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Plan a Flipped Lesson - Flipped Learning Open Course
An Open and Connected Course for Faculty Development

Plan a Flipped Lesson

--Originally published at Flipped Classroom

Al planear esta lección invertida, me viene a la mente las posibilidades de alcanzar un mayor aprovechamiento mediante el uso de una herramienta didáctica que se realice anterior a la sesión de clase y posteriormente, encomendarles alguna actividad que sirva a manera de reflexión o comprobación de haber realizado la actividad solicitada. En este caso, se diseña una actividad en la que los alumnos tengan la posibilidad de construir un mapa mental de uno de los temas de la clase a partir de la infomración proporcionada en los artículos que se ponen a su disposición anteriores a la clase. Este mapa mental les servirá para el desarrollo de la clase.
Asimismo, se podrá realizar una discusióne n clase respecto de los temas importantes que surgen en la lectura de tarea. Esta discusión sirve com un marco en el que se desarollan las competencias de comunicación y escuha activa. Asimismo, se logra que los alumnos mantengan un alto nivel de desarrollo en el dominio de los contenidos, toda vez que deben explicarlos a sus compañeros durante la discusión.



Design of a Flipped Class

Title:  Acute Renal Failure
Learning Objective: Understand the process by which an acute renal failure ensues.
Pre-class material: read 3 articles on the topic (Acute Renal Failure). Students are to take notes of important information in the articles provided, so they will be able to do the assignment.
Assignment: Make a Mental Map of the processes involved in the development of an Acute Renal Failure.
In-class activity: Active discussion on the topic (Acute Renal Failure). The students are to interact with one another and be able to produce a document that includes the following: Classification of Acute Renal Failure, Causes of Acute Renal Failure, Explain the concept of FENa.
My Reflection:
I think this activity encourages the students in active reading on the topic. They are expected to produce an evidence of their pre-class activity that can be helpful in their in-class activity. The discussion we have in class helps me identify the difficult areas for the students as well as those areas that are fully understood and need no further highlighting. They are able to interact with one another in class, which enables them to develop their communicating skills and get to know one another better. They are also expected to produce an evidence after the in-class session. This is a helpful material for them to study upon, for the upcoming exam.
Most of the students fulfilled their pre-class activity. The few students that did not do it, could work in groups with other students that did it. This helped in the learning process of the process by with acute renal failure ensues. The students, by explaining themselves to others, developed important communicating skills and reinforced their learning on the subject.