Month: September 2015

Reflecting on Problems

Adults need to be faced with real life problems in order to effectively learn. They have no interest in learning a “subject based” topic that provides them useless information. Adults want immediate results. They want to learn valuable data now. Data which can be helpful and used towards problems they currently face. Not the problems that reside later in the future…Click Here to continue reading

Social Media for Students

Social media is a common way to communicate in today’s digital world. It allows people to keep in touch, by creating conversations and delivering information. Tools such as Internet forums, Blogs, Virtual worlds and Social Networks are all excellent ways for students to interact. By using these tools effectively, students can closely resemble face-to-face discussions without being in the classroom. One of the biggest advantages of using social media, is that it provides education, in any place, at any time.

When students learn to use these different types of technologies, they become more motivated, engaged and committed in their studies. Social media helps students develop real world social skills, by enhancing their communication and literacy levels which are needed in today’s society.

Resources:

http://www.janhylen.se/wp-content/uploads/2015/04/Mobile-Learning-and-Social-Media-in-Adult-Learning.pdf

Creating a Safe Psychological Learning Environment

Psychological safety is important throughout a student’s academic journey. It mentally prepares each student to actively participate in learning, allowing the learner to attach value to the new content.

Negative situations and experiences, can affect future learning conducted in a classroom. If learning environments are not safe, students may feel imprisoned rather than comfortable, safe and engaged.

If we choose to make a difference for our learners, we must establish an energized, consistent and safe climate, to maximize learning. Students shouldn’t be judged for making mistakes, they should have the opportunity to learn from such errors.

Resources:

http://edtheory.blogspot.qa/2010/10/psychological-safety-key-component-to.html

BOPPPS Lesson Planning

BOPPPS is an organized template with a group of steps, designed to help instructors deliver effective lessons. BOPPPS is an acronym for B-Bridge in, O-Objective/ Outcome, P-Pre-Assessment, P-Participatory Learning, P-Post-Assessment, and S-Summary. BOPPPS format was designed to make student-instructor interaction, provide a clear understanding of outcomes, assessing prior knowledge, engage in active learning, and reinforce learning through summaries and assessments.

BOPPPS lesson planning is a straightforward approach; whether you’re an experienced instructor or preparing for your first class, this template is easy to use. Simply write the required information in all six columns, then follow the steps to deliver a rewarding and structured lesson.

Resources:

http://www.lc2.ca/item/41-preparing-a-lesson-plan

Bloom’s Taxonomy

Creating a framework to organize and measure educational goals, was Benjamin Bloom’s objective when creating this system. Bloom determined decades ago, that most teaching was focused on lower level training, rather than meaningful personal development.

Bloom’s Taxonomy is broken down in three beneficial categories; Cognitive domain (Knowledge), psychomotor domain (Physical skills), and affective domain (Emotions).  Within each category are multiple levels of skills which can be used as a guidance tool, to determine an individual or groups academic level.

If you are involved with designing, delivering or evaluating classes, or you are simply looking for a checklist for personal development, this framework is an easy, clear and an effective way to help challenge the problems we face today.

Resources:

http://www.businessballs.com/bloomstaxonomyoflearningdomains.htm

Assessments

Assessments are used to evaluate the progress of students’, and empower them to improve their academic performance. Without being properly assessed, students would have no way to track their academic goals.

Instructors must choose effective assessments, by providing students the tools needed to measure their knowledge, skills and attitudes. By doing so, both the instructor and the student will receive essential feedback. Feedback is very important. It tells students how they are progressing and where they may need to improve. It’s also valuable information for instructors to ensure delivery and assessment methods are working as planned, and learning targets are successfully met in the most productive way.

Resources:

http://dera.ioe.ac.uk/7800/1/AssessmentforLearning.pdf

Roles of an Instructor-Flipped Classroom

A flipped classroom is a pedagogical model where the typical lecture and homework elements of a course are reversed. Short video lectures or reading material are viewed by the student at home before attending the classroom. In the class students will devote time to discussion, activities or projects.

This inverted approach will dramatically change the role of the instructor. Rather than being on the stage to deliver a lesson, the instructor will become a coach or guide for the students. Teachers will have to interact with each individual more often, by helping them understand the meaning of everything they learned prior to attending class. Flipped learning is an open concept and doesn’t have specific guidelines that instructors must follow. It can be used for a single lesson, topic or throughout the whole semester.

A flipped class provides a higher quality of education, where students are actively using their minds, and engaged in a deeper learning experience rather that surface learning. However, this reverse method requires the instructor to become more innovative, by putting the ownership on the student rather than on the instructor. When students accept more responsibly it frees up more valuable time in the classroom. Instructors can focus on understanding the needs of each individual student, and assess who’s mastering the concepts. By following this path, instructors will create a “hands on” environment, where students will have an opportunity to practice their new skills.

To make this approach work outside the classroom, Instructors must be willing to try a variety of technologies. This may include creating online videos, placing documents on a cloud server, listening to podcasts, setting up an online discussion form, or using feedback applications where students can share ideas without teacher interaction. Many instructors may resist using these technologies at first, but after awhile they will understand the importance of each, and realize it’s a successful way for students to learn. As the flipped class becomes more popular, new tools and strategies may emerge to support both the educator’s and student’s needs.

This strategy is very effective, it’s a hands-on approach that improves student achievement and involves them in their own education, which I believe is needed in today’s academic world.

Resources:

http://evolllution.com/revenue-streams/distance_online_learning/audio-flipped-classroom-redefine-role-educators-10-years/

The 10 Best Web Tools For Flipped Classrooms

Trends- Flipped Classroom

Flipped Learning model is gaining attention in many colleges and universities across the world. In this model, instruction is delivered outside the groups learning space, using videos or other forms of technology. Class time is used to evaluate students’ progress, answering questions, and providing an opportunity for them to apply their knowledge. This produces a shift in the learning environment. Instructors no longer are the center of attention, and students are required to be in charge of their own learning.

Within the last year, many institutions found success in flipping an activity, class or course, and plan to do it again. Collaboratively it developed many positive outcomes for both the student and the instructor. Students are asking more questions in class, and Instructors are feeling more motivated in student learning.

Although many institutions found an increase in student participation, engagement, and motivation, they also encountered difficulties. Many students resisted buying in this new model. They preferred having an instructor teach them, rather than learning themselves. A majority of the instructors felt this concept was a significant challenge, as they didn’t feel comfortable using unfamiliar technologies, and ran out of time with the increased workload.

As students and faculty become more experienced with the approach, it is likely that the opposition will decrease. Overtime, institutions will use new technologies and equipment at ease, making flipped learning a regular path when delivering their curriculum.

Resources:

http://www.facultyfocus.com/articles/blended-flipped-learning/flipped-classroom-survey-highlights-benefits-and-challenges/