“Beyond the flip a la VAL”
Virtual Action Learning ( VAL ) is a didactic with similar characteristics to flipping-the-classroom. A didactic model that focuses on activating students. After a short joint activity, involving the activation of prior knowledge and the discussion of learning objectives and learning questions, the student can start working independently. Using assignments, the student watches information via videos and websites, after which he selects that information and processes it into learning products. He can sometimes also acquire information by doing research.
digital boardAfter these independent activities, the joint group meetings with the teacher take place. In this didactic model, it is visible that the independent work is alternated with joint moments with the teacher and the other students. In the classroom, discussions take place about the learning questions of the students and intermediate products and the progress of the learning process are discussed. After this, students can improve their work to a top work (best practice) that is ready to be presented, after which the teacher validates the work. During a final discussion or assessment, the student demonstrates that he has achieved his learning goals.
An important starting point in this didactics is learning together in interaction. Students can work independently, but by using a virtual learning environment they can also 'talk' to each other about their questions and products. They are also stimulated by the assignments and the teacher to provide each other's work with feedback. During the joint moments, the teacher can open the learning environment on the digital board , to directly view and discuss the questions and products with each other.
Teacher instructing elementary schoolchildren on using the laptop computer
The role of the teacher is changing. Flipping the Classroom reverses the traditional order of work, allowing for thailand telegram effective use of teaching time. Students are challenged to investigate and deepen their own knowledge, after which the teacher responds to questions and problems that arise while working on a learning product.
The teacher thus assumes the role of supervisor and is no longer the one who transfers his knowledge to the entire class at one time. Students can decide for themselves which source of information makes the subject matter clearest for them (diagrams, texts, films or sound fragments). A selection is provided, so that they do not have to swim on the internet to find suitable information.
New (didactic) skills for teachers
Teachers are currently mainly trained in transferring subject knowledge. However, the didactic skills of the “Guide on the side” require a new empathy, which takes into account the current information age. He must know which forms of activating didactics can be used during the lesson (didactic knowledge). The teacher is well informed about the content of the lesson and which learning objectives and concepts are important (content knowledge). In addition, the teacher must have knowledge of the technical possibilities of social media and ICT (technical knowledge). This form of education therefore not only requires 21st Century skills from the student, but also from the teacher .