Model Lesson 6: 503 Flipping the Classroom to Develop Engaged Learners
- SIMMI GOVINDANI Yishun Secondary School
- ALBERT KANG Teacher, Yishun Secondary School
Venue: MR 309 
Date: 30 March
Time: 1630-1730
Facilitator: Lawrence Wee
Facilitator: Lawrence Wee
Taken from http://sched.co/5nHg
In our efforts to help students thrive in an ever-changing Volatile, Uncertain, Complex, and Ambiguous (VUCA) world, it has become necessary for teachers to inculcate 21st Century skills and competencies for students’ engagement and learning. Teachers in the Mathematics and Science departments at Yishun Secondary School thus felt the need to explore different research-based educational strategies in the classroom to motivate and stretch students’ thinking. Taking into consideration the ease and pervasiveness of ICT technology in the lives of our students, we explored a Flipped Classroom approach in the teaching of Mathematics and Chemistry on specific Lower Secondary and Upper Secondary classes over a one-year duration.
The Flipped Classroom approach provided an opportunity to retain the essence of classroom teaching yet increase the level of student engagement and improve the quality of teacher-student interactions in the classroom. To augment learning experiences, content was selected and organised based on the domains of learning in Bloom’s Taxonomy. Learning experiences were also organised for easy, unambiguous and engaging comprehension outside the classroom. In class, appropriate tasks for assessment and feedback were conducted to promote active learning, strengthen self-efficacy and enhance assessment of learning. Professional conversations between the Mathematics and Chemistry teacher encouraged reflective practices to plan, execute, review and refine lessons that optimised curriculum time for learner-centred activities.
Although the premise of student engagement depended on the student’s ‘flow state’ (Csikszentmihalyi, 1990), Flipped Classroom encouraged personalised feedback and attention in class and supported differentiated assignment tasks that premised on developing and sustaining students’ intrinsic motivation towards learning Mathematics and Chemistry. To sustain our concerted efforts to provide students with the opportunity to learn at their own pace and improve on their metacognitive and collaborative strategies, teachers continuously reviewed and refined lesson packages and explored various ICT tools to provide for varied learning experiences that impacted student learning outcomes.
This workshop takes participants through the deeper insights and challenges gleaned from our ongoing efforts to design and innovate Flipped Classroom lesson packages. It also takes participants through the design of online resources to create Flipped Classroom lessons in their subject area. A brief insight on some collaborative tools that participants can use to promote classroom discussions to engage learners will also be shared. Lastly, the workshop unpacks how students’ responses can be used to shape follow-up learning activities within and outside of the classroom to develop engaged learners for the 21st century.
Participants are strongly encouraged to have a mobile device or electronic device that would allow them to access the model lesson with greater convenience.
The Flipped Classroom approach provided an opportunity to retain the essence of classroom teaching yet increase the level of student engagement and improve the quality of teacher-student interactions in the classroom. To augment learning experiences, content was selected and organised based on the domains of learning in Bloom’s Taxonomy. Learning experiences were also organised for easy, unambiguous and engaging comprehension outside the classroom. In class, appropriate tasks for assessment and feedback were conducted to promote active learning, strengthen self-efficacy and enhance assessment of learning. Professional conversations between the Mathematics and Chemistry teacher encouraged reflective practices to plan, execute, review and refine lessons that optimised curriculum time for learner-centred activities.
Although the premise of student engagement depended on the student’s ‘flow state’ (Csikszentmihalyi, 1990), Flipped Classroom encouraged personalised feedback and attention in class and supported differentiated assignment tasks that premised on developing and sustaining students’ intrinsic motivation towards learning Mathematics and Chemistry. To sustain our concerted efforts to provide students with the opportunity to learn at their own pace and improve on their metacognitive and collaborative strategies, teachers continuously reviewed and refined lesson packages and explored various ICT tools to provide for varied learning experiences that impacted student learning outcomes.
This workshop takes participants through the deeper insights and challenges gleaned from our ongoing efforts to design and innovate Flipped Classroom lesson packages. It also takes participants through the design of online resources to create Flipped Classroom lessons in their subject area. A brief insight on some collaborative tools that participants can use to promote classroom discussions to engage learners will also be shared. Lastly, the workshop unpacks how students’ responses can be used to shape follow-up learning activities within and outside of the classroom to develop engaged learners for the 21st century.
Participants are strongly encouraged to have a mobile device or electronic device that would allow them to access the model lesson with greater convenience.
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