{"id":974,"date":"2015-11-06T12:41:24","date_gmt":"2015-11-06T20:41:24","guid":{"rendered":"http:\/\/www.bellevuecollege.edu\/bcconnect\/?p=974"},"modified":"2018-02-24T07:59:47","modified_gmt":"2018-02-24T15:59:47","slug":"guided-practice-in-the-flipped-classroom","status":"publish","type":"post","link":"https:\/\/www.bellevuecollege.edu\/elearningfaculty\/2015\/11\/06\/guided-practice-in-the-flipped-classroom\/","title":{"rendered":"Add Guided Practice to the Flipped Classroom to Increase Student Engagement"},"content":{"rendered":"

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What is Bloom’s Taxonomy and why is it so important in flipped learning?<\/h2>\n

Bloom’s Taxonomy focuses on the concepts of active learning, student engagement and effective scaffolding of course content. Bloom’s Taxonomy makes the case that lecture-style teaching is not effective, and that significant learning occurs when students are actively engaged and learning tasks provide students with the graduated levels of support they require to successfully engage with higher-order learning activities.<\/p>\n

In 1956, Dr. Benjamin Bloom created a taxonomy for what he\u00a0termed significant learning<\/em>. The taxonomy was updated in 2001 to reflect the following stages of significant learning:<\/p>\n

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Image by Xristina la<\/figcaption><\/figure>\n

Bloom’s model illustrates the important\u00a0concept that assessing whether or not students remember and understand course concepts\u00a0does\u00a0not provide\u00a0evidence\u00a0that significant and lasting learning has taken place. The flipped classroom model, which reassigns the remembering and understanding tasks to the time students spend outside of class, supports the development of the higher order thinking skills, at the top of Bloom’s Taxonomy, by asking\u00a0students to engage with course content and complete exercises that test understanding before class time. When students come to class with these two initial steps completed, then class time can be devoted to the application, analysis and evaluation of course ideas with the end goal getting them all the way to the creation level.<\/p>\n

Though the flipped model has amazing potential for helping students to achieve higher-order learning outcomes, flipping a course has its own special challenges. By simply assigning materials to read or videos to view, and then asking students to come to class ready to discuss course concepts, instructors risk facing the likely\u00a0reality that students\u00a0have not completed\u00a0the reading or watched the videos or, if they have, they have not\u00a0comprehended\u00a0them\u00a0in terms of the way content will be applied in class activities. One of the most effective strategies for ensuring that students have achieved an understanding of the concepts they will work with in class is\u00a0the\u00a0provision of structured and guided practice. Guided practice gives students just that: a guide for remembering and understanding the material they are assigned to complete before class time.<\/p>\n

Guided Practice:<\/strong><\/p>\n