Redesigning Pedagogy Leaders, Values and Citizenship in 21 st Century Education Are you ready for...

Redesigning PedagogyLeaders, Values and Citizenship in 21st

Century Education

Are you ready for the flipped classroom?

by Kwek Meek LinRaffles Girls’ School

2 June 2015

Overview of study

• Background

• Objectives and Research questions

• Method and Data

• Findings

• Conclusion

Background

WHAT. Flipped classroom is an instructional strategy and a type of blended learning that reverses the educational traditional arrangement by delivering content outside of classroom and moves activities traditionally considered as homework, into the classroom

Background

HOW then. Content selection

Delivery Tools and Medium

Follow-up discussion in class

Trial 1:Trigonometry (R-Formula)DerivationPrint material

Trial 2:Differentiation (Limits)DerivationVideo Lesson (with choices)

Feedback

• Content was too difficult for students to understand by text alone (Time, medium)

• Students did not do their readings (“Critical” Knowledge, motivation)

• Questions did not assess understanding of what was read (Alignment)

FeedbackWhat happened? Learning points Comments

Not quite sure how to answer questions that followed, or what to fill in the blanks

Assess just the “flipped classroom materials” through recall-and-choose-answer question

Do not have open-ended questions

Have Fill-in-the-blanks, T/F

Implement at midway of unit, lest the students go in “cold”

Objective

HOW now. Content selection

Background knowledge vs New knowledge

Availability and Accessibility

Delivery Tools and Medium

Mode of delivery and Duration

Objective

HOW now. Cognitive Tools

Mathematical Comprehension skills

Self-assessment

Terminologies (mathematical vs general meaning)Activating prior knowledgeMaking connectionsQuestioning and Visualizing

Question

HOW now. Cognitive Tools

Mathematical Comprehension skills

Self-assessment

To what extent do learners feel empowered and supported in their learning in the flipped classroom?

Method

Approach: Ground Theory

Subject: 14 classes of Year 3 students

Tools: Thinking routine + Perception survey + Self-assessment

Analysis: Qualitative

Method

Topic: Functions

Topic : R&F Theorem - Polynomial

Topic : R&F Theorem – Roots

Findings

Perception: 13% indicated positive towards FC

Key words :

•Learn on their own

•Make use of class time better

•Helps understand topic better before class

•Test helps ensure thoughtfulness in conducting self-directed learning Responses

Findings

Perception: Negative towards FC

Key words :

•Difficult to understand

•Difficult to do the exercises

•Forgot to do

•No time to doResponses

Student Artefact

Conclusion

Provisions:

Opportunity for students to gain first exposure prior to class

Incentive for students to prepare for class

Mechanism to assess student understanding

Clear connection between activities inside and outside class

Clearly defined and structured scaffolds

Proper time for students to carry out assignments

Teacher facilitation in class + Technological assistance

Thank you

Q & A

meeklin.chew@rgs.edu.sg