Module 8 Activity 10 The Flipped Classroom

The flipped classroom is a teaching approach which involves a reverse of the traditional lecture and homework.  Students watch video lectures and complete tasks on their own after which they would interact with the teacher in the classroom to deal with concepts that they do not understand. The video lecture is often seen as the key ingredient  in the flipped approach, such lectures being either created by the teacher and posted online or selected from an online repository. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions,the teacher functions as a coach or advisor, encouraging students in individual inquiry and collaborative effort.

The flipped classroom is one that I would employ because it encourages constructivism at home for the students as well as collaboration when they get back to the classroom. The teacher is able to determine those students who have grasped concepts and those who need individual assistance in dealing with the learning.

Module 8 Activity 9 Cellphones in the classroom

Cellphones are not allowed in schools in Antigua and Barbuda but their use for learning cannot be ignored.  The potential for cellphones  in the classroom is vast. Students can use them to check for facts, to do research or search for specific information, take pictures of the black/whiteboard for reference later on and to check blogs, emails among other things. They are fully mobile and ubiquitous and most students have cellphones. The cellphone possibilities are endless and perhaps if given the chance it could enhance learning in schools in Antigua and Barbuda. One important consideration is that schools will have to put measures in place to control their use and limit them to the learning at hand.

Module 8 Activity 8 Managing online communication and collaboration

In light of the paradigm shift to ICT for learning, it is important that teachers craft learning experiences that involve a number of communication tools to include emails, blogs, instant messaging and cell phones.  Teachers have to be aufait with these tools to be able to effectively incorporate them into the classroom. In addition, schools that are desirous of using social networks for learning should have comprehensive e-safety policies to guide staff, students and parents on acceptable use of the network.

Module 8 Activity 7 – Tablet Devices in the Classroom

Tablet devices allow teachers to pursue individualized learning curriculum.  In addition, their use prevents classroom segregation and conflict since the students are free to pace themselves as they engage in tasks. The teacher will be free to work with different ability groups without moving too slowly for the quicker students or too fast for the slower students. The table initiative in Antigua and Barbuda with students in grades 8-11 receiving a tablet has made it possible for teachers to cater for the individual needs of their students. 

As a teacher, I will employ the following strategies in my class:

1.            Create standardized backgrounds for students’ tablets that include their names, ID numbers and other distinguishing information that can help in the location of misplaced devices.

2.            Set rules for the use and safety of the devices with the help of the students (especially if they are issued by the school).

3.            Make students work at their own pace.  The tablet provides an opportunity for differentiated instruction.

4.            Create enabling environments for use of the tablets by keeping the students engaged in inquiry based learning. This will prevent students from ‘straying’ from the learning.

5.            Select the appropriate apps needed for the learning in advance and ensure that only those selected are used for the activities.

Tablets are known to enable students to become producers and creators rather than passive consumers of knowledge. Students are ‘forced’ to employ 21st century skills such as critical thinking and problem solving when faced with inquiry-based and other forms of active learning in the classroom