What are some ways to incorporate reflection into a flipped classroom model?

Flipped Learning should be intentionally student-centered. On the other hand, it must built upon four main pillars : a flexible environment, learning culture, professional educator and intentional content. As teachers we are meant to guide students in the reflective process and this can be done by giving them prompts. Moreover, we can facilitate discussion, guide learning, and help students problem-solve when they are working on a specific problem. This is a good way to give some independence to our students too.

One approach to stimulate reflection before the actual commencement of the class is to propose that learners begin contemplating a specific real-world problem, following the problem-based learning method. This method allows them to delve into the discipline's context, often proving highly motivating. Subsequently, it's viable to guide them through the complete course in a subsequent phase, employing alternative pedagogical approaches like the flipped classroom model. This approach ensures that they have covered the entire course content and engaged in one or more practical applications. Consequently, it helps avoid knowledge gaps in the discipline being taught.

The reality is that, according to Galileo, "We cannot teach people anything; we can only help them discover it within themselves." In my opinion, the teacher should raise questions in the lesson video for the students to research at home and present and discuss the results of their efforts in class.

Alunos devem ser estimulados a pensar na resolu??o de casos concretos. A teoria sem um propósito prático específico dificilmente irá engajar o aluno nas atividades de aprendizado. Ent?o, antes da aula em si, é sempre uma boa ideia apresentar um caso concreto de difícil solu??o e deixar claro que a teoria que será ensinada será uma ferramenta importante para resolver o desafio.

It’s important for learners to attune themselves to how they feel about the content they’re studying. It would help for pre-class reflection to start with rating the level of difficulty on a scale of 1-10, followed by rating the content on how well they have understood the key points. Then a summary of the key takeaways followed by in-class discussions after which they can add to their takeaways. Any reflection during or after class must carefully gauge the opportunities provided to the learners to fully engage with the content, immerse themselves in the learning and get a chance to share their input in class or on online forums.

A flipped classroom course demands a meticulously crafted and comprehensive script, encompassing diverse learning activities—an integral facet of quality teaching practices. A well-designed online course intricately unveils the content the instructor deems crucial for learners, often in more detail than traditional courses. Effective communication with students, setting clear expectations and guidelines, becomes pivotal. Equally important is providing students with a clear roadmap of their progress within the curriculum. Constructivist theories underscore the significance of metacognitive reflection in empowering learners to regulate their learning, glean insights from peers, and cultivate both in-action and post-action reflections.

Pair, Square, Share, and Compare was the gold standard for in class reflection. After a task, students would check with a partner(Pair), then with a second pair(Square), then give their answers to the class(Share). Finally, the correct answer would be given and they could (Compare). Additionally, using ICQs and CCQs prior to the task allow students an opportunity to grasp what is expected of them. "Are we working together or in pairs?" "Are we reading, writing, speaking, or listening?", etc.

In a flipped classroom model, reflection can be seamlessly integrated to enhance the learning experience. Consider these approaches: Online Discussion Forums: Encourage students to participate in online forums, discussing their understanding of pre-recorded materials, sharing insights, and asking questions. This fosters reflection as they articulate their thoughts. Concept Mapping: Ask students to create concept maps summarizing their understanding of the material. This visual representation requires them to think critically . Interactive Quizzes with Explanation: Include quizzes that not only test knowledge but also require students to explain their answers. This ensures they reflect on the reasoning behind their choices.

After a result has been explained in class, I pause and ask: what is the relevant question (or questions) that this result suggests to come next? I refrain to continue until at least two answers have been provided. This year I will make them compete with an AI at this point.

Cultivate reflection in a flipped classroom through in-class activities like think-pair-share or self-assessment. Encourage students to compare understanding, identify gaps, and revise strategies. Implement reflective prompts such as "What did you learn today?" to guide them in articulating and evaluating their learning. For instance, in a language class, a think-pair-share session on a cultural topic prompts students to reflect on perspectives, fostering deeper comprehension. \

Encourage post-class reflection tasks like summaries or blog posts to solidify learning in a flipped classroom. Assigning portfolios or videos prompts students to synthesize key takeaways and apply knowledge to new situations.

One thing I have found helpful is to design a practical activity that is connected to the subject matter discussed in class, especially for the science students. Design a practical which they can perform at home and then make a video, which they can use on their social media accounts and blog posts. The quality of work, imagination, and creativity would be outstanding because 'everyone' is watching.

One takeaway of the class in an April Fools' Day format. Each participant writes one takeaway of the course as it is "advice" to the colleague. It is fun and meaningful!

é fundamental que o aluno aplique o conhecimento aprendido. Para isso, exercícios pós aulas s?o fundamentais. Os exercícios ideais s?o aqueles que estimulam o aluno a aplicar os conhecimentos adquiridos em situa??es realistas e, dentro do possível, próximas do seu cotidiano.

At the end of every workshop, I tell students about habit cadence, and how we need to try something new three times before we can appreciate most of it's benefits. In workshop, the kids take thinking before buying for a "test-drive" by calculating the DIMS - DOES IT MAKE SENSE? SCORE for the possible purchase of either an item or an experience. I encourage them to do this two more times on their own outside of workshop, with the suggestion that they make sure to try out the experience silo, if they first practiced thinking before buying for an item, or vice versa. This underscores both the ease and power of knowing the answers to simple questions (price, shipping costs..) about all types of purchases before you make a final buying decision.

Reflection is integral to learning, and various tools can enhance this process. Here are five tools I've incorporated in my classroom: 1. Google Forms can be used to create forms for pre and post-class reflections. Great for surveys and quizzes to collect and analyze students' thoughts on their learning experiences. 2. Formative is an interactive assessment platform. My favorite tool to gauge content understanding and encourage content reflection. 3. Padlet is a virtual discussion and collaboration platform. Ideal for fostering interaction and collaboration. 4. Kahoot gamified quizzes for engagement. Preferred for pre-class understanding and post-class reflections. 5. Nearpod is great for Interactive lessons and assessments.

An essential reflection tool in a flipped classroom is the use of written portfolios. Depending on the topic or unit, students can engage in reflections through written entries or concise videos. As the teacher, you can provide prompts to guide their reflective process and enhance their learning experience.

One of the best self-reflection tools I saw in my time in ESL was vlogs/ or audio logs. At the end of a chapter of the courseware the students would answer a self-assessment form in an audio/video format. Not only did it keep a log of everything they had covered but they could track their improvement in speaking and confidence as the course progressed. The logs were completely private, and optional but the students who did them saw major improvements. As others have said, digital spaces where students can collaborate and communicate about their coursework are also fantastic.

Ferramentas de vota??o eletr?nica / Fóruns: Plataformas onde os alunos possam discutir tópicos, fazer perguntas e compartilhar pensamentos, promovendo a reflex?o e a intera??o virtual em tempo real. Quadros colaborativos / aplicativos de mapa mental: Ferramentas que possibilitam a colabora??o em tempo real, onde os alunos possam compartilhar ideias e contribuir para a constru??o coletiva de conhecimento, documentar e refletir sobre seu próprio progresso e aprendizagem. Facilita a visualiza??o e organiza??o de conceitos e temas, promovendo a reflex?o sobre as rela??es entre os tópicos. Plataformas de aprendizagem colaborativa: Ambientes online que facilitam a colabora??o entre os alunos, promovendo discuss?es e reflex?es em equipe.

Un a?o tuve un grupo de estudiantes muy diverso e inquieto, no dejaban de hacer preguntas! Así que uno de los procesos de reflexión y evaluación fue elaborar una lista de preguntas que recorran las diferentes problemáticas que habíamos trabajado. El arte de preguntar resulta un disparador creativo sin límites.

Reflection is a powerful tool to use in the classroom. When you teach students to reflect, they become aware of their own abilities, gain confidence and motivation. When students are motivated, feel confident in themselves and in their peers and teachers, then teaching and learning processes are at their best. By teaching them to reflect, you transmit to them that you are not only looking for them to memorize information, but that what is important is that they think and have an opinion about what is being studied in the classroom. Thus, personal opinion (always accompanied by sources, references and justification), becomes valuable, and students feel heard and that they are really part of the process. That is where the magic happens.

Reflection enhances learning, fostering metacognition, critical thinking, and ownership. It provides personalized feedback, promotes continuous improvement, and cultivates effective communication. These skills prepare students for real-world challenges, ensuring they navigate complexities with strategic self-awareness.

A flipped classroom deepens understanding, as students critically engage with material, improving their engagement and critical thinking skills. Reflection helps in personalizing learning, identifying strengths and weaknesses for focused improvement. It also aids in better retention of information through connections between new and existing knowledge. This approach fosters student responsibility, promoting a self-directed learning attitude essential for lifelong education. Reflection offers valuable feedback for both students and educators, facilitating continuous improvement. Sharing reflections enhances peer learning and emotional nexus to the material, boosting engagement, making the learning experience effective and student-centered.

Incorporating reflection into a flipped classroom model offers multiple benefits. It helps students process and understand the material, enhances critical thinking skills, and promotes self-directed learning.

Reflection time is motivation time. It helps the student to process what they have learned and challenges them to master their errors and mistakes.

Un recurso es la metodología de Design Thinking aplicada a cada asignatura en la que la primera fase se trata de empatizar conociendo lo que piensan y tratando de entender, las necesidades de los alumnos. Posteriormente, responder en este orden las siguientes preguntas: - ?cuál es el problema? ?Se mantiene en la actualidad? ?Hay ejemplos contemporáneos? - ?por qué es importante? Allí se les ofrece a los alumnos la oportunidad de investigar por su propia cuenta -luego, se invita a responder a la pregunta ?cómo puede resolverse? En la primera parte se abre el espacio para que los alumnos puedan expresar su propio punto de vista. - finalmente, será el docente quien deba dar respuesta de diferentes abordajes para solucionar el problema.

KWL charts are a great way for students to reflect on their learning process; they are the perfect way to collect data as well without a formal assessment.

A educa??o está em constante mudan?a, devemos estar atentos às transforma??es tecnológicas e também às transforma??es geracionais. O ensino deve ser libertador tanto para os alunos como para professores, para que tenhamos uma comunidade crítica e ativa sobre os principais problemas sociais enfrentados para cada diferente gera??o. Conforme mudam as décadas, a educa??o deve acompanhar suas mudan?as e se adaptar aos alunos que surgem para que o ensino seja efetivo, uma constru??o de todos para todos.

I knew something was missing when students showed a lack of achievement in flip classrooms, but I didn’t know what it was. I found that reflecting on their accomplishments and raising awareness of the learning strategies they used throughout the course was vital. They need to envisage how much they have learned, progressed, and achieved to boost their confidence and be more motivated to keep going.

In terms of contextualizing our students, it can be inferred that the Gen Zs, and even Alpha kids, are socially-aware. I try to capitalize that during our discussions. It turns out that they become more reflective when they care about the subject matter. Evoking emotions, for me, is really a central element to reflection. It also matters that they see their teacher care about the topic at hand.