Flipped classrooms allows flexibility within a learning programme both for the student and the teacher.
Students are able to take control of the pace of their learning. Teachers are able to create courses, units of work, or lessons in a way that redefines the learning process. The teacher is more available to move between students to support them at their point of need.
The video provides examples of how flipped learning can be utilised in an early learning setting.
Students in Kindergarten to Year Two were challenged to write and publish or retell Dreamtime stories as part of their Big Ideas project investigating different cultures in their local area. Students worked collaboratively to decide on the topic of their story, write the story, design the artwork and illustrations before selecting the digital medium to publish their work.
Teachers assisted students to discern between apps to redefine the story telling process. Students used apps on their iPad such as iPhoto, Keynote, Green Screen and iMovie to tell their stories and demonstrate their understanding of curriculum outcomes.
The video provides an example of student work: Tiddalick the Frog by Robert Roennfeldt retold by Kindergarten students and an original story by Year One students.
Future Problem Solving in Year 9 Big Ideas
Year 9 Big Ideas in Winter Term focused on deepening students’ awareness of Perth - their capital city. The term-long project engaged students in real-world future problem solving as they explored the big question: “Is Perth ready for the future?” The project was structured around the geographical inquiry process. We began by developing students’ knowledge of significant landmarks in the city through an engaging activity where students worked in pairs to produce a three dimensional model and plaque of information about a landmark in the city. The models then served as three dimensional symbols on a large map of Perth, of which students used their iPads to take “aerial photographs” and record geographical observations.
With an overall sense of the geography of Perth, students began to engage with the inquiry process. Students were allocated to research groups in order to focus their inquiry into the big question. The groups were: Tourism; City Living and Retail; Heritage; Transport; Culture, Arts and Communication and Sustainability. Within these groups, students conducted initial research, formulated smaller inquiry questions and built itineraries for Curriculum Enrichment Week. They also participated in small interactive workshops to develop the information gathering skills such as conducting surveys, interviews, note-taking and photography, that they would need to undertake their inquiry during their week in the city.
Curriculum Enrichment Week served as an opportunity for students to deeply engage with their research topic, considering the current climate of Perth and suggesting possible problems and potential solutions as the city grows in the future. They were given opportunities to connect with a wide range of people in the Perth community - from an audience with the Right Honorable, The Lord Mayor Lisa Scaffidi to a presentation by town planners and surveying members of the general public to gain a sense of interests, concerns and ideas for the future of the city.
Students were also given a sense of the people and places most connected to their research topics within the City of Perth. For example, the Sustainability group visited City Farm and conducted a site survey of the Swan River at Point Fraser facilitated by an education officer from the Swan River Trust. The Heritage group visited the Perth Mint and the Museum of Western Australia to evaluate how these places are working to retain public engagement with Perth’s heritage. The tourism group visited the Bell Tower and many locations around King’s Park to establish a tourist’s view of Perth and how tourism could be better promoted and sustained in the future.
In the weeks after Curriculum Enrichment Week, the students have been synthesising their geographical data to answer their inquiry questions. They have produced extensive geographical research folios showcasing the process of their inquiry and their engagement with and use of primary and secondary sources, such as surveys, photographs, notes and graphs. The task has also incorporated an opportunity to demonstrate parts of the English Achievement Standard through the creation of a Photographic Montage through which the students have thoughtfully told the story of Perth, in relation to their research topic, through combining words with their own photographs taken during Curriculum Enrichment Week. The students have been challenged to evaluate their data to identify potential problems facing the City of Perth in the future and formulate possible solutions which they will showcase in “Perth 2043” - a multi-modal presentation in which students will present their solution - a vision for Perth thirty years into the future.
Ms Karen Taylor
Year 9 Big Ideas
Pearltrees 21 Century Pedagogy
In researching some new and interesting pedagogy ideas for Big Ideas, I came across this page using an app and web based application called Pearltrees. Has some interesting ideas and also some potential as an app in the classroom.
Pearltrees 21 Century Pedagogy