My blog post is about using web quest in my curriculum in the Property & Casualty Insurance Program. The first link contains a web quest example that I found could be implemented when I am teaching the Manitoba Automobile Insurance course. I have used a similar type of assignment but not using a web quest, which I would never have thought to utilize with my students until taking this course. I would provide the students with the web resources and have them complete a automobile quote using the Rate Calculator that Manitoba Public Insurance has on their website.
“A Web Quest,” according to Bernie Dodge, the originator of the Web Quest concept, “is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. Web Quests are designed to use learners’ time well, to focus on using information rather than on looking for it, and to support learners’ thinking at the levels of analysis, synthesis, and evaluation.”
What a great concept to incorporate into a classroom with the use of technology and the Web.
The 3rd link has a website that I thought would assist me to develop my own templates, while also searching for existing ones in my field. This website has some informative links that will provide me with the starting point of understanding and using a web quest in my classroom.
The process; once completed will be beneficial and important for the students to experience an inquiry based activity while learning new or existing concepts. A rubric would be developed to properly assess the students in this type of student centered learning. I certainly will embrace and use the Web Quest activity in my classroom.
Click on this link to read the article. Here is another link; part 2 of the article.
Did you know that flipping the classroom is not a new concept?
I always thought that the traditional lecture was the real one way of instructing a classroom. But now we see that flipping the classroom can be an effective way to develop understanding for the students in a student-centered way.
The opportunity of utilizing this theory in my classroom is endless. The material that I teach is detailed so I provide students with chunking of the information and workshops, assignments or group activities after each section.
So instead of me lecturing the material and then doing the activity, why not do a video of what I am expecting the students to learn on their own? So the instructor and students can interact within the newly gained instructional time. Since my class size is between 15-20; flipping the classroom can work out to be highly effective and rewarding to the students. The idea to have a quiz at the end of the video lecture will ensure that the students have watched the video and understand the concepts provided. I tell my students that for the next class they have to read a chapter to prepare for the lecture, but how many students have actually read the chapter before class? With the video it allows them to view it over and over if they have missed any important points expressed in the material. In a traditional lecture; can they rewind the instructor? No !! The students are afraid to ask questions or for you to repeat what was said; which makes the student now go on to further material; not knowing what was discussed previously.
Since we are dealing with adult learners who have other responsibilities outside of the classroom, will flipping the classroom always work? If the length of the class allows for certain sections of a video to be watched in the classroom with the activity completed after it; would that work? It all comes with change and experiencing new ideas to find out what works in your classroom. One method may work for one group of students while the other may not.
In closing, I feel that the flipped classroom will be beneficial to my students and I am very excited to experiment and try this out with my next new group of students.
Click on this link for the article.
The article that I decided to blog on immediately caught my eye as to why can we not incorporate blended learning and the traditional learning into the classroom. The writer references the flipped classroom and how both methods could work well with the students.
I am not a long-term instructor, so adapting to some of the ideas behind a flipped classroom or bringing in more technology is so interesting and exciting.
The example that Jon Bergmann suggests for student centered learning is the Genius Hour. Where the instructor provides the flipped classroom; micro-videos for 80% of the class and the remainder is open-ended where the students can ask questions. What a great concept to blend the 2 teaching styles; traditional and blended.
Just like in any industry, some people do not adapt to change while others do. So, with instructors; those that can easily change are embracing the blended theory while others are stuck in the traditional way of teaching. Is that fair to our students? Why are the students not learning at the pace that the system requires? Because it starts with the instructors or teachers and without him/her changing to our environment; some students will have the desired results while others will not.
In closing blended learning and the traditional learning can both be used in the classroom where modern technology and ideas can be incorporated to enhance the learning of the students. The author; Jon Bergmann has a textbook called Flipped Classroom that is excellent reading for any instructor.