Using classroom time effectively is at the heart of the engaging and playful Flipped Classroom model of instruction—a model that relies on learners viewing brief video lectures or other resources before arriving in their onsite or online learning spaces to apply what they have learned.
We’ll take a complete Flipped Classroom model approach to exploring the model in this highly interactive webinar. Participants are asked to watch the following two videos and arrive ready to work together online to see how the model can be applied in their own worksites:
“The Flipped Classroom: Rethinking Time and Space,” featuring Jon Bergmann and Aaron Sams Edutopia, October 28, 2014
“The Flipped Classroom Is Not…” Matt Johnson https://www.youtube.com/watch?v=hGs6ND7a9ac
Participants, by the time they leave the session, will:
• Be able to cite at least three ways that elements of the Flipped Classroom model can be incorporated into learning opportunities for library staff
and/or library users
• Have at least three examples they can draw upon as they consider incorporating elements of the Flipped Classroom model into their own work
• Have begun determining at least two concrete steps they will take within a month to incorporate elements of the Flipped Classroom model into their
library learning offerings
Original broadcast May 5, 2016
Paul Signorelli ~ Biography
Paul, co-author of Workplace Learning & Leadership with Lori Reed, served as director of staff training for the San Francisco Public Library system before becoming an independent writer-trainer-instructional designer-presenter-social media strategist-consultant.
Much of his current work in training-teaching-learning focuses on effectively incorporating educational technology into the learning process without losing sight of the learners. He is actively involved in designing and facilitating a variety of online and onsite learning opportunities; continues to incorporate Connected Learning and Flipped Classroom model practices into his work; and strives to create learning environments in which what is learned is quickly applied in learners’ worksites and communities.
He remains active on New Media Consortium Horizon Report advisory boards/expert panels, in the Association for Talent Development (ATD–formerly the American Society for Training & Development), and with the American Library Association; he also writes extensively to document and promote innovation and creativity in learning.