HOME / PRESENTATIONS /

Other

Peer Instruction and the Flipped Classroom, at Talking about Teaching at Leeds University Webinar, University of Leeds (Cambridge, MA), Monday, November 18, 2013:
talk_2209.pdf
The basic goals of Peer Instruction are to encourage and make use of student interaction during lectures, while focusing students' attention on underlying concepts and techniques. The method has been assessed in many studies using standardized, diagnostic tests and shown to be considerably more effective than the conventional lecture approach to teaching. Peer Instruction is now used in a wide range of science and math courses at the college and secondary level. In this webinar participants will learn about Peer Instruction, discuss several models for implementing the technique into the... Read more about Peer Instruction and the Flipped Classroom
Flipped Classrooms 101—An Introduction to Flipped Learning, at Digital Solutions Complimentary Webinar Series, Pearson Thought Leadership (New York, NY), Tuesday, August 20, 2013:
talk_2193.pdf
Instructors all over the globe are turning their students' worlds around by flipping classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address students’ difficulties and misconceptions. In this interactive webinar, Dr. Julie Schell will flip the session by asking participants to complete brief pre-webinar activities. She will use responses from these activities during the session to explore the why, what, and how of flipped classrooms—why flipped learning increases student achievement and engagement... Read more about Flipped Classrooms 101—An Introduction to Flipped Learning
Flipping the Classroom: How to Turn Your Students' World Right-side Up, at Turning Technologies Webinar (New York, NY), Thursday, August 8, 2013:
talk_2192.pdf
Instructors all over the globe are turning their students' worlds around by flipping their classrooms. In a flipped class, teachers move information coverage out of the lecture hall so that they can better leverage in-class time to address student difficulties and misconceptions. In this interactive webinar, Dr. Julie Schell will flip the workshop by providing brief introductory, pre-workshop activities to participants. She will use responses from these activities in the workshop and discuss the why, what, and how of flipped classrooms by confronting and resolving a series common myths about... Read more about Flipping the Classroom: How to Turn Your Students' World Right-side Up
From Academic to Entrepreneur, at OTD FAS/SEAS Research Administration Luncheon, Harvard University (Cambridge, MA), Thursday, April 25, 2013:
talk_2152.pdf
A brief overview of the commercialization of some of the intellectual property developed in my laboratory.
Flipping the Classroom: How to turn your students' worlds upside down, at New England Board of Higher Education (Boston, MA), Monday, October 15, 2012:
talk_1995.pdf
In a flipped classroom, instructors typically move information coverage outside the classroom so that that they can better leverage in-class time to address student misunderstandings and misconceptions about subject matter. The most basic and popular iteration of a flipped class is pre-recording lectures, called screencasting, on key concepts for students and putting them online for viewing and engagement before class. In this workshop, Dr. Julie Schell will provide an overview of the history of the flipped classroom and introduce a set of innovative tools that go far beyond screencasting,... Read more about Flipping the Classroom: How to turn your students' worlds upside down
Flipping the STEM class: giving students ownership of their learning, at LASPAU Webinar, Harvard Universtiy (Cambridge, MA), Tuesday, October 2, 2012:
talk_2000.pdf
In this webinar I will discuss how I have "flipped" my introductory science class -- moving what is done in a traditional lecture class outside class, and moving the practice that is usually done by the students outside class into the classroom. In order to give students ownership of their learning I have combined a number of research-proven techniques in the classroom and have replaced most summative assessment by formative assessment.
Promoting ownership of learning with authentic assessment, at Allen ISD/November Learning Webinar, Harvard Universtiy (Cambridge, MA), Tuesday, October 2, 2012:
talk_2013.pdf
In this webinar I will discuss how I have "flipped" my introductory science class -- moving what is done in a traditional lecture class outside class, and moving the practice that is usually done by the students outside class into the classroom. In order to give students ownership of their learning I have combined a number of research-proven techniques in the classroom and have replaced most summative assessment by formative assessment.

Pages