Source: Flipped Classroom Workshop Application
The Lookstein Center and the UJA Federation of NY invite educators working in New York City, Nassau, Suffolk and Westchester Counties to learn to develop and implement an exciting new educational paradigm that will empower your students, help focus teacher instruction, provide increased opportunities for differentiation of instruction, and engage students using blended learning methodologies.
Selected candidates will work collaboratively with participants from other schools to learn about blended learning in general and the flipped classroom methodology specifically. They will refine their skills, help to train others even as they are learning, and be at the forefront to build inter-school educational learning communities and lesson data-banks for cooperative work.
All expenses associated with this program are covered thanks to a generous grant from the UJA Federation of NY.
This one year course includes 3 on-site seminars (in the NY area) and bi-weekly online web meetings. Teachers will learn to develop and produce video lectures as well as follow-up materials for in-class work, learn to identify and develop online resources, and to work in collaborative online communities. Throughout the first year, teachers will be developing, refining and sharing appropriate materials for the flipped classrooms.
Program Timeline
- Sept. 2013 Opening two day/one night seminar
- Oct. 2013-Jan. 2014 First semester biweekly workshops
- Jan. 2014 One day seminar
- Feb.-May 2014 Second semester workshops
- June 2014 Yom Iyun for day school teachers from the NY area featuring demonstrations of "flipped" lessons
What is a flipped classroom?
In this model (which has gained popularity in general educational circles but has not been explored systematically for use in Jewish studies), teachers identify pre-existing or prepare short presentations which are recorded for the students to view at home. Students can view and review the lesson and parts of the lessons multiple times at their convenience without the need for the teacher to repeat material for the entire class. In the classroom, the planned lessons focus on the content matter viewed by the students. Students deliberately review, process, apply, and expand their understanding of these materials, actively facilitated by the teacher. Work in the classroom can be individual or in small groups. Student learning time is maximized and differentiated, students can learn at their own pace without falling behind the rest of the class, individual teacher-student time is enhanced without compromising the group learning, and students become empowered to take charge of their own learning. This type of learning is appropriate for Jewish studies teachers from across the ideological spectrum, as the teachers can maintain control over the content of the teaching even as they empower their students.
Register for the wokshop here.