Flipped Classroom and Blended Learning within Health and Physical Education

The use of a flipped classroom allows teachers to move away from being the person who stands at the front of the class and talks to the students. A flipped class room encourages the teacher to become more of facilitator and encourages student centred learning.

Blended learning is use of online resources within a classroom and allows students to work at their own pace. Blended learning focuses heavily on meeting the requirements of each individual student within the classroom.

I think the use of the flipped and blended classroom could be very beneficial within a health and physical education environment. Both methods acknowledge the importance of student centred learning and personalising education to the individual student.

Within a physical education class the teacher may be introducing a new topic in the following lesson. The teacher could prepare a flipped classroom for the students to watch in their own time. This would allow the students to be introduced to the topic via the flipped classroom rather than the teacher standing at the front of the class and delivering information. The use of the flipped classroom may encourage students to think about the new topic, they may have some questions already and they may do further research or enquiry on their own.

A blended approach may work within a health class where some people are more advanced than others. The blended classroom would allow for students to work at their own pace and collaborate or discuss in groups if required. The use of the online resource would allow for the teacher to communicate with more individual students within the classroom. I believe that freeing up the teacher to talk to the students could encourage important discussions around the topic.

Testing can be incorporated into blended learning. For example there may be short quizzes that the students need to complete. The results are received directly by the teacher and are collated by the online system. This process allows the teacher to identify how the students are progressing, what they know and what they don’t know. The collection of data online means the teacher can spend more time teaching rather than distributing and marking tests.

 

Web 2.0 and beyond

Web 2.0 incorporates online tools that allow students to think deeper about their learning and organise their thinking. In addition web 2.0 encourages students to communicate and collaborate with others.

Web 2.0 can be applied to Bloom Taxonomy. An example of this could be You Tube being applied to the evaluating element of Bloom Taxonomy. In a class room situation the students may be learning about biomechanic principles. Rather than simply viewing images on paper the students could view movement videos on You Tube and apply the principles to the videos.

The use of You Tube and videos is transformational because without the use of the videos it would be difficult for students to apply the principles to a full range of movement. The application to a real life situation encourages the students to think deeper and they are able to apply their learning to a certain context. The rewind and pause feature of a video clips allows students to, watch the movement as often as required, communicate with their peers regarding certain aspects of the video, refer to a certain time frame within the clip and come up with the answer in their own time. If the school has enough devices the students could select a movement video that is best suited to their interests and they could share their knowledge with others who have chosen different movements.

Bloom http://www.mmiweb.org.uk/web20/bloomweb20.html

 

Copyright – Images – Creative Commons

Copyright Council of New Zealand – Information sheet for the education sector

http://www.copyright.org.nz/viewInfosheet.php?sheet=439

TKI copyright in schools

https://www.tki.org.nz/Copyright-in-Schools

Creative Commons – Nonprofi organisation that enables the sharing and use of creativity and knowledge through free legal tools.

http://creativecommons.org.nz/licences/licences-explained/

Where can I find an image with a Creative Commons licence?

http://search.creativecommons.org/

What needs to be included when attributing Creative Commons materials?

Credit the creator

Provide the title of the work

Provide the URL where the work is hosted

Indicate the type of licence it is available under and provide a link to the licence

Keep intact any copyright notice associated with the work.

Attribution of the image:

NY http://nyphotographic.com/

Education

http://www.picserver.org/e/education.html

Creative Commons 3  CC BY-SA 3.0

Sharing, copying and redistributing in any medium or format including adapting, remixing, transforming, and building upon the material for any purpose, even commercially. Attribution required.

 

 

 

“Create your blog in minutes”

Did you have a diary when you were younger? Do you remember how simple it was to keep a diary? All you really needed was a note book and something to write with. A diary provided a place to take notes and document your private thoughts and feelings?

At first I thought a blog seemed like a simple concept whereby you can simply apply the principles of a diary to an electronic platform however, for my IT illiterate self this is not the case. If you search WordPress in Google you will be told that a blog can be created in “minutes”. At this stage I am feeling rather disheartened because I have been creating this blog platform for what feels like days and it doesn’t incorporate any fancy features and there is no order or structure. It occurred to be that I could be here for many more days so I have opted to start blogging without the fancy features in the hope that I will be able to amend and improve my blog over time.

At the age of 27 and with several years of university under my belt my basket of technological tricks is still very empty however, I hope to fill my basket as I progress through this course. I am looking forward to developing my understanding of how I can put technology into practice and how I might be able to incorporate technology into my teaching. I wouldn’t describe myself as being very confident when it comes to technology and I hope that this blog will become a resource that I can refer back to during my studies and teaching.

During one of my practicum experiences my associate teacher made the use of technology look so easy. I was incredibly jealous of what she incorporated into her classes and I felt so far behind the times. Here I was, half her age and struggling to put together a power point presentation. My goal is to incorporate technology into my life and my lessons, to make things interactive and to work more efficiently.

Unlike a diary, a blog is a public tool whereby written comments can be read and interpreted by others. I acknowledge that the people reading my blogs will make judgements, they will question what I have written and they will probably leave comments. At first this idea scared me and I became self-conscious about writing online however, the interaction from other readers can only benefit my learning and understanding of technology.

I look forward to documenting my journey and seeing what I achieve over this time.