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Flip Your Classroom: Reach Every Student in Every Class Every Day (English Edition) First , eBook Kindle

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Número de páginas: 123 páginas Dicas de vocabulário: Habilitado Configuração de fonte: Habilitado
Page Flip: Habilitado Idioma: Inglês

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Descrição do produto

It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content.From there, Jonathan Bergmann and Aaron Sams began the flipped classroom: Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. What Bergmann and Sams found was that their students demonstrated a deeper understanding of the material than ever before.This is the authors’ story, and they’re confident it can be yours too.

Learn what a flipped classroom is and why it works, and get the information you need to flip a classroom. You’ll also learn the flipped mastery model, where students learn at their own pace, furthering opportunities for personalized education. This simple concept is easily replicable in any classroom, doesn’t cost much to implement, and helps foster self-directed learning. Once you flip, you won’t want to go back!

Sobre o Autor

Jonathan Bergmann was a classroom teacher for 24 years. He now works with teachers, schools and corporations to help them rethink educational practice. He co-founded the Flipped Learning Network and FlippedClass.com. He received the Presidential Award for Excellence for Math and Science Teaching in 2002.

Aaron Sams is an educational entrepreneur who co-founded the Flipped Learning Network and FlippedClass.com. He is adjunct professor at Saint Vincent College in Latrobe, Pennsylvania, and was a chemistry teacher in Colorado and California. He was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching.

Detalhes do produto

  • Formato: eBook Kindle
  • Tamanho do arquivo: 3082 KB
  • Número de páginas: 123 páginas
  • Editora: International Society for Technology in Education (ISTE); Edição: First (17 de junho de 2012)
  • Vendido por: Amazon Servicos de Varejo do Brasil Ltda
  • Idioma: Inglês
  • ISBN-10: 1564844684
  • ISBN-13: 978-1564844682
  • ASIN: B008CIW2GC
  • Leitura de texto: Habilitado
  • X-Ray:
  • Dicas de vocabulário: Habilitado
  • Leitor de tela: Compatível
  • Configuração de fonte: Habilitado
  • Avaliação média: 4.7 de 5 estrelas 3 avaliações de clientes
  • Lista de mais vendidos da Amazon: #69,457 entre os mais vendidos na Loja Kindle (Conheça os 100 mais vendidos na Loja Kindle)

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Formato: eBook Kindle Compra verificada
O livro é escrito em inglês muito fácil de ser compreendido, e é muito didático, explicando o tema da sala de aula invertida sem nenhum segredo. Trata-se de um relato esclarecedor de como os autores tiveram a ideia de criar esse tipo de abordagem didática e pedagógica, ressaltando as finalidades que procuravam atingir,a motivação que os levou a propor essa valiosa inovação, portanto uma leitura esclarecedora e que desmistifica o tema. Transparecendo o interesse dos autores para transmitir o fundamental, o essencial de seu trabalho e de suas experiências, merece ser lido por todos os professores, e deverá ter um valor inestimável quando suas orientações forem aplicadas na EaD online, modalidade semi-presencial.. E no formato de e-book, fica ainda mais acessível, em diversos aspectos.
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Por Matheus Lobo AVALIADOR TOP 500 em 4 de outubro de 2015
Formato: eBook Kindle Compra verificada
Excelente livro! Como precursores da metodologia, os autores descrevem com propriedade suas experiências e descobertas. Este livro é recomendável para atuais ou futuros professores de qualquer área.
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Fala sobre a experiência de uma dupla de professores de química e como o método da "aula invertida" foi se espalhando por escolas nos EUA a partir do trabalho deles.
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Avaliações mais úteis de consumidores na Amazon.com (beta) (Pode incluir avaliações do Programa de Recompensas para Primeiros Avaliadores)

Amazon.com: 4.5 de 5 estrelas 186 avaliações
Esta avaliação foi considerada útil por 36 de 37 pessoa(s):
5.0 de 5 estrelas An absolute must-read 14 de julho de 2012
Por Jeff Dekofsky - Publicada na Amazon.com
Formato: Capa comum Compra verificada
The other reviewers have already done a spectacular job discussing the gist of the flipped model that Jon and Aaron have laid out in the book so I won't re-hash all of that. I would rather talk about the usefulness of the book to any classroom teacher thinking about trying this model.

I began flipping my Math Analysis (Pre-Calculus) classes second semester last year after reading only a few articles about it. I had already been recording my lectures and posting them online for absent students for a year or so, so the technology was already in place for me. While I experienced tremendous success with it (even at the basic level that I implemented), I can only wish that I had this book in my hands before I started. I had to figure out what to do and, more importantly, what not to do on the fly on a daily basis. How do you deal with technology issues? What about students who don't watch the videos? How do you check to see who is actually watching and who isn't? etc. This book would have saved me countless sleepless hours and additional gray hairs. Jon and Aaron have written a book that lays out the basic tenets of the model in an easily understandable and usable way. This book is short and to the point. They left all of the fluff out and got right down to the backbone issues that need to be addressed for a successful flipped classroom. They have also thrown in real world examples from other teachers which is always highly useful.

In addition to laying out the details of the model, they then move on to talk about the Flipped Mastery model. Being that I already have the video technology in place and am already going to be flipping all of my classes this year, this was really the most informative part of the book for me. Flipping your classroom is not meant to be an end in and of itself. It is a mechanism for changing the focus of the learning in your classroom and to create deeper student understanding. The Flipped Mastery model then provides an even deeper level of learning than a simple flipped approach. This is where asynchronous learning and differentiated instruction really comes into play. As I go through my first full year of flipping, I will come back to this book repeatedly as I look to constantly improve upon the implementation in my classroom. This is a process not a goal. I cannot see how I will ever be 100% satisfied with my implementation. There will always be a way to take it further and to help my students learn even better. I am grateful to Aaron and Jon (and the entire Flipped Class community) for helping me along this journey. As a teacher of 17 years I can honestly say that this approach has completely re-energized me. I could not possibly recommend any book any more highly than I do this one!!!
Esta avaliação foi considerada útil por 3 de 3 pessoa(s):
4.0 de 5 estrelas Review from a future math teacher 3 de março de 2015
Por Madison Treser - Publicada na Amazon.com
Formato: Capa comum Compra verificada
I am currently a junior in college majoring in secondary education mathematics as well as working towards a computer education license. In class, we discuss the importance of student-centered style of teaching and how it is effective for student growth. One of the styles of teaching we have talked about is the flipped classroom method. This book goes along with and backs up what my professors have been teaching us.

One thing I really liked about this book is how it breaks down the information. First, they describe what their classroom looked like before they flipped their classroom and then gave a very brief explanation of what it looks like now. Then they explained that they do not use the flipped classroom method, but the flipped mastery classroom. The way they describe it only touches the surface of what these two style look like and it makes you want to keep on reading to see what it looks like in action. Their next chapters follow a here is the definition, what are its components, and then what it looks like in action.

They first explained the flipped classroom style. I liked how they broke it up in their explanation. It made it seem that implementing it in your classroom is very simple. They made a point that you should only implement this if it is beneficial for your students. That what ever you do to set up your classroom, it should be for the benefit of your students. Another thing I liked was that they explained their reasoning behind why they first started using the flipped style. After they explained what it is, they then described how to first set it up in your classroom. They recommended that it was best to start off your year with this model instead of easing the students into it. Their reasoning for this was that the first couple of weeks of school is when the dynamic of the classroom is established. If you start out with one style of teaching, but then change it during the year, it is just going to confuse your students. They also said to not make all of your videos in one year. They suggested slowly making your own videos and using other teacher’s videos that first year. They also suggested recording yourself teaching the lesson to an actual class to use for next year. That way you will have a library of record lessons from the previous year.

They then explained the flipped mastery classroom in the same outline. One key point was to implement the flipped mastery classroom AFTER you have already established the flipped classroom method. This way you can build your way up and you already have a library of videos and lessons for your students to use as they work ahead or if they need more supplemental work if they need to go over a certain topic over again. The main idea of the flipped mastery style is that students work at their own pace and move on to the next unit when they have demonstrated that they have mastered the previous topic. This gives the students the freedom to take control of their learning and not be afraid of getting behind or being bored if the pace of the class is moving to slow.

The role of the teacher is also changed. Instead of being the main giver of knowledge, they become the supplemental source of information. Students first use the videos, articles, book, each other and hands on activities before they work with the teacher. The main role of the teacher is to serve as a tutor or aid in the classroom. This allows the teacher to aid the students who are struggling and also allowing the teacher to work with each of their students one on one.

I really enjoyed this book and I thought it was very informative on how to set up a flipped classroom and how it looks in practice. One critique I would have is they only gave examples on how to do this in a science classroom. It would have been nice if they gave more examples for other subjects and grade levels.
Esta avaliação foi considerada útil por 1 de 1 pessoa(s):
5.0 de 5 estrelas Great Book, With Some Elements Missing 3 de março de 2015
Por Hannah McCafferty - Publicada na Amazon.com
Formato: Capa comum Compra verificada
As a pre-service teacher I found this book to be very informative, especially in regards to how Aaron and Jonathan made flipping their classrooms work. They demonstrate a clear mastery of many aspects of the flipped classroom, even admitting to the aspects with which they believe they struggle. As someone who does not have much experience as a teacher in the classroom, this book does give example students who have thrived in this type of learning environment. For cases in which they have noticed the students are struggling they have demonstrated how they intervened and for some students they could not fully help.
The book gives multiple demonstrations of student, teacher, administrator, and parent reactions to the flipping of their classroom, including criticisms parents had before seeing their students learning in this type of environment. However when quoting teacher and principals who have implemented this model, the authors use the same teachers for multiple situations and even someone from the school where they teach. This I feel does not give a genuine reaction to the model that they have created. This limits what could be understood from this type of learning framework, especially when they same people are quoted to have used this method of instruction.
The authors give clear examples of how this type of learning worked for a chemistry class. They do not however give examples of other subject areas, especially when they discuss of the flipped model. I would prefer a broader exploration of many subject areas while still giving the necessary descriptions of how the teachers have done this in the past. When giving the examples of the chemistry they clearly understand how this classroom flip works, but not for the other subjects that are offered. They do discuss some examples of people they know who have flipped their classrooms, but I do not feel that this gives enough credit to the other domains.
The main thing that I felt was noteworthy in this novel was the description of the mastery classroom while flipping. Jonathan and Aaron clearly know how to implement to get the most out of their students. I believe that their use of this could teach students to actually learn the material instead of learning how to go through school. This would be something that most people should consider implementing when they flip their classroom. However, as they stated this can be very time consuming and is a very daunting task for the teachers.
The one thing that I could not understand about their writing is that people who do not like to have control should not try to use this type of classroom model. It seems that they like to have control over how this should work in the classroom. I believe that a teacher who likes control can succeed with this type of environment as long as they are willing to let the students go at their own pace. But other than that I believe this book was amazing.
5.0 de 5 estrelas A Good Starting Point 24 de junho de 2012
Por idateacher2 - Publicada na Amazon.com
Formato: Capa comum Compra verificada
This summer I am preparing the resources needed to flip my classroom in mathematics. I was looking for resources on the topic with the purpose of working out as many kinks ahead of time as possible, and this book did a nice job of meeting that need. It simply outlines the model that the authors (practicing educators) currently use, tidbits of variations from other classrooms, and a road map of mistakes that they made and now avoidable for you. There is a section in there on how to make your own videos, but it needs to be more robust. I think this would be a perfect area for the authors to create a video on how they create a video and have it as a resource to go along with this book. They did reference a Ning that may have that, but I have not looked there yet. Examples were from secondary classrooms, so I will continue to look for resources from elementary educators using the model. Despite the difference in grades taught, the majority of it would be very applicable to an elementary setting. It is a short read and even with this it was a bit redundant in places. Worth the Kindle price for sure.
Esta avaliação foi considerada útil por 1 de 1 pessoa(s):
5.0 de 5 estrelas Very realistic and straightforward way to "do what's best for your students." 16 de fevereiro de 2014
Por Emily Paulsen - Publicada na Amazon.com
Formato: eBook Kindle Compra verificada
I read Flip Your Classroom subtitled Reach Every Student in Every Class Every Day in just two sittings. The authors, Jonathan Bergmann and Aaron Sams made the book short in hopes that busy teachers (and future teachers/college students like me) would be willing to read it. The authors are not educational researchers. They are just two average teachers from Woodland Park, Colorado. Well, maybe they’re not so average. Jonathan Bergmann “…received the Presidential Award for Excellence for Math and Science Teaching in 2002 and was named semi-finalist for the Colorado Teacher of the Year in 2010.” Aaron Sams “…received the Presidential Award for Excellence in Math and Science Teaching in 2009 and co-chaired the committee to revise the Colorado Science Academic Standards.”

This book is a nonfiction account of how they transformed their classrooms into “learning spaces” using what has become known as the flipped classroom. The book begins by describing three types of students who are underserved by a traditional classroom: Enrique, who wants to learn and tries to take notes during class, but can’t comprehend quickly enough to keep up with the lecture; Janice, who wants to do well, but often has to leave school early for one of her three sports and consequently misses class; and Ashley who learned how to play school so she receives good grades, but who doesn’t actually learn the material.

They continue to describe how the flipped classroom was essentially born in their classrooms and give suggestions for how a teacher can begin to flip their classroom too. A flipped classroom is a class for which students watch videos, or use another mode of instruction, to gain information that would have traditionally been given through lecture. Then they complete activities that would have been assigned as homework during class time with the teacher available as a resource. The authors made it a point to mention that they did not do or consult any research before they implemented their methods, “[They] simply jumped in” (Bergmann & Sams, 2012). Throughout the book they describe how the flipped model evolved into what they do now. It is mentioned that there is not one correct way to flip a classroom. It is not really a model, more of a mindset. The book also provides examples of how to use a flipped model for foreign language, math, science, social studies, physical education, and problem-based learning.

Jonathan and Aaron’s version of the flipped classroom started with them taking turns making their lectures into videos. At the beginning they required all the students to watch all the videos for homework. Then they started making their videos together. “There is something powerful about watching two people having a conversation instead of watching one teacher talk at the viewer” (Bergmann & Sams, 2012). Eventually they allowed the students to choose their mode of instruction (videos, textbook, or internet) and their mode of assessment (paper exam, online exam, written paper, or verbal conversation). One student even created a video game as his assessment and he blew his teachers away! The point is for the students to prove they’ve mastered the material.

Finally their flipped model turned into what they call the flipped-mastery model in which all the student work through the units at their own pace. That’s right! Some students might end up on unit 12 while others are still on unit 5. It is all about what is best for the students.

All in all, I couldn’t agree more with everything they said in the book. That does not mean that I want my classroom to be just like theirs. One point made very clear in the book was that flipping is not for everybody, as they say, “Control freaks need not apply”, (Bergmann & Sams, 2012), but these two teachers were doing everything in their power to do what is best for their students. I believe that every teacher has the desire to do what is best for the students, that’s why we take on this thankless career! They also stress that there is not just one way to flip a classroom. As a pre-service teacher, I am like a sponge trying to soak up as much as I can about creating the optimal learning environment for my future students. This book has provided me with another perspective on the “best” way to teach. I like that this model allows the students to gather information in the way they are most comfortable doing so. I like that it is flexible and can be managed with a busy schedule, because I am a strong believer in participating in multiple extra-curricular activities. And most importantly, I like that this model not just encourages, but really requires the students to take learning into their own hands and teaches them to be inquisitive and resourceful. We don’t really need our students to know the equation to find the maximum height of a projectile. We need them to know how to find the answers to their questions and be successful learners and workers in our society. That’s what this model does for our students.
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