milano, Italy Jeanine de Roy van Zuijdewijn, Leiden University, Netherlands |
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| Which is your overall evaluation of this experience? |
Stephanie Velegol, Penn State University (USA) Gabriel Stoltz Ecole des Ponts ParisTech, France Jean-Cédric Chappelier, EPFL, Switzerland Sam Marsh and Nick Gurski, Sheffield University, United Kingdom Domenico Brunetto, Politecnico di Milano, Italy Jeanine de Roy van Zuijdewijn, Leiden University, Netherlands |
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| Conclusion | Ariane Dumont, Western Switzerland University of Applied Sciences, Switzerland | View content |