Papers by Charlotte Thoms
Proceedings of the International Conference of Education, Research, and Innovation. Madrid, Spain. , Nov 2010
Fundamental teaching strategies (lectures, case studies, and research activities) are enhanced by... more Fundamental teaching strategies (lectures, case studies, and research activities) are enhanced by adding new approaches in a dynamic socio-educational environment. Students use their left brain to comprehend essential concepts and are then challenged to be as creative as the right brain will allow. By bridging both, an innovative curriculum model is implemented. Student Response Systems, also known as clickers, are one approach employed in this model. Clickers can lessen “confusion and misunderstanding of the material presented.”[1] TurningPoint© slideshows are used to transform traditional PowerPoint presentations into interactive, student-focused experiences.
The Business Studies courses at the National Institute for the Deaf (NTID) are taught in a blended- learning format. Students engage in traditional activities augmented by online coursework and in-class activities that include the use of clickers for the acquisition and retention of business concepts. This pedagogical strategy engages both the analytical nature of the left brain and the creative nature of the right brain. The outcomes are reflective thinking, independent learning, and transfer of skills learned from other classes. Students become active participants who are involved, highly-motivated, and eager to provide feedback confirming their acquisition of course materials. Although numerous strategies are utilized, including game-based reviews, the clicker review has emerged as the only method specifically requested by our students.
Clickers have proven beneficial to students and teachers. The results from the pre-course and post- examination illustrate the phenomenal grasp of the course materials within the ten-week quarter. We find that students enjoy the fast-paced process and compete rigorously with themselves to improve the pre-course examination scores. Teachers enjoy the higher achievement and interaction in the classroom.
Proceedings of the International Conference of Education, Research, and Innovation. Madrid, Spain., Nov 2012
Around the world, teachers have flipped the traditional classroom. The flipped classroom approach... more Around the world, teachers have flipped the traditional classroom. The flipped classroom approach presents “instructional content delivered outside class, and engagement with the content—skill development and practice—is done in class, under teacher guidance and in collaboration with peers,” [1].
Since the blended learning curriculum has emerged as sound pedagogy, the flipped classroom must also be a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment allowing students the opportunity through critical thinking to merge “content into context,” [2].
Grounded theory method was used to analyze qualitative data gathered through a survey given to a small, representative group of deaf and hard-of-hearing students in two General Business courses. The findings informed the decision to continue with both the blended learning curriculum and the flipped classroom approach using i>clickers for review to produce a dynamic learning environment.
Proceedings of the International Conference on E-Learning in the Workplace, Jun 2013
E-learners in the workplace find returning to the synchronous classroom method of instruction inc... more E-learners in the workplace find returning to the synchronous classroom method of instruction inconvenient with their everyday work schedules. In the past, employees would sacrifice a day to a week of on-the-job productivity to provide themselves with knowledge and skills needed to perform their tasks effectively. However, the practice in the 21st century has modified retraining.
Around the world, teachers have flipped the traditional classroom and are successfully maximizing the virtual environment. By providing students with a blended learning curri- culum using the flipped classroom approach, instructors are not only preparing the students for the short-term goal of acquisition and retention of course content but also preparing them for the workforce where e-learning is becoming the norm. A carefully crafted blended learning curriculum integrates e- learning with traditional face-to-face class activities.
The flipped classroom approach presents “instructional content delivered outside class, while engagement with the content—skill development and practice—is done in class, under teacher guidance and in collaboration with peers,” [1]. Students gain valuable experience maximizing the blended learning curriculum by using the flipped classroom approach in a simulated work environment.
In this fast-paced, ever changing knowledge age, time and energy spent through e-learning is time well spent. Therefore, transferring the approach from off- site retraining, blended learning and the flipped classroom approaches brings flexibility and cost effectiveness into the classroom/workplace and thereby facilitating the process of currency in the discipline. The learner no longer has to exchange productivity on the job for learning or upgrading skills. The learner does not have to attend a class where the knowledge presented is already known to him or her and practiced on a daily basis or where a slower pace would be more beneficial to the learner.
This paper will demonstrate through responses from deaf and hard-of-hearing students in General Business courses the impact of e-learning with the blended learning curriculum using the flipped classroom approach. Their responses will show how to flip your classroom and not leave the curriculum upside down.
Journal of Interactive Instruction Development 20(1), Mar 2008
This article describes how Student Response System, also known as clickers, have helped to create... more This article describes how Student Response System, also known as clickers, have helped to create an engaging learning environment where students retain course content. Clickers are one tool in the teacher's arsenal of resources that transform a traditional PowerPoint presentation into an interactive student-focused experience. This article focuses on the use of clickers in General Business courses taught to deaf and hard-of-hearing students in a small classroom setting. Students become active participants who are involved, highly motivated, and eager to provide feedback confirming acquisition of course material. The goals, methodology, and findings are discussed along with student feedback from the participating classes.
New Learning Technologies: Society for Applied Learning Technology, Mar 6, 2013
Throughout the country, classes are flipping! As the blended learning curriculum has emerged as s... more Throughout the country, classes are flipping! As the blended learning curriculum has emerged as sound pedagogy, the flipped classroom should be a comprehensive learning model exemplifying the goals of instructional content. Instructors who desire to develop an engaging learning opportunity through an innovative lens of creativity will enjoy strategies helping students to place content into context. The connection between blended learning and the flipped classroom will be shown through responses from student surveys. This presentation will show the impact of the blended learning curriculum and the flipped classroom approaches on the success of deaf and hard-of-hearing students in general business courses. It will demonstrate how to flip your classroom and not leave the curriculum upside down.
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Papers by Charlotte Thoms
The Business Studies courses at the National Institute for the Deaf (NTID) are taught in a blended- learning format. Students engage in traditional activities augmented by online coursework and in-class activities that include the use of clickers for the acquisition and retention of business concepts. This pedagogical strategy engages both the analytical nature of the left brain and the creative nature of the right brain. The outcomes are reflective thinking, independent learning, and transfer of skills learned from other classes. Students become active participants who are involved, highly-motivated, and eager to provide feedback confirming their acquisition of course materials. Although numerous strategies are utilized, including game-based reviews, the clicker review has emerged as the only method specifically requested by our students.
Clickers have proven beneficial to students and teachers. The results from the pre-course and post- examination illustrate the phenomenal grasp of the course materials within the ten-week quarter. We find that students enjoy the fast-paced process and compete rigorously with themselves to improve the pre-course examination scores. Teachers enjoy the higher achievement and interaction in the classroom.
Since the blended learning curriculum has emerged as sound pedagogy, the flipped classroom must also be a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment allowing students the opportunity through critical thinking to merge “content into context,” [2].
Grounded theory method was used to analyze qualitative data gathered through a survey given to a small, representative group of deaf and hard-of-hearing students in two General Business courses. The findings informed the decision to continue with both the blended learning curriculum and the flipped classroom approach using i>clickers for review to produce a dynamic learning environment.
Around the world, teachers have flipped the traditional classroom and are successfully maximizing the virtual environment. By providing students with a blended learning curri- culum using the flipped classroom approach, instructors are not only preparing the students for the short-term goal of acquisition and retention of course content but also preparing them for the workforce where e-learning is becoming the norm. A carefully crafted blended learning curriculum integrates e- learning with traditional face-to-face class activities.
The flipped classroom approach presents “instructional content delivered outside class, while engagement with the content—skill development and practice—is done in class, under teacher guidance and in collaboration with peers,” [1]. Students gain valuable experience maximizing the blended learning curriculum by using the flipped classroom approach in a simulated work environment.
In this fast-paced, ever changing knowledge age, time and energy spent through e-learning is time well spent. Therefore, transferring the approach from off- site retraining, blended learning and the flipped classroom approaches brings flexibility and cost effectiveness into the classroom/workplace and thereby facilitating the process of currency in the discipline. The learner no longer has to exchange productivity on the job for learning or upgrading skills. The learner does not have to attend a class where the knowledge presented is already known to him or her and practiced on a daily basis or where a slower pace would be more beneficial to the learner.
This paper will demonstrate through responses from deaf and hard-of-hearing students in General Business courses the impact of e-learning with the blended learning curriculum using the flipped classroom approach. Their responses will show how to flip your classroom and not leave the curriculum upside down.
The Business Studies courses at the National Institute for the Deaf (NTID) are taught in a blended- learning format. Students engage in traditional activities augmented by online coursework and in-class activities that include the use of clickers for the acquisition and retention of business concepts. This pedagogical strategy engages both the analytical nature of the left brain and the creative nature of the right brain. The outcomes are reflective thinking, independent learning, and transfer of skills learned from other classes. Students become active participants who are involved, highly-motivated, and eager to provide feedback confirming their acquisition of course materials. Although numerous strategies are utilized, including game-based reviews, the clicker review has emerged as the only method specifically requested by our students.
Clickers have proven beneficial to students and teachers. The results from the pre-course and post- examination illustrate the phenomenal grasp of the course materials within the ten-week quarter. We find that students enjoy the fast-paced process and compete rigorously with themselves to improve the pre-course examination scores. Teachers enjoy the higher achievement and interaction in the classroom.
Since the blended learning curriculum has emerged as sound pedagogy, the flipped classroom must also be a comprehensive instructional model that includes direct instruction, inquiry, practice, formative and summative assessment allowing students the opportunity through critical thinking to merge “content into context,” [2].
Grounded theory method was used to analyze qualitative data gathered through a survey given to a small, representative group of deaf and hard-of-hearing students in two General Business courses. The findings informed the decision to continue with both the blended learning curriculum and the flipped classroom approach using i>clickers for review to produce a dynamic learning environment.
Around the world, teachers have flipped the traditional classroom and are successfully maximizing the virtual environment. By providing students with a blended learning curri- culum using the flipped classroom approach, instructors are not only preparing the students for the short-term goal of acquisition and retention of course content but also preparing them for the workforce where e-learning is becoming the norm. A carefully crafted blended learning curriculum integrates e- learning with traditional face-to-face class activities.
The flipped classroom approach presents “instructional content delivered outside class, while engagement with the content—skill development and practice—is done in class, under teacher guidance and in collaboration with peers,” [1]. Students gain valuable experience maximizing the blended learning curriculum by using the flipped classroom approach in a simulated work environment.
In this fast-paced, ever changing knowledge age, time and energy spent through e-learning is time well spent. Therefore, transferring the approach from off- site retraining, blended learning and the flipped classroom approaches brings flexibility and cost effectiveness into the classroom/workplace and thereby facilitating the process of currency in the discipline. The learner no longer has to exchange productivity on the job for learning or upgrading skills. The learner does not have to attend a class where the knowledge presented is already known to him or her and practiced on a daily basis or where a slower pace would be more beneficial to the learner.
This paper will demonstrate through responses from deaf and hard-of-hearing students in General Business courses the impact of e-learning with the blended learning curriculum using the flipped classroom approach. Their responses will show how to flip your classroom and not leave the curriculum upside down.