1. AULA
ETR TIC Claudia M. Pagano
rtic14@gmail.com
http://a-virtual.net/moodle/
CIIE CHACABUCO
INVERTIDA
FLIPPED CLASSROOM
una posibilidad de cambio
2. Curso
Destinatarios
Profesores de Educación Secundaria de todas las
áreas
Duración
20 horas ( 12 hs. de trabajo presencial repartidas
en 3 encuentros de 4 horas + 8 hs de trabajo no
presencial ).
Evaluación
Presentación de trabajo grupal por espacios
curriculares.
Apreciación personal sobre la aplicación del
modelo durante el presente ciclo lectivo.
5. Road To•Es un modelo pedagógico.
•Es una oportunidad de mejora en el aprovechamiento del
tiempo escolar.
En qué consiste?
6. Un medio para INCREMENTAR la interacción y el tiempo de contacto personalizado
•Un medio para INCREMENTAR la
interacción y el tiempo de contacto
personalizado entre profesores y
alumnos.
•Un modelo en la que todos los
alumnos están implicados en su
propio aprendizaje.
•Una clase en la que el profesor es la
“guía a al lado del alumno”.
•Una combinación de enseñanza
directa y aprendizaje constructivista.
•Un medio por el que los alumnos
ausentes, debido a enfermedad u
otras
•actividades que les impiden asistir a
clase, pueden seguir el ritmo de
desarrollo de las materias.
•Una clase en la que el contenido
está permanentemente archivado
para que los alumnos lo utilicen en
acciones de repaso, recuperación,
etc.
“Aula invertida o Flipped classroom" se trata de:
7. Un medio para INCREMENTAR la interacción y el tiempo de contacto personalizado
•Sinónimo de videos online. (Sin bien se pueden
utilizar videos, lo que resulta más importante es la
interacción y las actividades de aprendizaje significativo
que ocurren cuando profesores y alumnos están cara a
cara.)
•Un procedimiento para reemplazar a los
profesores por vídeos.
•Un curso online.
•Un modelo para que los estudiantes trabajen
a su antojo sin estructura o guía alguna.
•Que los alumnos se pasen todo el tiempo de
la clase delante de una pantalla.
•Hacer que los alumnos trabajen solos.
“Aula invertida"
que NO es:
12. Actividad grupal
•Conformar grupos de hasta 5 integrantes por áreas
disciplinares.
•Cada grupo debe debatir sobre la relación de las
siguientes ideas y el modelo de aula invertida:
“No me alcanza el tiempo, no sé cómo hacer para
aprovechar el tiempo escolar.”
“Los contenidos son muchos, el tiempo se me va
explicando.”
“En la escuela no funciona Internet.”
“Algunos estudiantes tienen Internet en su casa, otros
en sus teléfonos celulares y otros no tienen.”
•Pensar cómo la aplicación del modelo clase invertida
puede contribuir en parte a la solución del problema.
13. Excellent Resources
PUESTA EN COMÚN
Advantages: Using technology to give
students control of their interactions
which has a positive effect on student
learning
18. Acordar grupalmente un espacio de intercambio (facebook,
twitter, whatsapp, otros).
Seleccionar 3 videos explicativos de un contenido del espacio
elegido considerando los criterios de selección (adecuación al
DC, calidad gráfica y sonora, idioma, relevancia). Duración
máx. de cada video 5 minutos.
Traer descargados los 3 videos.
Traer las URL de los 3 videos.
Actividad domiciliaria
Paso 4Paso 4
Paso 1Paso 1
Paso 2Paso 2
Paso 3Paso 3
21. Who are our students?
The Baby Boomers (born between 1946 and 1964) growing up in a time of economic expansion and
prosperity, major social movements, and national optimism.
Core values include optimism, team orientation, personal gratification, health and
wellness, personal growth, work, and involvement.
Generation X (born between 1965-1977) witnessed corporate layoffs and corruption, inflation, the
energy crisis, and nuclear proliferation.
Core values include diversity, thinking globally, balance, techno-literacy, fun, informality,
self-reliance ,and pragmatism.
Generation Y (born 1977 through 2000) grew up being defined by 9/11, bombings in Oklahoma City
and school shootings. They were raised in a child focused environment.
Core values include optimism, civic duty, confidence, achievement, sociability, morality,
street smarts, and diversity.
Generation Z (Millennials) (born early 1990s to present) grew up with the internet, cell phones, I-Pads
and I-Pods. They get information fast and expect it quickly. They often are seen as inpatient and are
technically savvy.
Core values are a sense of social justice, philanthropy and maturity that comes with
growing up in an economically depressed time.
Notas del editor
We are here to reach all of our students, not just the smart ones. So we need to continuously find venues, often a variety that can reach all different types or students. This can be extremely challening and pushes us, as educators outside of our comfort zone. But it has to be done because education, as we teach it today, is not working.
We are here to reach all of our students, not just the smart ones. So we need to continuously find venues, often a variety that can reach all different types or students. This can be extremely challening and pushes us, as educators outside of our comfort zone. But it has to be done because education, as we teach it today, is not working.
Flip classrooms are well thought out and use both summative and formative assessment. They take time and commitment to do and this method is not a magic bullet to education; teachers still have to passionate and caring about what they are teaching and the students believe they want to help them learn.
We need a strong pedagogy that drives out technology—never the other way around!
Flip classrooms are well thought out and use both summative and formative assessment. They take time and commitment to do and this method is not a magic bullet to education; teachers still have to passionate and caring about what they are teaching and the students believe they want to help them learn.
We need a strong pedagogy that drives out technology—never the other way around!
One of the major evidence-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest.
Using
One of the major evidence-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest.
Using
One of the major evidence-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest.
Using
One of the major evidence-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest.
Using
One of the major evidence-based advantages of the use of video is that learners have control over the media with the ability to review parts that are misunderstood, which need further reinforcement, and/or those parts that are of particular interest.
Using