tag:blogger.com,1999:blog-3080115562330572795.post8104880275661732742..comments2015-10-02T05:00:55.384-05:00Comments on Pedagogical Consciousness: A Lecture By Any Other Name...Michael Manderinohttp://www.blogger.com/profile/01112076116843488740noreply@blogger.comBlogger7125tag:blogger.com,1999:blog-3080115562330572795.post-86246889596080927672011-10-25T13:11:30.351-05:002011-10-25T13:11:30.351-05:00Khan has its place. I think it is great for demons...Khan has its place. I think it is great for demonstration purposes, review, and even as an introduction. I think the best of use of videos is when teachers prepare specific content for their specific classes. Online content, or lectures, should contain a goal or overview, curriculum information, an activity of some sort and a tie in to the F2F learning. If done correctly, teachers can use this strategy to provide asynchronous learning opportunities for students. I have heard many students say how much they appreciate being able to pause and review the content that their teachers create for them. Teachers should make the most of the tools available to them and flipped instruction is one such tool. The flipping of content, if done correctly can be an asset for students and teachers alike! The key, of course, is doing it well.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-3080115562330572795.post-49123405522323815902011-10-08T16:57:47.093-05:002011-10-08T16:57:47.093-05:00An alternative sequence might be, in class, have a...An alternative sequence might be, in class, have a demonstration of an effect/experiment followed by the raising of questions about what was seen. Then students are challenged to find explanations online out of school. Otherwise, the flipped classroom is destined to erase any form of surprise/curiosity from classroom life.the remote onehttps://www.blogger.com/profile/03044930612176070092noreply@blogger.comtag:blogger.com,1999:blog-3080115562330572795.post-11885150193350384722011-10-03T12:23:06.905-05:002011-10-03T12:23:06.905-05:00You assume that the videos are either from Khan ac...You assume that the videos are either from Khan academy or just a recording of a lecture. In the examples of flipped classroom I have see this is not the case. Teachers do demos, use visuals, incorporate interactive models, etc.Glen Egberthttps://www.blogger.com/profile/14844043825373130974noreply@blogger.comtag:blogger.com,1999:blog-3080115562330572795.post-17899430676597621302011-10-03T11:42:41.628-05:002011-10-03T11:42:41.628-05:00Thanks for sharing your thoughts and this post, Mi...Thanks for sharing your thoughts and this post, Mike! <br /><br /> I agree that the lack of interaction and response is troubling and harmful for students at the very least.<br /><br />"Flipped" learning seems to be a simple opportunity for some schools/providers to fill voids online that the textbook companies have not already. I see bad pedagogy being used in the interest of making someone else's business plans successful, and that just makes me sad.Stergios Botzakishttps://www.blogger.com/profile/16689046746980488665noreply@blogger.comtag:blogger.com,1999:blog-3080115562330572795.post-2861350819669456762011-09-29T09:58:19.131-05:002011-09-29T09:58:19.131-05:00Once the opportunity for discourse is removed the ...Once the opportunity for discourse is removed the activity is subject to misinterpretation and misconceptions, all incredibly difficult to correct.Gena Khodoshttps://www.blogger.com/profile/04810690675838136543noreply@blogger.comtag:blogger.com,1999:blog-3080115562330572795.post-46518067490123616062011-09-29T07:50:30.526-05:002011-09-29T07:50:30.526-05:00Wow, get me going...any "new" vehicle su...Wow, get me going...any "new" vehicle suffers from a legacy of application pedagogy. Correct in questioning the efficacy of lecture online v. classroom, the only advantage to online is that it removes "place" from the equation if the presentation is the same. Unless the online environment creates the opportunity to respond to the discussion (probably the wrong choice of word in the context of a "lecture") than we've actually reduced the functionality of the presentation to the domain of a review. Not that this is necessarily a bad thing, but a dodge if the online lecture is relied upon for understanding. However, in the context of adding meaning to a "lecture" as a online resource; if done well the flipping of content presentation can be a benefit. Three criteria are critical for developing this tactic:<br />1. push/granularity-the presentation must be specific,<br />2. pull/response-the presentation must be tied to an inquiry mechanism or without that, must provide optional trajectories to allow for self discovery, and<br />3. active v. passive/a presentation online is "flat" without interactionAnonymoushttps://www.blogger.com/profile/08240866483181905048noreply@blogger.comtag:blogger.com,1999:blog-3080115562330572795.post-80466681288683241452011-09-28T22:29:41.255-05:002011-09-28T22:29:41.255-05:00Yes, I agree. One of the assumptions about flippin...Yes, I agree. One of the assumptions about flipping that you did not address was the nature of homework itself. Homework sometimes has to be practice. Practice comprehension and practice solving are some of the types of tasks teachers ask with homework. Why do I need to watch that kind of practice? A sports analogy -- it's like showing a player how to do a dribbling move and then standing around for the next half hour watching him attempt to master it. That kind of practice I don't have to watch. I have to watch and instruct the practice when the player attempts to apply the move in a game situation. For flipped classes, has the homework changed? A student watches the lecture and then comes in to do the experiment? Were the experiments done at home previously? What exactly is the homework that needs to be done in class? I agree that better use of technology outside and inside the class has to be considered in order to make any type of classroom structure, flipped or not, work.Lisa Ripleyhttps://www.blogger.com/profile/10538031952921427733noreply@blogger.com