Monday, 24 November 2014
Thursday, 13 November 2014
As an early adopter of the Flipped Classroom model, I realized there was a next step in this methodology evolution. I created multimedia, interactive modules for each learning objective, posted them on my website and assigned them as homework.This freed up precious classtime to work directly with students on projects or other engaging learning activities. As Bergmann and Sams said "Technology has freed up the teachers to individualize the learning for each student". (Bergmann, Sams 2012).
Now I want to make the best use of my face-to-face class time and I'm ready to venture further, by adopting the Flipped Mastery Model.
In this article I'm going to discuss the following topics:
- What is mastery learning and what is the Flipped Mastery Model
- Why I decided to implement a Flipped Mastery Model
- How I'm implementing the Flipped Mastery Model
What is Mastery Learning?
The basic idea of mastery learning is for students to learn a series of objectives at their own pace. Instead of all students working on the same topics at the same time, all of them work toward predetermined objectives.The key components of mastery learning are:
Students work either in small groups or individually at an appropriate pace.
The teacher gauges understanding and formatively assesses students
Students demonstrate mastery of objectives on summative assessments. For students who do not master a given objective, remediation is provided.
The advantages of this methodology are:
- improvement in student achievement
- increased cooperation among students
- increased student self-assurance
- students receiving a second chance at demonstrating mastery of a given objective.
What is a Flipped Mastery Classroom?
A Flipped Mastery Classroom combines the principles of mastery learning with modern technology to create an engaging learning environment in which
students work asynchronously through content and move on only when they have mastered the content. Basically, all students work on different activities at different times. This is what you might see walking into my classroom:
- students working in groups
- some watching videos on their personal devices
- some doing a quiz on the whiteboard
- some studying individually
- some taking assessments on either a school computer or their own personal device.
- some working one-on-one
- I move around the room interacting with students.
- if a student struggles on any one specific objective and needs to review, I work with them at the SMART board
- if a student struggles to demonstrate mastery of any objectives on the summative assessments, I provide the student with individualized remediation or an alternative form of assessment. Creating multiple versions of each summative assessment for students helps them demonstrate their mastery of each learning objective in a particular unit of study.
Why Implement the Flipped Mastery Model?
In their book "Flipped Learning. Gateway to student engagement", Bergmann and Sams comment "The Flipped Mastery Model has completely transformed our classrooms, how we think about education, and how we interact with our students". According to Bergmann and Sams, the Flipped Mastery:
teaches students to take responsibility for their own learning
creates a way to easily personalize and differentiate the classroom
makes learning the center of the classroom
gives students instant feedback and reduces teacher paperwork
provides opportunities for remediation
allows for multiple means of learning content
provides multiple chances for demonstrating understanding
changes the role of the teacher
increases face-to-face time with the teacher
ensures that all students are involved
How I implemented the Flipped-Mastery Model
As the first few weeks of school are essential for establishing policies and routines, I started the school year introducing the students to the Flipped Mastery Model. With the help of a student I created a video in which I explained the model and my former students gave advice about how they took responsibilty for their learning.
I taught students how to watch and interact with video lectures. I explained that watching an instructional video is not like watching a movie or TV show. To train students, I took the first few days of school to watch a few videos together, I paused the videos to highlight key points and asked questions to check understanding. I encouraged students to take notes, asking them to write down key points and summarize what they had learned.
I helped students learn to manage their own time and pace their schedule
I encouraged straight A kids to help their struggling classmates. As the focus of the classroom is no longer on the teacher, but rather on the learning, students have to realize that learning is the goal and turn to each other for help.
I organized students into learning groups, encouraging interaction, collaboration, and exploration.
Bergmann, Sams: "Flipped Learning. Gateway to student engagement", July 2014
Bergmann, Sams: "Flip your classroom. Reach every student in every class every day, July 2012
Blended Learning, https://gcs.haikulearning.com/steelmanjd/flippedclassroom/cms_page/view/3583092
Monday, 10 November 2014
You can read the article and watch the videos here:
Monday, 3 November 2014
LINK TO ARTICLE: https://globaldigitalcitizen.org/10-most-engaging-uses-of-instructional-technology-with-dozens-of-resources-and-tools/