Introduction
Flipped Classroom
Flipping the classroom is a “pedagogy-first” approach to teaching. In this approach in-class time is “re-purposed” for inquiry, application, and assessment in order to better meet the needs of individual learners. Students gain control of the learning process through studying course material outside of class, using readings, pre-recorded video lectures, or research assignments. During class time, instructors facilitate the learning process by helping students work through course material individually and in groups.
Authentic Learning
Authentic learning means learning which happens by actually participating and working on real-world problems, it engages learners by the opportunities of solving real-world complex problems and finding out solutions, in this way learners practice the skills and knowledge that are relevant and real to workplace situations and learn it at the same time. Authentic learning activities include role-playing exercises, problem based activities, case studies, and participation in virtual communities of practice.
The learning environment of authentic learning is multidisciplinary in nature, for example: designing a container for specific purpose, setting rules, planning a budget, and solving a crisis.
Task
- Read each part of this webquest.
- Open each one of the resources of the webquest.
- Explore each site and make decisions for your infographic
- Summarize ideas for both methodologies in an infographic.
Process
Flipped classroom
Infographic: https://elearninginfographics.com/tag/flipped-classroom-infographic/
Edutopia: https://www.edutopia.org/blog/flipped-classroom-best-practices-andrew-miller
Video and information: https://facultyinnovate.utexas.edu/flipped-classroom
Video 2:
Article: http://educationnext.org/the-flipped-classroom/
Authentic learning:
Ideas: https://teach.its.uiowa.edu/big-ideas-authentic-learning/authentic-learning-details-examples
Planning: https://www.scholastic.com/teachers/blog-posts/shari-edwards/successful-planning-authentic-learning/
Roles: http://www.ascd.org/publications/classroom-leadership/oct2004/The-Power-of-Authentic-Learning.aspx
Video:
Video 2:
Evaluation
Name:___________________________
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CATEGORY |
4 |
3 |
2 |
1 |
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Graphics Sources |
Graphics are hand-drawn. The illustrator(s) are given credit somewhere in the infographic. |
A combination of hand-drawn and stock graphics are used. Sources are documented in the infographic for all images. |
Some graphics are from sources that clearly state that non-commercial use is allowed without written permission. Sources are documented in the infographic for all \"borrowed\" images. |
Some graphics are borrowed from sites that do not have copyright statements or do not state that non-commercial use is allowed, OR sources are not documented for all images. |
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Sequencing of Information |
Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. |
Most information is organized in a clear, logical way. One card or item of information seems out of place. |
Some information is logically sequenced. An occasional card or item of information seems out of place. |
There is no clear plan for the organization of information. |
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Effectiveness |
Infographic includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. |
Infographic includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. |
Infographic is missing more than two key elements. It would make an incomplete study guide. |
Infographic is lacking several key elements and has inaccuracies that make it a poor study guide. |
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Use of Graphics |
All graphics are attractive (size and colors) and support the theme/content of the presentation. |
A few graphics are not attractive but all support the theme/content of the presentation. |
All graphics are attractive but a few do not seem to support the theme/content of the presentation. |
Several graphics are unattractive AND detract from the content of the presentation. |
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Spelling and Grammar |
Infographic has no misspellings or grammatical errors. |
Infographic has 1-2 misspellings, but no grammatical errors. |
Infographic has 1-2 grammatical errors but no misspellings. |
Infographic has more than 2 grammatical and/or spelling errors. |
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Background |
Background does not detract from text or other graphics. Choice of background is consistent from card to card and is appropriate for the topic. |
Background does not detract from text or other graphics. Choice of background is consistent from card to card. |
Background does not detract from text or other graphics. |
Background makes it difficult to see text or competes with other graphics on the page. |
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Originality |
Infographic shows considerable originality and inventiveness. The content and ideas are presented in a unique and interesting way. |
Infographic shows some originality and inventiveness. The content and ideas are presented in an interesting way. |
Infographic shows an attempt at originality and inventiveness on 1-2 cards. |
Infographic is a rehash of other people\'s ideas and/or graphics and shows very little attempt at original thought. |
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Content - Accuracy |
All content throughout the infographic is accurate. There are no factual errors. |
Most of the content is accurate but there is one piece of infographic that might be inaccurate. |
The content is generally accurate, but one piece of information is clearly flawed or inaccurate. |
Content is typically confusing or contains more than one factual error. |
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Buttons and Links Work Correctly |
All buttons and links work correctly. |
Most (99-90%) buttons and links work correctly |
Many (89-75%) of the buttons and links work correctly. |
Fewer than 75% of the buttons work correctly. |
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Text - Font Choice & Formatting |
Font formats (e.g., color, bold, italic) have been carefully planned to enhance readability and content. |
Font formats have been carefully planned to enhance readability. |
Font formatting has been carefully planned to complement the content. It may be a little hard to read. |
Font formatting makes it very difficult to read the material. |
Conclusion
Fill out an infographic to summarize points from the two methodologies.
Teacher Page
Lcda. M.A Celeste Lemus