Both Classroom Flipping and Challenge Based Learning increase student engagement and motivation. Both of these concepts increase creativity, motivation, and engagement. This allows students to be generators and producers. The goal of a flipped classroom is to off-load instruction to homework in order to open up class time for student-centered activities, inquiry, and critical thinking exercise. In Caitlin Tucker’s article, “Flipped Classroom: Beyond the Videos”, she noted that a flipped classroom homework assignment does NOT require the teacher to create the content via recording videos or podcasts. She discusses the benefits of media that is already ready to use (i.e. history.com, pbs.org, and khanacademy.org). I appreciated this because it takes the pressure off of teacher’s who want to use a flipped classroom, but do not necessarily want to create additional content for it. Tucker went on to discuss the what classroom instruction time looks like when the transfer of knowledge (the lecture) takes place at home. In order to maximize the potential of classroom time, teachers can offer instruction in different mediums. This could include technology, student-centered activities, collaborative research projects, or creative writing assignments. Challenge Based Learning empowers students to address local and global challenges while acquiring content knowledge in all subject areas. It help students develop 21st century skills, and ensures critical and creative thinking. CBL is designed to be flexible and customizable with clearly defined roles form both student and teacher. What I love about this form of learning is that EVERYONE involved is a learner! Teachers, students, community members, and families all share the responsibility for the learning experience. CBL provides a meaningful learning experience beyond the classroom and into the community.
Students begin to engage in CBL through essential questioning. Next they investigate those essential questions and organize their plan. Third, the students take action and begin implementing the solutions they came up with to solve the problem. The video we watched with the students in Victoria, Australia flawlessly executed this process. The teachers, students, administration and community all shared responsibility to successful implement this project. The students successfully contacted community members to ask for specific needs, collected books for the flooded library, wrote encouraging letters, made bracelets that represented hope, and donated animal supplies. My students are currently leading the school in collecting donations for Operation With Love From Home. Many aspects of CBL could be implemented in addition to the students collecting donations. In addition, our school could definitely do a CBL process to help with the fires that have devastated so many families in northern California right now. This would address both global and local challenges. Students learn how to channel their compassion and empathy into action through Challenge Based Learning.
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Rafael Garcia Avila
11/21/2018 04:21:44 pm
Jennifer,
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Jennifer PerkinsTouro Student, Master's in Innovative Learning Archives
November 2018
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