Table of Contents
Teachers are flipping their classrooms all over the place, but also can they flip teacher education? When I conducted our session before 2016 Educating Professors Technology Conference, I addressed myself with a question. I realized that we can “do what we preach ” and create academic opportunities for learners in the same way as opportunities for learners in the same manner that we provide teenager experiential learning.
This article offers a few suggestions for reversing a capacity-building session and suggestions for flipping a faculty development session in this article. The piece finishes with a presentation of the work generated by students in my class last fall, which should serve as more motivation.
Specify the flipping
FLIP stands for “Focus on your Learners by Involving them in the Process” in my work. The flip is a concept, a paradigm, and a technique that I employ in class to involve my students with higher reasoning. My students are professors, and the period I spent with them during conferences and programs is referred to as “classroom time.” Because we never anticipate who might participate in an event or if they would ever get a number of pre materials, this notion of the flip can be quite useful for faculty development professionals. Furthermore, several of the teaching activities I plan are holding seminars or “one-and-done” events, making it hard to maintain a sense of permanence or camaraderie among the attendees.
If you’re considering how to flip a capacity-building session, start by defining whatever the reversed model suggests with you and your students. When working in a team training or ongoing training context, don’t let standards from many other settings and situations constrain how little you can achieve.
Change the emphasis
I propose beginning with the topic, “What are students who went to DO in today’s session?” while creating a flipping session in your classroom. Whenever you answer those questions, you turn your attention away from the hard educational environment and onto how pupils may engage with one another, the subject under study, and with themselves. You aren’t the center of attention. What if we posed the very same questions when planning a workshop for quality teaching? “What might staff DO with during this training session?” you might wonder. “What else are they going to make together?” or “What are they planning to make together?” Ascertain that at minimum one amongst your educational goals supports a better level of Bloom’s Classification. Layout this same session so that faculty could indeed apply whatever they’ve learned or prepare stuff because of their own class by applying, evaluating, or creating stuff.
Since lecturers have prior expertise, this absolutely works in seminars and training. In each and every classroom process, people offer tales, experiences, and fresh concepts to share. You can use their experience, wisdom, and innovation to meet the learning needs that empower coworkers to benefit from one system of interconnected and across fields when we flip it. They aren’t merely paying attention to a speech. They take part in the discussing, analyzing, and producing of doing something.
Showcase the outcomes
Lastly, when you want to reverse a staff development session, share the workload further than the confines of the event. Demonstrate to professors how important their contributions are and how much their labor (or effort) is appreciated. In the spirit of sharing, I’d like to highlight the work of the attendees of my flipping which was before the program. That is how I turned things around!
“Don’t Lose a Second of School Hours: How and When to Use Focused Tasks in the Teaching Methods,” was the subject of the session. There were about 50 people in attendance for the three-hour pre-conference session. Faculty members engaged in ten different focused tasks throughout the first 2 hours, just like children in the classroom. The procedure was then interrogated, then participants utilized a spreadsheet to develop a concentrating exercise with one of their respective classes.
The FLIP
I turned the session for the last 30 minutes and invited professors to “develop a website for you peers who want to know something about concentrating exercises.” I allowed everyone artistic leeway in terms of structure; anyone can write articles, give a list, film a video, produce an image or a photo, build checklists, or come up according to their concept. It was their decision. There were 11 different groups, each reflecting a particular profession and experience. Here are two of the school’s initiatives. This was wonderful for someone like me to witness their inventiveness and see their various processes, and their perceptions of the session subject encouraged me. Check my posting history seeing all 11 team projects for further ideas.
It was now our time. How many of you have flipped a professional learning event for academic staff? What recommendations do you even have for some who wish to give it a shot?
Also read: How to Incorporate Active Learning Activities and Strategies in Your Classroom
FAQs
What was the flip technique of instruction?
Flipped education is when lecture material is moved from facial expression class time to that before class time by assigning it as assignments. This enables even more engaging aspects of instruction to occur in the classroom. As part of flipped learning, students are usually assigned lecture videos to view as work.
Que2: What else are flip learning’s 4 mainstays?
Answer.
- There really are four basic principles of blended learning, per the Education Process and other noteworthy sources. A diverse learning space, education culture, purposeful material, and skilled educators are among the core elements.
Que 3: What can a competency framework involve?
Answer. Five Crucial Tasks
- Describe your business functions and responsibilities. As a doctoral candidate, describe your existing duties and activities.
- Examine your skill and expertise. Make a list of your skills and abilities.
- Prepare a list of your professional and personal objectives.
- Develop a plan of action and keep track of your progress.
