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FLIP - FACILITATE - FOCUS: A SIMPLE PEDAGOGICAL APPROACH TO FACILITATE SELF-DIRECTED LEARNING

FLIP - FACILITATE - FOCUS: A SIMPLE PEDAGOGICAL APPROACH TO FACILITATE SELF-DIRECTED LEARNING. Tay Lee Yong Chua Yi Lin Elaine Ong Yilun Yvonne. AGENDA. Background Reversing the instructional process Flip - Facilitate – Focus Sharing & Demonstration Evidence of Impact

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FLIP - FACILITATE - FOCUS: A SIMPLE PEDAGOGICAL APPROACH TO FACILITATE SELF-DIRECTED LEARNING

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  1. FLIP - FACILITATE - FOCUS:A SIMPLE PEDAGOGICAL APPROACH TO FACILITATE SELF-DIRECTED LEARNING Tay Lee Yong Chua Yi Lin Elaine Ong Yilun Yvonne

  2. AGENDA • Background • Reversing the instructional process • Flip - Facilitate – Focus • Sharing & Demonstration • Evidence of Impact • Proposed Improvements • Conclusion • Questions & Answers

  3. BACKGROUND

  4. Lesson Time: Teach At Home: Homework • Transfer knowledge • Explain concepts • Classroom management • Unmonitored time • Inability to check / learn • Lack of teacher’s facilitation 1 Teacher Knowledge Transference 40 Students Feedback 2 Periods of Mathematics lesson

  5. HOW ABOUT REVERSING THE INSTRUCTIONAL PROCESS?

  6. Lesson Time: Teach At Home: Homework • Lesson Time: • Worksheets / activities, facilitated by teacher • Teacher can assist weaker learners At Home: Self-directed pre-learning or revision FLIP- FACILITATE - FOCUS HOW?

  7. FLIP- FACILITATE - FOCUS At Home: Self-directed pre-learning or revision • Teacher created videos explaining solutions to problem sums • Students were instructed to go through and learn • Students can stop the video at any point or repeat certain segments of the video to focus on areas that they were not good at

  8. Flip- Facilitate - Focus At Home: Self-directed pre-learning or revision

  9. FLIP- FACILITATE - FOCUS In Class: Teacher-facilitated worksheets / activities

  10. FLIP- FACILITATE - FOCUS In Class: Teacher can assist weaker learners.

  11. DEMONSTRATION (Simple Creation of Instructional Video)

  12. EVIDENCE OF IMPACT

  13. EVIDENCE OF IMPACT (+) • Students reflected that they • enjoyed learning from the educational videos created by teacher, • were less “fearful” of mathematics with the focused practices and guidance in class, and • could learn at their own pace and stop the video at any point or repeat certain segments of the video to focus on areas that they were not good at

  14. EVIDENCE OF IMPACT (-) • Both teachers and students felt unsettled and needed to adjust their habits and practices, especially during the initial period of implementation • Students were also not naturally self-directed, they needed guidance and constant reminders from the teacher to watch and learn from the videos before their lessons

  15. PROPOSED IMPROVEMENTS

  16. HOW CAN WE IMPROVE THE MODEL? • Raise student’s “self-directedness” • Support teachers in this model of instruction • Teachers’ belief • Teachers’ practice • Technical support – creation of simple screen capture videos

  17. CONCLUSION

  18. TO CONCLUDE… • The flipped classroom concept, if done well, could bring about more effective learning of mathematics through greater students’ autonomy and ownership of learning, thereby cultivating self-directed learning • This pedagogical approach also facilitates students’ acquisition of their ICT skills

  19. Questions & Answers

  20. THANK YOU VERY MUCH  Tay Lee Yong (Dr) tay_lee_yong@moe.edu.sg Chua Yi Lin, Elaine (Miss) chua_yi_lin_elaine@moe.edu.sg Ong Yilun, Yvonne(Mdm) ong_yilun_yvonne@moe.edu.sg Beacon Primary School 36 Bukit Panjang Ring Road Singapore 679944

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