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2 Tutorials that teach The Role of the Student in Flipped Learning
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The Role of the Student in Flipped Learning

The Role of the Student in Flipped Learning

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Author: Trisha Fyfe
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This lesson will provide the learner with a view of the changing role of the student in flipped learning environments.

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Source: Image of light bulb, Public Domain, http://pixabay.com/en/the-light-bulb-light-bulb-lighting-349400/ ; Image of teacher lecturing, Public Domain, http://pixabay.com/en/presentation-meeting-business-24944/ ; Image of computer and tablets, Public Domain, http://pixabay.com/en/tablet-screen-monitor-phone-pc-313002/

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Welcome to a tutorial on the role of the student in a flipped learning classroom. In today's tutorial, we will discuss the following two questions together-- what is the role of a student in that flipped learning classroom, what is a student's job in that classroom environment, as well as, how does this role differ from the traditional classroom.

So let's start by talking about who are your students, as a teacher. And the term millennial students is one that you most likely will hear often, as you begin your teaching career or continue in your teaching career. Technology is really something that is becoming so prominent in our society. And these millennial students are characterized by certain traits, the first being that this population of students tends to gravitate towards really social opportunities-- group work-- any activity where the social aspects of learning is taking place. This group of students also has 24/7 connectedness to information.

We have so many technological resources to help us, as a society, connect to any information that we need, any time of the day. And these students really know how to use those tools. This group of students, called millennial students, also has access to technology. Because of the increases and changes in development of technology, this group of millennial students has much more access to technology than in the past.

And they also have opportunities to collaborate and use the technology in those social settings-- in those group settings-- that are taking place. So all of these are things that we need to think about as far as teachers. These are characteristics of our own students, and we need to bring that into their learning environment.

Let's as talk about the millennial student and the student's role in the classroom. In traditional learning, students must attend class and attentively listen to direct instruction. Generally, the teacher has prepared some form of lecture or class discussion or activity to present new material or concepts to the class. It's after this presentation, or direct instruction, that homework is assigned, or if there's class time, work time to practice is assigned. Many times teachers will use the worksheets, or some kind of material from the curriculum that they're using in their classes, to practice concepts and skills after the direct instruction.

This changes in flipped learning. In flipped learning, students are asked to take responsibility for their learning by learning outside of the classroom. Watching tutorials or videos of some sort of is usually how teachers present this material as homework. Then the following class time, they are asked to take responsibility for their learning, in class, by participating actively. So the teacher is responsible for creating some really engaging and powerful activities to practice those concepts that they have pre-learned outside of class. And the students' job, here, is to actively participate in these activities-- really take responsibility and ownership for their learning.

It's some of the characteristics of these millennial students that really cause these students to become eager to change their role and participate in the flipped learning model. They're so eager to change up the classroom environment and their job and take responsibility outside of class using these technological tools. Other motivating factors for the students are that they're able to pause and stop and re-watch some of the material before class, so that they can learn at their own pace. If they need to re-watch it over and over again, so that they have that material down, they can do that without being asked to take up class time to do that.

Flipped learning can also bring the families closer together, because of these tools. Watching those videos before class and having to answer questions and read material before it's even presented by the teacher, might cause the family to take responsibility for that together, which is a really great thing. Parents can have a much more involvement in their children's learning.

So let's talk about what we learned today. In today's tutorial, we talked about the role of a student in that flipped learning classroom, as well as, how does this role differ from the traditional classroom. And we talked about the fact that students are asked to really be engaged and actively participate, both in the homework as well as in those classroom activities that require that high order thinking in the flipped learning classroom.

I've enjoyed talking about flipped learning and the flipped learning students with you today. And I hope that you're able to use these ideas in your classrooms. Let's reflect on these ideas we've learned. What might the challenges be for students in the flipped learning environment? With large groups of students, how can you develop successful flipped learning lessons? As you reflect on how this information can be applied, you may want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.

Notes on "The Role of the Student in Flipped Learning"

Overview

(00:00- 00:18) Introduction/objectives

(00:19 - 01:48) What are our students? (millennial students)

(01:49- 02:32) Role of Student in Traditional Learning

(02:33- 04:15) Role of Student in Flipped Learning

(04:16- 05:24) Review/Reflection

Additional Resources

Flipped learning skepticism: Do students want to have lectures?

Robert Talbert explains that at first students will rebel against flipped learning because they are used to being told exactly what they need to know and do to receive the A. Talbert provides practical strategies to transform the role of the student to an active participant in the classroom using the flipped model.
http://chronicle.com/blognetwork/castingoutnines/2014/05/05/flipped-learning-skepticism-do-students-want-to-have-lectures/

Flipped Classroom – Tracey Gillies

This video includes Gillies and her fourth grade students. Her students explain how they approach flipped class lessons and why they find them helpful.
https://www.youtube.com/watch?v=m_55kgyRjqQ