3 Most Likely Areas to Incorporate in the Classroom Christina Pelletier EDMS 6474 Columbus State University

3 Most Likely Areas to Incorporate in the Classroom Flipped Classroom Model Online Audio and Video Strategies Web-Based Lessons

Flipped Classroom Model Model where the “typical lecture and homework elements of a course are reversed” (EDUCAUSE, 2012). Students do activities such as lectures and/or demonstrations at home and then in class they use hands-on methods to apply what they learned from their preclass activities. In order for flipped classrooms to be successful, flipped learning activities must have four features known as the “four pillars of F-L-I-P”. (Roblyer, 2016)

Flipped Classroom Model 4 Pillars of F-L-I-P Flexible learning environments- Learning environment will be “chaotic and noisy”. Teachers allow flexibility in learning and measure progress in ways that are most meaningful for them and the students. Learning culture shift- Classroom method must transition from objectivist principles to constructivist principles. Intentional content- Content must continually be analyzed for what should be classroom activities as opposed to preclass activities. Professional educators- Educators must be reflective and collaborative and be able to accept criticism to improve their practice. (Roblyer, 2016)

Online Audio & Video Strategies Podcast- Digitalized audio and video files that can be shared over the Internet for playback on the computer or personal media devices. Used in online and blended courses (i.e. flipped classrooms) One can be filmed completing the steps for activities Beneficial to students with special needs (Roblyer, 2016)

Online Audio & Video Strategies Student-created presentations- Students can create videos illustrating real-life examples or make documentaries. Audio/Video classroom discussions- Audio or videos can be used to spark discussion or help students analyze their behavior. Expert lectures and speakers- Prerecorded lectures and speakers are beneficial since they can be used any time. Students are able to review material they missed or revisit recorded material. Video portfolios- Student’s work over time can be created in the form of video for assessment. Video production instruction- Filmmaking is an excellent way to engage students in their learning and skill development. (Roblyer, 2016)

Online Audio & Video Strategies Video decision-making/problem-solving simulations- Videos are used to depict problem scenarios and students are able to review information in the videos while creating solutions to the problems. Documentation of school activities- Students are able to gain experience with media opportunities when filming activities throughout the school year. Visual literacy instruction- “Through creating and/or analyzing information in video format, students learn how people can use visual images to communicate biases and make persuasive arguments in advertisements and news stories” (pg. 218). (Roblyer, 2016)

Web-Based Lessons 3 categories of online learning activities: Interpersonal exchanges- Students communicating with one another or educators through technology Information collection and analysis- Using information collections that provide data and information on request Problem solving- Student-oriented and cooperative problem-solving projects (Roblyer, 2016)

Types of Web-Based Lessons (Roblyer, 2016, pg. 220) Electronic pen pals Links students from at a distance to exchange information Electronic Mentoring Links students with experts to answer questions and support learning Virtual Field Trips Visit sites to view people and resources not locally available Electronic Publishing Share written and artistic products on websites Group Product Development Work on written or artistic products with students at different sites Problem-Based Learning Explore topics, obtain and analyze data, or participate in simulated problem solving with other students Social Action Projects Discuss and create solutions for social or environmental problems with other students

Web-Based Lessons Support for student research- When students write for distance audiences they are motivated to write more and do their best writing. Practice for information literacy skills- Web resources help improve students’ digital literacy skills. Visual learning problems and solutions- The real-world resources available online can help students better understand complex problems and visualize possible solutions. Development of collaboration skills- Students learn how to work together through web-based projects. Multicultural immersion- Students broaden their perspectives on their own culture and other cultures through web-based activities (Roblyer, 2016)

References Roblyer, M.D. (2016). Integrating Educational Technology into Teaching (7th ed.). Upper Saddle River, NJ: Pearson Education EDUCAUSE. (2012). 7 Things You Should Know About… Flipped Classrooms. Retrieved from: https://net.educause.edu/ir/library/pdf/ eli7081.pdf