PBL flipped Module 1 Background

February 15, 2020

Hello Welcome to Project-Based Learning in
the Flipped Classroom! I am Dr. Kay Lehmann this course has been newly expanded keeping
a focus on flipping the classroom and adding an emphasis on project-based learning. In
this video I will introduce to you some of the basic concepts about flipping the classroom.
As you will read in the textbook Bergmann and Sams were two high school teachers from
Colorado who coined the term flipped classroom. These two teachers changed their own practices
and created the flipped classroom movement currently underway. Bergmann and Sams were
building on the work of a long list of teachers and theorists about how to increase student
learning. In the readings for Module 1 including some by Jackie Gerstein you’ll discover all
the influences which underlie the flipped classroom movement. The most basic definition
of a flipped classroom is to use teacher recorded lectures as homework in place of in-class
lectures and then use the classroom time for homework. This is only 1 possible, and very
limited, view of how to flip the classroom. In fact, one of the myths to be discussed
in Module 1 is that this is THE way to flip the classroom. The definition of the flipped
classroom used in this course is student background built outside the classroom so in class time
can be used productively, and imaginatively, for hands-on learning of the concepts. Why
the flipped classroom? Why now? The push for improving standardized test scores has led
in many classrooms to an increase in teacher lectures to get through the required material
and a lot more drill and kill test prep exercises to prepare students for tests. Unfortunately
this combination is not conducive to real learning. Research shows that lecture is about
10% effective in creating learning sustained beyond the final exam. Kill and drill has
a place in test prep but like lecture it also has a very low impact in creating true learning.
To be quite honest students today are bored to death and their minds are numbed by this
combination. And the result of bored, numb minds is that test scores don’t rise. Motivated,
engaged students interacting with the concepts creates an environment where the learning
which takes place will last well beyond the test. Students learn not only the material
but they also get practice in the soft skills of working with others which they will need
in the workplace. Technology is only part of the answer to Why Now? Teachers have more
access to technology they can use to record their own lectures. Or they can turn to a
wealth of Internet resources which become the lecture, background builder. In addition
students have more access to technology through smartphones, tablets, and increased Internet
access at home. Instead of discouraging student use of the devices they live with day and
night, the connected generation can now use these tools as part of a 24/7 cycle of learning.
Please continue now to the required readings and resources for Module 1. The collection
of articles and videos will continue to build the background needed for our activities.
And in case it wasn’t yet clear, this video serves as a background builder for the more
interactive learning in the course. This online course will serve as an example and model
of a flipped classroom. Keep this in mind as the course continues, and keep analyzing
how this course is structured as a model for flipped classrooms and project-based learning.
Thank you!

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