Blended and flipped learning..!

Blended and flipped learning..!

1. The difference between flipped and blended learning is that blended learning creates a more effective way of presenting course material to employees in an engaging and efficient way

   • Background information
     • What do I not know..?
       • The difference between flipped and blended learning is that blended learning creates a more effective way of presenting course material to employees in an engaging and efficient way.
         • Backround
   • Theory of the nature of language
     • Important theory
   • Objective of blended
     • Blended Learning, Objectives: One of the core features of any form of effective learning is having the aims and objectives clearly defined before diving into any practical part. The success factor of any blended learning strategy is detrimental to your ability to plan ahead. Ask yourself: what skills do I want my students to acquire? How can a blended learning classroom help to achieve the acquisition of these skills? What topics will the syllabus cover? Are there any learning tools or effective learning models that can contribute to delivering the educational content? Think of your objectives as your learning blueprint. It will help guide you through the course and make sure you stick to your carefully constructed plan.
   • Objective of flipped learning..!
     • Flipped Learning, Objectives: Class time is spent exploring topics in greater depth and creating more learning opportunities. In other words, in Flipped Classroom each student contributes, proposes, investigates, questions, decides… They are exposed to an activity in which they are essential for others and for the project. In turn, it contributes to enhancing their teamwork skills and talent.
   • Syllabus model
     • The main idea of ​​this model is to transfer the direct instruction part out of the classroom and thus reserve time in the classroom for more complex knowledge activities. For example, the teacher can share a video explaining the new topic accompanied by a study guide. Then, in the classroom, class time is dedicated to working on doubts, complex activities and projects related to the topic discussed. For example, a business management teacher could send success stories related to the topic seen in class so that students can analyze, study and, in class, discuss them.
   • Learning and teaching activities
     • Theory of language learning
       • What are the major theories about language acquisition? The most well-known theory about language acquisition is the nativist theory, which suggests that we are born with something in our genes that allows us to learn language. It proposes that there is a theoretical language acquisition device (LAD) somewhere in our brains that is responsible for learning a language the same way the hypothalamus is responsible for maintaining your body temperature. If language was partly biological, it could explain why humans seem to have far more complicated communication patterns than any other species . Although no physical “language organ” exists in the brain, language acquisition can be hampered if certain parts of the brain are damaged during critical periods of language development. Damage to the left hemisphere, for example can lead to aphasia - a disorder which causes problems with language, while leaving intelligence untouched.
     • 1. Think-pair-repair In this twist on think-pair-share, pose an open-ended question to your class and ask students to come up with their best answer. Next, pair learners up and get them to agree on a response. 2. Improv games If your classroom is museum-level quiet no matter how you try to liven things up, try some low-stakes (read: not embarrassing) improv activities. In the three things in common game, pairs figure out the most unexpected things they share (this can also be done online in breakout rooms). Or challenge your students to count to 20 as a group with one person saying each number – but no one is assigned a number, and if two people talk at the same time, everyone starts again at 1.
       • 3. Brainwriting You’ve probably tried brainstorming, but have you tried brainwriting? In this approach, students are given time to come up with their own ideas individually before sharing them out loud or posting them to an online whiteboard or other shared platform.
         • Concept mapping Collaborative concept mapping is a great way for students to step away from their individual perspectives.
           • The one-minute paper How much could you explain in one minute? At the end of class, set a timer and ask students to record their most eye-opening revelation or biggest question. This activity lets students reflect on learning and build writing skills – plus you’ll get a window into their understandings and misunderstandings.
   • Learner roles
     • • In summary, blended learning works because it: 1. Is student centered, making students active participants in their learning 2. Gives the instructor time back in the classroom to scaffold student learning 3. Provides students with immediate, timely feedback 4. Makes learning intentional and purposeful by engaging in real world activities In a flipped classroom, students are responsible for consuming the content on their own, and then the instructor uses classroom time to guide students through activities, help them get back on track, answer questions, etc. In a flipped classroom, the teacher does not give direct instruction. Their role becomes one of a facilitator who sets up the content, maps out homework, and provides a welcoming learning space that students can explore in.
   • Techniques, procedures and behavior
     • . Blended learning. The online material does not replace any face-to-face teaching, but rather is used as additional support. Techniques, procedures and behaviors Use multiple types of instructional materials Incorporate technology for reinforcement In the classroom: • Access to expert support • Opportunities for collaboration • Feedback With homework • Provides a reason for learning content • Engages and prepares students for learning

2. Teacher roles

3. Role of materials

   • Role of materials • Appropriate technology (Educational videos, pre-recorded lectures, games, online learning material and podcasts) Flipped learning. Have a set of tasks at the end of each video lesson. This can take the form of puzzles, questions, summaries or further research.

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