This course is aimed at teachers, professors and educators. We will first look at the benefits of flipped classroom and how it can facilitate teaching and learning for a variety of subjects and levels and has the potential of increasing the depth of understanding if used correctly.
The following topics will be discussed:
1- What is flipped classroom and its main benefits
2- When to use flipped classroom, related to subjects, content and levels with special examples from K-12 and University education in a Middle-Eastern context
3- Types of flipped classroom, with and without the use of technology
4- How to prepare flipped classroom content
5- How to manage your flipped classroom
In this section, we will look at the reasons why the flipped classroom model is effective and the benefits of flipping one’s classroom. In the end we will be able to identify and explain the main benefits of using flipped classroom related to active learning in the classroom, with the hope that you will be motivated to try the flipped classroom model in your own class!
In this section, we will look at the situations when it makes sense to use the flipped classroom model. We will be able to Identify the types of learning situations when it makes sense to use the flipped classroom and provide examples. We will also be able to explain the types of applying flipped content, including methods without technology.
In this section, we will look at the different kinds of flipped content and best practices to prepare it. Our aim is to identify which type of flipped content best suits your learning context and to use best practices to create one’s own flipped content, with a specific focus on video content.
In this section, we will look at the most important part of flipped classroom: in-class teacher-student interaction after the flipped content with the objectives of designing active learning in-class activities that will connect with the flipped content effectively and increase the depth of learning, as well as applying strategies for different situations and groups in-class based on student performance with the flipped content
Dr. Ismael Rumzan is a PhD graduate of Imperial College, London who fell in love with educational technology in the early days of the web in 1996. After completing a post-doctoral research at the University of Alberta in 2001, he was given the opportunity to turn a hobby into a passion by joining the e-learning team at the university. He was inspired by instructional designers to always focus on the use of technology to solve a real educational need. Then, he travelled to Jordan in 2006 to join an e-learning startup. Since, he has consulted with several educational institutes such as Qasid Arabic Institute. He embraces the concepts of flipped classroom and calm technology, which are his topics of ongoing research and publications.
Hanan graduated from the University of Jordan with a BA in Arabic Language and Literature in 2014. She is interested in using technology in different classes. She had the opportunity to work as a teacher at the Qasid Arabic. After two years of teaching and learning with various programs and levels such as the American Diplomatic Program and the programs of British universities (Oxford / Oslo / Suas / Exeter / Manchester) and other levels, she started to learn how to design and use interactive listening. A year ago, she designed her own classroom using the interactive flipped approach for all language skills and has used it for a full year to date.
Dr. Sajeda Abu Saif holds a Ph.D. in Hadith and Sciences from the University of Jordan. She is a teacher at the Qasid Arabic Institute and has supervised the MA thesis for non-Arabic speakers in Hadith literature. She has written four printed books and published a number of scientific papers. She is currently teaching various Arabic language programs at the Qasid Institute, such as the Diplomat Program and the CASA Program with classes in Classical Arabic, Islamic Law, and Contemporary Arabic. She also conducts courses and training workshops for teachers on how to teach language skills for non-Arabic speakers. She is interested in the field of educational technology. When she uses technology in her classes, she evaluates the impact on her students.