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The Flipped Classroom and Genially: A perfect pair

The flipped classroom is in fashion. It’s a teaching method which facilitates the use of active methodology and the 21st century learning evolution. The flipped classroom develops autonomy and student responsibility, making students active in theirown learning.  It integrates technology, blends informal and formal learning, develops creativity and makes better use of classroom time than more traditional methods.

All of the above has profound implications for the learning process which we’ll outline next.

 

It favors a process that’s clearly necessary in current education: one which focuses on personalized learning.  This process encourages a progressive change of role for teachers and students in the classroom, and it allows the development of active methodologies in the class that further facilitate personalized learning.  This also helps improve attention paid to diversity because it does away with a system in which the same explanation is given to the whole class.  Here, the teacher and those students who have understood the basics needed to further delve into the lesson will be able to focus on the students who have a harder time.

The flipped classroom also favors an innovative process as it complements other methodologies like gamification, PBL (problem-based learning) and cooperative learning and it lends itself easily to the integration of technology in the classroom and improves and increases the blending of informal and formal learning.  This natural blending of technology and methodology does something more important and interesting than simply changing the classroom to the demands of technology; instead, it molds technology to the needs of the classroom.

Finally, it seeks to improve student empowerment by allowing each student to have more autonomy with decisions, more creativity and a chance to give input when the time comes for evaluation.

All of this means one thing: INVERTING THE ROLE OF CLASS TIME, taking full advantage of this time for active learning that’s authentic.

To do this, a teacher needs tools like Genially, which make the integration of technology, creative development, collaborative work and the diffusion of work created by students possible.

As we’ve seen, with this flipped classroom strategy, the student becomes the protagonist of his or her own learning; one of the most used strategies that accomplish this goal is to have students explain their work.  Usually to do this, students use powerpoint presentations and, sometimes, videos.  This fails to take advantage of methods, tools and applications that allow for more creative, attractive and up-to-date output like infographics, posters, dynamic presentations, andself-made designs. Genially is “genius” whenit comes tothesepossibilities. It’s flexible, has a large variety of resources and, above all, it’s extremely intuitive.  With it, a student can easily achieve powerful and stunning results.This makes the flipped classroomand Genially a perfect pair.

There are still, however, a few kinks to work out. In my personal experience, I haven’t used it very often, mostly because the Wi-Fi in my school is not very good and, in some cases when we’ve tried to work in class with Genial.ly, we’ve had to stop in cases when the students felt that they were following their professor’s “innovative whim”. I hope that the Wi-Fi problems present in many education centers son becomes something anecdotal, since Genially is the tool everyone prefers when working at home. Here’s an example from one group of students where they explain the Six Democratic Years.

 

Genially is definitely ideal for developing the flipped classroom’s goals with the joining of methodology and technology, and it allows students to do magic, producing powerful and creative works in an intuitive and easy way.  Like I said, the flipped classroom and Genially make a perfect pair.

Ready to flip your classes with Genially?

Manuel Jesús Fernández
Manuel Jesús Fernández
Profesor de Ciencias Sociales, interesado en la innovación educativa y las nuevas estrategias o metodologías que permitan al alumnado ser protagonista de su propio aprendizaje. Trabaja por proyectos en secundaria y utiliza fllipped classroom en 2º de bachillerato. Coordina la comunidad flippedEABE de Google+. Ha participado en varios cursos de formación sobre flipped classroom, competencias y metodologías activas en institutos y centros del profesorado de Sevilla, Cádiz, Córdoba o Málaga. También ha sido ponente en el curso sobre Flipped Classroom de la UIMP con sede en Santander en el mes de julio de 2014 y director del curso ¡Flipped Classroom, vuelve tu clase al revés! de la UIMP con sede en Valencia en el mes de julio de 2015.


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