Anecdotal Evidence On The Classroom Engagement

In the twenty first century, technology is advancing every day, there is always something new that is being made or an old device is modified. One can find technology everywhere, his house, a grocery store, at work, and even in schools. Technology is beginning to play a major role in student engagement because students are being exposed to all sorts of new technology. For example, when one walks into a classroom he will not longer see a chalk board, he will find that educators now teach from a Smartboard, which is a board that is connected to the computer and it reflects whatever it is the teacher has on the computer. The Smartboard is just one of many examples of innovation in the classroom setting. Educators are continuing to look for new ways of teaching that involve technology and will help improve students’ engagement.

The article I used was "Should You Flipp Your Classroom?" written Ramsey Musallan on the website Edutopia. My reaction to the concept of flip classrooms left me beleiving that it is an effective learning technique, for not only the students, but the teachers as well. A flip classroom is a technique that is used in the classroom, by utilizing the homework in class, as well as watching online lectures at home. In the classroom the assignments are hands on, and allows the students to go through a trial and error procedure, where they really get to experiance and learn whatever it may be that they are doing. When I am a teacher, i will seriously consider utilizing the flipped classroom method, because I believe that a more hands on method is more

As I read the O'Flaherty & Phillips (2015) “The use of flipped classrooms in higher education: A scoping review”, there were a few things that I found intriguing, although raised questions. The flipped classroom could be very economical and potentially effective, but would it be effective for everyone. O'Flaherty & Phillips (2015) did not comment on the different types of learning styles and personality of the individuals in the study. Additionally, how did the students feel about not having the ability to get immediate feedback for any questions they may have while viewing the videos outside of class.

The inverted classroom – The flipped classroom model began over 15 years ago in higher education and spread to k -12, it allows for more interactive learning in the classroom.

The main objective of this session was to work on improving K.C’s low engagement skills. K.C was 4 and a half at the time of the session, and he was diagnosed with autism at around 3 years old. K.C also had a MLU that averaged less than two. He had a lot of energy, and was very strong and aggressive as well. For example, during the fourth activity K.C would walk away from the activity and begin to push on the window. For this reason the therapy room didn’t have a lot furniture. The clinician who led this therapy session was Amber. For the most part, K.C was engaged and compliant for approximate seven activities. But, throughout the activities he became more and more disengaged, and by the eighth activity K.C started to demonstrate disruptive

In executing flipped classroom, remembering and understanding as the most minimal levels of cognitive domain are honed outside the class hour (Krathwohl and Anderson, 2001). While in the classroom, the learners concentrated on higher types of intellectual work, including applying, analyzing, evaluating, and creating. With the flipped model, the lower levels are exhibited before class through recorded lectures and video. Readings, simulations, and different materials also give this foundational support for learning so that in-class time can be spent chipping away at higher levels of learning from application to evaluation. Actualizing flipped learning permits the students to invest more energy supporting higher-level learning tasks,

Currently I have implanted a BYOD program at each school. I am encouraging expansion of this in order to support flipped classrooms. Flipping classrooms encourages students to come prepared to class. Assignments and materials are posted which introduces them to new topics prior to class. The United States Military Academy at West Point has been using this method of studying for years. In high school, this method of studying will help prepare students for

To help facilitate student engagement, I first utilize differentiated access to the core by allowing students to decide where they want to sit during direct and modeling instruction. Further, I provide interventions of RTI by providing small group assistance when needed. Students are also placed in tri-groups to enhance and extend knowledge by sharing ideas, providing examples and using academic language during constructive conversations.

This ACT engagement is an assignment that measures personal, behavioral and academic skills critical to college achievements. You take a test that shows you what skill and strengths you have in the college environment. You then get a report that shows you your scores, which is designed to help you identify your strengths and needs to show you what you need to improve on. I took this assessment I my College 105 class along with my other classmates.

I have had two experiences with flipped learning, one positive and one negative. The bad experience was here at Clemson in a Linear Algebra course. It was exactly the Flipped Class 101 mentioned in the article.

As a future educator in the middle classroom most teachers are interested in finding new ways to introduce future lessons. This article in AMLE starts off with an argument as to why you should use a flipped classroom. It offers insight such as that it “creates an active, vibrant classroom and enhance student learning. It requires students to complete lower levels of cognitive work outside the classroom and focus on the application, analysis, evolution, and creation in the class”.

The concept of flipped classroom has been effective in indicating better results in turning around instruction and teaching in the classroom. The old approaches employed in disseminating teaching in K-12 schools have also proven to be less effective in promoting the realization of better learning experiences and

Many teachers are steering away from the traditional lecture in classrooms. Some teachers are now “flipping” their classrooms. Flipped classrooms are a new tactic in which teachers are now recording their lectures and posting them online for student convenience. Flipped classrooms allow students to watch the lectures from the comfort of their home, by doing so they can watch the lecture at a speed that is appropriate for them and they are also able to review material that they may have missed during the original lecture. Although there is little research on this new strategy, a decent number of teachers have tried the new strategy and found that test scores went up along with an improvement of the students’ attitudes. This new strategy allows teachers to interact

Meeting the needs of diverse learners has not been a simple task. An incredible amount of time and energy has been spent in creating a culturally responsive classroom. As stated in the literature review, reflection has been a critical component of creating such culture. As a white female and a product of the upper-middle class, I was quickly forced to apply my knowledge of cultural responsive pedagogy when I accepted a position teaching a Title-1 school with over 90% of students representing various minorities in Metro Atlanta. I swiftly realized that my students and I derived from different backgrounds, but I knew I had to make learning relevant and develop personal connections with my students.

Aaron Sanns and Jonathan Bergman are the first two teachers who use flipped classroom, they provide supplying absent students with an online lecture they could watch from home or from anywhere they had access to a computer and internet including school or local library. They find