Today we provide teachers with a method to construct your own curriculum resources, that is, skillfully open resources and come up with a flipped classroom.
Opinions Regarding Getting Reading for Regular Colleges and Universities Online Teaching Organizing and Management Work Guidelines in time of Covid-19 issued by Ministry of Education points out that various colleges and universities should take advantage of online MOOC and high-quality online curriculum and teaching resources at provincial and school levels, embark positively on online teaching activities such as online lectures and online study, and guarantee teaching and teaching quality in times of Covid-19.
Ministry of Education is open to nationwide colleges and universities with free access to all high-quality online courses and virtual simulation experimental teaching resources. As of February 2nd, Ministry of Education has organized 22 online courses with free access to 24, 000 courses which encompass 12 disciplines at undergraduate level, and 18 specialization categories at associate and vocational levels.
Ministry of Education Issued 2.2, 000 high-quality online curriculum resources.
After teachers sift high-quality resources, the learning behavior is going to experience an effective change if you can bring students with an interesting flipped classroom through teaching design.
How to establish a flipped classroom?
“Flipped Classroom” caught on in academic circles. It utilizes temporal and spatial advantages of online teaching with learning preceding teaching and with learning pacing teaching, thus better supporting students’ autonomous learning as well as individualized learning.
The original plan of “Flipped Classroom” is “acquiring knowledge outside of classroom while internalizing knowledge in classroom”. In times of Covid-19, teachers and students face unprecedented circumstance of separated space: adjustment of offline teaching to online teaching may solve the problem of separated space between teachers and students, but it does not tap into the advantage of temporal and spatial separation. We try to move the concept of “Flipped Classroom” online, making it possible to acquire knowledge in asynchronous teaching and internalize knowledge in synchronous teaching.
This strategy is the online version of “Flipped Classroom”. When teachers adjust to online teaching mode, they find there are many contents that can be pre-installed, one of which is naturally learning-preceding teaching method.
Let us take a look at the following teaching process diagram.
Notice it? The first 3 links may be pre-installed.
Since these links may be pre-installed, why not let students learn first? Look, teaching changes!
After teaching change, several links in asynchronous teaching may allow students to finish at any right time (Admittedly, to ensure teaching progress, suitable time is limited) while several links in synchronous teaching generates contents according to study changes.
To make “Knowledge Explanation” to “Autonomous Learning”, this is emphasizing students to use resources to undergo self-study.
“Self-study Inspection” is a newly added link. Before teachers experience synchronous learning, use “Self-study Inspection” to understand the effects of students’ self-study. Drawing on this, teachers confirm detailed lectures and raise new and difficult questions.
Having time flexibility, different web environments may have new coping possibilities. Teachers may utilize open resources with limited data arranging self-study contents (provide study texts and resource link) while students may study at home. Then teachers and students set a date to undertake synchronous teaching, ad embark on self-study inspection and Q&A, thereby guaranteeing online teaching does not go wrong and exercise students’ self-study abilities.
Main points to implement
Design carefully and finish self-study kits.
Self-study materials are not only open high-quality resources which are a form of materials to encourage students to undergo self-study.
A good self-study kit should include self-study guide (for example, study assignment checklist), content lectures suitable for self-study (using open resources to form video mini-lectures, audio mini-lectures and reading materials), and inspect an evaluation of testing students’ self-study effectiveness and efficiency (for example, tests). Self-study kits are key to whether flipped classroom is effective or not.
Empower students and develop good self-study habits.
Flipped classroom sees students’ self-study as an important link, so before a course begins, teachers first make sure that students confirm their own learning goals, anticipated learning outcomes, learning cutoffs as well as the time and format of tests.
Simultaneously, teachers introduce commonly used learning strategies to students, for example, while listening, fill out study assignment checklist, draw mind maps, mark questions and confusion, and write feedback diary. According to the marks student left in self-study, teachers may selectively ask students to submit, thus assisting students in making learning strategies become internalized study habits.
03 Groups Study to Promote Cooperative Study Tour
When students study by themselves at home, they should pay attention to study pals. Teachers may encourage students to study in freely divided groups according to circumstances, thus making high-caliber students discuss with worthy opponent and weak students discuss with helpers.
04 Test Evaluation makes study really happen.
Once students’ learning assignments are set, teachers must follow up with examination and feedback. It is not realistic to only depend on students’ discipline. In accordance with teaching assignments, the number and duration of self-study tests should be confirmed to reasonably use online testing tools to conduct self-study tests.
Be good at using data and pay attention to formative evaluation
Teachers may see students’ click rates, online time and post numbers according to data in the form of a dashboard provided by the platform. At the same time, they may form an evaluation of students according to students’ regular feedback, group discussion posts, self-study note & materials
Synchronous Teaching Promotes Self-study Outcomes
Teachers summarize students’ self-study circumstances, and accordingly undertake synchronous lectures. Through intensive discussion, Q&A and one-on-one Q&A to launch uniform or individualized teaching guidance. We will provide methods and tools regarding synchronous Q&A in the next post.
