The Top Five Benefits of a Flipped Classroom

Photo courtesy of mahlness on Flickr. A recent innovation in teaching is known as the â€Å"flipped classroom,† in which students watch recorded lessons at home, and work on homework and projects at school. With increased access to technology for the creation of educational videos, and a wide variety of instructional platforms and videos available online, this approach to teaching is gaining popularity. Tina Rosenberg’s recent New York Times opinion article â€Å"Turning Education Upside Down,† focuses on flipped classrooms and how they work. Rosenberg advocates for this method of learning, citing proof from a couple of schools that have successfully adopted the approach. There are many benefits to using the â€Å"flipped classroom† approach, but the following are our top five reasons why we love this teaching style: 1. A flipped classroom encourages hands-on or project-based learning. The flipped classroom approach is centered on the student, and her progress in understanding material through practical application. The flip â€Å"frees up class time for hands-on work,† Rosenberg writes. â€Å"Students learn by doing and asking questions — school shouldn’t be a spectator sport.† In addition, this approach stresses collaborative projects and group work, allowing students to partner together to find a solution. Collaborative learning can be one of the most effective ways to boost critical thinking and knowledge retention, according to a Journal of Technology Education article â€Å"Collaborative Learning Enhances Critical Thinking† by Anuradha A. Gokhale. 2. Teachers have more time to work one-to-one with students in a flipped classroom. A flipped classroom provides students with the support they need, at the time they need it. Not all students have an environment at home that can provide help with homework. Sometimes these students get frustrated and give up on homework, Rosenberg notes. With a flipped classroom, students can get immediate one-to-one answers to their questions. â€Å"In a traditional classroom, the teacher engages with the students who ask questions — but it’s those who don’t ask who tend to need the most attention,† according to Rosenberg. With a flip, the teacher can help coach students through the material, and has more time to monitor progress. 3. Students have time to digest the material and develop follow-up questions after viewing the material the night before. If a student is confused about anything he’s watched in the online lesson, he can easily pause, rewind, and watch again. Teachers have transitioned from 20-minute videos to six-minute videos, Rosenberg says, to keep students’ attention and encourage repeated viewing. 4. Flipped classrooms bring creativity back to teaching. The web provides access to thousands of lessons and videos that teachers can use to supplement their teaching. Technology has enabled teachers to have fun while filming a lesson, coming up with creative ways to teach a concept. One teacher interviewed in Rosenberg’s article said that â€Å"he feels like an ‘educational artist’ who doesn’t just talk and hand out sheets.† He continued, â€Å"‘I can create interactive lessons and exciting content. There’s so much more time to educate!’† 5. While further research on the efficacy of flipped classrooms is needed, initial results are encouraging. Clintondale High School in Detroit is a fully â€Å"flipped school† with the results to back its change in teaching methods, according to the article. Graduation rates are up and the number of college graduates has increased dramatically since implementation. To see more details on Clintondale’s success, click here for an infographic on Flipped Classrooms created by education software provider Knewton. To read more about â€Å"flipped classrooms† and other approaches to learning, visit our blog, at aplustutoring.com/news.

The Philosophy Of Descartes On The Affirmative, And John...

Are ideas innate or not? First, I will present the debate on innate ideas as argued by Descartes on the affirmative, and John Locke on the negative. Descartes view that we do indeed have innate ideas which comes from his meditations concerning the idea of god. While Locke would argue that we do not have innate ideas and that is rooted in his belief that all knowledge is a result of our experiences. Descartes was a French philosopher who was a rationalist. Rationalists believe that all ideas are innate. What this means is that we have all truths already in our minds from birth, and we do not need to take in any information from the outside world to know what is truth. In his book Meditations on First Philosophy Descartes tries to prove that we do have innate ideas. He does so through his mediations on god and wax. Descartes states that all human beings make mistakes, this is shown when he says â€Å"The senses do sometimes deceive us† (Cress 1993,14). Descartes is saying that we can be incorrect in our judgments when we use our senses. We may see someone from afar and believe the to be our friend Jane, but once that person comes closer we realize that it was not Jane but someone else entirely. Thus we have made a mistake. Our senses gather information from the outside world and thus not an innate idea. Descartes argued that when human beings make mistakes like this we are imperfect. When he says human beings are imperfect he is stating that we will not be 100% correct 100%Show MoreRelatedThe Origin, Development and Significance of Human Rights10255 Words   |  42 Pages(including the materialism of Hobbes, the rationalism of Descartes and Leibniz, the pantheism of Spinoza, and the empiricism of Bacon and Locke) encouraged a belief in natural law and universal order; and during the 18th century, the so-called Age of Enlightenment, a growing confidence in human reason and in the perfectibility of human affairs led to the more comprehensive expression o f this belief. Particularly important were the writings of John Locke, arguably the most important natural-law theoristRead MoreOrganizational Behaviour Analysis28615 Words   |  115 Pageselements taken more broadly from areas such as anthropology and ethnography, as well as occasional incursions from economics, political ‘science’, and industrial relations. There are also some elements taken from the arts and humanities such as philosophy, history and (very controversially) literary and art criticism. It is, then, a broad field which, to add to the confusion, also goes under several different names, some of which you will encounter when reading texts on the subject. The two mainRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesmarketing and sales staff. More than one hundred instructors reviewed parts or all of Organizational Behavior, Fifteenth Edition. Their comments, compliments, and suggestions have significantly improved the final product. The authors wish to thank John D. Kammeyer-Mueller of the University of Florida for help with several key aspects of this revision. The authors would also like to extend their sincerest thanks to the following instructors: Lee Boam, University of Utah Andres Johnson, Santa Clara

Essay on Linking Eating Disorders With Genetics - 1871 Words

While Bulimia is known by many names, the term â€Å"bulimia† did not enter the English language until the 1970s, â€Å"perhaps representing lingering uncertainty about its essence† (Gordon, 2000). Bulimia, as we know it, is a modern disease, however, there is some evidence of binging and purging in ancient times; for example, in ancient Egypt, â€Å"physicians would recommend periodical purgation as a health practice† (Gordon, 2000). There has also been documentation of wealthy families in the middle ages vomiting during meals in order to continue eating large amounts of food. At this point, you may be wondering why these examples are not considered Bulimia Nervosa. According to Dr. Richard Allan Gordon, author of Eating Disorders: Anatomy of a Social†¦show more content†¦It is now defined as â€Å"Recurring episodes of eating significantly more food in a short period of time than most people would eat under similar circumstances, with episodes marked by feelings of lack of control.†¦ The person may have feelings of guilt, embarrassment, or disgust and may binge eat alone to hide the behavior†. It is important to note that there is a difference between over-eating and binge-eating, while over-eating is a recognizable problem for many people, â€Å"binge-eating is much less common, far more severe, and associated with significant physiological and psychological problems† (DSM 5). Binge Eating Disorder is similar to Bulimia Nervosa in that we see episodes of eating large amounts of food, the difference being that there is no purging after the binging episode. It is seen highly among obese patients, but, perhaps due to a reluctance to relate obesity with an eating disorder, it was not recognized as distinct from Bulimia Nervosa until the early 1990s (Gordon, 2000). Some of the first documented cases of Anorexia Nervosa were religious in origin. As early as the 12th century we saw women, particularly in Western Chri stianity, known as â€Å"Miracle Maidens† who were highly esteemed for their self-control, their â€Å"holy anorexia† was thought of as a gift from God. Some scholars have stated â€Å"the intense relationshipShow MoreRelatedWeight Obsession Affects Millions Of Teenagers Today1179 Words   |  5 Pagesone out of every seven women has or is struggling with an eating disorder. One study a few years ago found that 36% of adolescent girls believed they were overweight while 59% were trying to lose weight (Eating Disorders in Teens, n.d.). Up to 30 million people of all ages and genders suffer from an eating disorder (anorexia, bulimia and binge eating disorder) in the United States. Ninety-five percent of those who have eating disorders are between the ages of 12 and 25 (ANAD, 2015). InfluencedRead MoreIn The Last 100 Years There Were Major Challenges In The1688 Words   |  7 Pageslack of international consensus on diagnostic categories for mental disorders between t he most used manuals the (ICD) international classification of diseases and (DSM) diagnostic and statistical manual of mental disorders which are still elusive until now and still struggle to fulfil its purpose (Hickie, Scott McGorry, 2013) as both of them depends on observation of mainly middle-aged people with persistent mental disorders although most mental illnesses begin before the age of 25 years Read MoreTMF Case Study1004 Words   |  5 Pagesweeks or months with basic home therapy. 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The pleasurable effects of opioids create a conditioned association within the affected person, which can be triggered by person, places, or things. Compulsive behaviors develop to recreate the pleasurable feelings thus leading to addictive personality behavior disorders. The mesolimbic reward system undergoes neurobiological alteration withRead More The Role of Stress in the Development of Bulimia Essay2410 Words   |  10 PagesThe Role of Stress in the Development of Bulimia During the past few decades, Western culture has witnessed an enormous explosion in the number of eating disorders reported among young women. One such type of eating disorder is Butimia Nervosa. According to the DSM-IV criteria it is characterized by recurrent episodes of binge eating, in which the person experiences a feeling of loss of control,and recurrent compensatory behavior in order to prevent weight gain. Both of these behaviors occur

Antigone4 Essay Example For Students

Antigone4 Essay A tragic hero, according to Aristotelian definitions, is a highly renowned and prosperous character. This figure is not perfect and has to be on some level responsible for his or her downfall. The heros punishment usually exceeds the crime. By the end of the play, this hero recognizes his or her own error or flaw and accepts the overwhelming retribution. Through this experience, he or she finally gains wisdom. In Antigone by Sophocles, Creon fits the term tragic hero more adequately than Antigone. The two have some character flaws, and both are responsible for their own tragic consequences. They are proud, stubborn people, and their unwillingness to recognize their folly sparks the bitter conflict between them. Yet Antigone does not experience any significant downfall nor is she enlightened in any way at the end. Creon, on the other hand, is a great man reduced to a pitiable condition as a result of a tragic flaw and is humbled by this tragedy. Bound by her rashness and steadfast rel igious convictions, Antigone buries her brother, Polyneices, despite Creons edict because she felt that it was not up to man to decide her fate. Antigone is strong enough to challenge the everpresent control of men. She presents her opinions, challenges authority, and does not believe in something merely because it is the word of the king. It is between her and the gods. Even though Antigone is courageous and noble, she does not think her actions through. She does not care whether or not her decisions will affect the people around her. Antigone also has a martyr complex. Her selfishness is shown when she harshly refuses her sisters request to share Antigones punishment with her. Antigone wants all the credit for saving Polyneices soul. All these flaws are only traits of the human nature, and Antigone is merely a human. At the time of her impending death, she reveals her fatalistic nature, which at first is hidden beneath her pride and feministic convictions. She blames the curse tha t her father, Oedipus, has brought upon the family, and she laments on the fact that she has been destined to meet a tragic end from the time of her birth, when, in actuality, she has been the one to make the decision to bury Polyneices. Fearing a torturously slow death, she commits suicide. In a Greek tragedy, one of the most important elements is hubris. During the course of the play, Antigone is supposed to overlook warning signs that tell her to sthop what she is doing and go back to the correct way. This does not happen for her. Unlike a tragic hero, she does not exhibit any recognition of her mistakes and misjudgements, nor is she humbled or enlightened at the end. Even though her death is quite unfortuante and preventable, it is not really a downfall since she knows that she is going to die all along. Pathos is what the audience feels for Antigone, but not to the extend to which one feels remorse or learns a moral lesson by it. Creon, like Antigone, is also full of stubborn, foolish pride. Still, his decision in ordering the edict of putting anyone who buries Polyneices to death can be justified. He is only being loyal to his state, and his political and religious attitude is probably shared by many Thebans at the time. Creons flaw is the rigidity in his personality and a sense of insecurity and inadequacy that will not allow him to change the royal fiat. Hubris is excessive or inordinate pride in oneself. Creon does not want to lose face and give into a woman, and he refuses to listen to the advice of the people hwo love him and whom he loves dearly, a flaw which will eventually lead to the devastating consequences he must endure. Despite all the warnings that the Sentry, Haimon, and Teiresias give him, he does not realize that he can be wrong and, in this case, is wrong. Creons realization of his errors in punishing Antigone comes too late. He tries to make up for them by performing the burial rituals on Polyneices that Polyneices rightfully deserves according to their religious beliefs. But Antigone has already hung herself in her characteristic rashness and Haimon stabs himself too, in front of his father after trying to kill him. Creon then returns home only to find his wife dead by her own hands. His life has crumbled apart and he cannot do anything about it. He must nowl ive his life condemning himself, fully aware that Antigones death is completely unnecessary, that his son has died, loathing him, and that his beloved dead wife has cursed him before he has killed herself. Creon, now alone as ever, is left with nothing but his overwhelming guilt and a newly gained wisdom. He now knows that he decree has dishonored the gods and his own family, and his accepts the punishment he feels he deserves for his folly. Antigone is a noble character but she is not a tragic hero by definition. She does not recognize her flaws and has ended her life quickly. There is no find of any revelation in this play for Antigone. Creon fits the cri teria of a tragic hero perfectly. His pride, lack of judgement, and unwillingness to bow to a woman have thrown him into complete disarray and despair. His paradox occurs when he tries to be a strong king. He attempts to use the significance of Polyneices death as a symbol of his strength and power over tyranny and treason. In doing so, he destroys the lives of those that he most cherishes. Creon is the one who falls from grace in this play, and at the end, he is humbled and enlightened by the tragedy. Therefore, Creon is the real tragic hero of Antigone. 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