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Flipping with a Framework Sophie Karanicolas and Catherine Snelling.

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Presentation on theme: "Flipping with a Framework Sophie Karanicolas and Catherine Snelling."— Presentation transcript:

1 Flipping with a Framework Sophie Karanicolas and Catherine Snelling

2 Overview of Session  Technologies we use to flip our classes  Our key elements  Using a framework to design flipped classes and the scaffolded curriculum.

3 Our Learning & Teaching Context Bachelor of Oral Health Human Biology I OH Clinical Practice II OH

4 Our Key Elements for successful Flipping 1.Framework for blueprinting 2.Prepare your students 3.Short interactive pre classroom activities. 4.The f2f session needs to provide feedback to students on their level of understanding 5.The pre class activities must be linked to classroom higher order learning tasks 6.Reduction of class time 7.Flipping is only one form of learning 8.Collaboration with colleagues

5 Preparing Students is essential

6 Technologies we use for flipping http://www.youtube.com/watch?v=G2TvfgiNHCshttp://www.youtube.com/watch?v=IEessoUrT_E

7 Interactive Learning Modules

8 Gathering data on student understanding  After you have watched the video you are ready for Checkpoint 1!!  Please answer questions1 and 2 on the following link:  https://www.surveymonkey.com/s/WX5LW7B https://www.surveymonkey.com/s/WX5LW7B

9 Gathering data on student understanding

10 Providing in class feedback “Lysosomes arise from the Golgi apparatus. If bacteria are ingested into the cell membrane the lysosomes fuse to the particle (with the phagosome) and destroys the structure. Lysosomes can also destruct the mitochondria and other ageing organelles.” http://www.youtube.com/watch?v=ekdIEpSf-1I “Peroxisomes specialise in breaking down lipids. They also breakdown larger harmful molecules in smaller useful molecules. For example: H2O2 (hydrogen peroxide) is a dangerous molecule to the human cell therefore the peroxisomes will break it down into water (H20) and oxygen (O).” http://www.youtube.com/watch?v=z0CJZ9ulAdo

11 Face to Face changes into small group work with mini lectures

12 What our students think “ Checkpoints help to consolidate our knowledge” Hannah BOH student “ the online modules help me to understand new terminology before coming to class” Catherine, BOH student “ what I really like is that the f2f is more active learning, rather than sitting in class listening to a lecture” Tom, BOH student https://www.youtube.com/watch?v=DeSjwg4BYFs

13 What do these frameworks have in common?

14 Mapping skills in the scaffolded curriculum …..

15 Scaffolding Skills in Second Year

16 Our Key Elements for successful Flipping 1.Framework for blueprinting 2.Prepare your students 3.Short interactive pre classroom activities. 4.The f2f session needs to provide feedback to students on their level of understanding 5.The pre class activities must be linked to classroom higher order learning tasks 6.Reduction of class time 7.Flipping is only one form of learning 8.Collaboration with colleagues

17  Contact  sophie.karanicolas@adelaide.edu.au and catherine.snelling@adelaide.edu.au sophie.karanicolas@adelaide.edu.au catherine.snelling@adelaide.edu.au  E-learning Project Team: Flipping the classroom  HERGA, Research Study Group: Flipped Classroom Thank You


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