Solutions for teaching challenges

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College in 2000 ... and Advanced Placement. Chemistry classes in 2007. Before class ... exploration, 'guided' inquiry- based learning before attending the class.
Dr Paula Hodgson, Senior Education Development Officer, City University of Hong Kong [email protected] Dr Diane Hui, Assistant Professor, Lingnan University [email protected]



Pre-class task  Students not doing reading



In-class  Students not responding to teacher’s questions well  Students doing assignments [of other courses

particularly close to the end of a semester]

5%

10%

15%

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Bonwell and Eison (1991) found that “student talk” categorized only 5% of class time across all disciplines. What? Oops!

4

What is it? [flipped classroom, inverted classroom, flip teaching, flipped teaching]

Source of image: http://andrewdouch.files.wordpress.com/2012/03/flipping3 .png?w=640&h=172

‘The term "flipping" comes from the idea of swapping homework for class work. Students typically are assigned the video-watching for homework, freeing up class time that used to be spent listening to lectures for hands-on activities and application of knowledge, which used to serve as homework.’

Education week ‘Educators evaluate flipped classroom’





Maureen J. Lage; Glenn J. Platt; Michael Treglia at Miami University in 2000 Wes Baker at Cedarville College in 2000

Jonathan Bergmann & Aaron Sams created videos of the lectures in Chemistry and Advanced Placement Chemistry classes in 2007 Before class  Students are required to take notes on the videos and come to class with one thoughtful question to share

 Watching video [5-10 min long] ▪ Building foundational knowledge ▪ Exploring conceptions [induced curiosity in learning]  A variety of resources, worksheet, textbook

excerpts

(Ash, 2012) Reference source: http://216.78.200.159/Documents/RandD/Education%20Week/Flipped%20Classrooms.pdf

Flipping the classroom – simply speaking [3.24 min] Source: http://www.youtube.com/watch?v=26pxh_qMppE

How does ‘Flipped classroom’ relate to Discovery-enriched curriculum?

 

Generating questions Doing quiz [check understanding]

Discoveryenriched



Going through a period of exploration, ‘guided’ inquirybased learning before attending the class



How do we engage students in the contact hour? Source of image: http://gettingsmart.com/2013/03/7-essential-toolsfor-a-flipped-classroom/





 

Scientific teaching for the discovery-enriched curriculum [Dr. VELLAISAMY Arul Lenus Roy] from Department of Physics and Materials Science, CityU Discovery-enriched science teaching: grouppresentations in lectures, inquiry-based laboratories, and interactive class room activities Using Echo360 to capture her teaching [Prof. Jane Prophet, School of Creative Media, CityU] Having many hands-on activities in the classroom

 Writing Activity (Varieties of English: Email) The value of setting up a social media presence, crisis communications (2.48) http://www.youtube.com/watch?v=lFN1Q0kxxDc (Ss to use mobile learning devices to scan) 



You are the marketing manager of a language centre. Your boss asked you to attend a discussion with a group of professionals discussing the value of setting up a social media presence before a crisis affects a company or organization. Using an iPad, write an email (100-120 words) to summarize what you have learned from the discussion about the importance of social media, its potential as a marketing strategy and important things to consider  To be sent to your boss (more formal)  To be sent to your team mate(s) (less formal)

 Writing Activity (Varieties of English: Email) Students’ Performance (Individual Presentation): Video 1 (1.26) http://youtu.be/2eJ8kBOldA0 Video 2 (0.50) http://youtu.be/qrwPd8zm3kM Collective Reflections: Video 3 (5.47) http://youtu.be/sLH2FECm0jI Video 4 (5.07) http://youtu.be/bpaqRiv3EVM Co-constructing Collective Notes

 Jig-Saw: The Mistake Game (Oral debating skills) In groups of 4, listen to the audio and identify mistakes. You will gain 1 point for every correct mistake challenged, but lose 1 point for a wrong challenge. (Ss to use mobile learning devices to scan) A. C. http://youtu.be/bTruk8jGHKo

http://youtu.be/TnrrQZ7pvrw

B. D. http://youtu.be/MB8oS9ZDW38

http://youtu.be/0Sop01CWFo8

In final tests and exams …. Involving innovative topics:   

New apps, e.g., “Summly” 3-D printing Cloning genes

Engaging active student learning of new knowledge in the process of being assessed (Assessment for Learning)

Discoveryenriched



Clarifying muddy concepts  Bringing questions with time index of the video



Student-generated questions [Exploring problems with differentiated difficulties]  Problem solving in groups  Problem-solving strategies [metacognition]

Discoveryenriched



Learning in actions Applying theories/principles in cases/scenarios, including brainstorming ideas, evaluating ideas, designing potential solutions

 Technique

▪ ▪

Think-pair-share Teaching peers with jigsaw

Discoveryenriched

Preparing short [3~5 minutes] videos Orienting student expectations; encouraging their own discovery  Providing recognition of active participation  Encouraging students to reflect / think how best they learn and be aware of learning progress  

Fewer/No lectures [Standford University; University of WisconsinMadison  Replacing lectures with more laboratory work [Penn State University] 

What? Oops!

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Contacts

Dr Paula Hodgson, Senior Education Development Officer, City University of Hong Kong [email protected]

Q&A

Dr Diane Hui, Assistant Professor, Lingnan University [email protected]

THANK YOU