This branch is put together for Char.F and pertains to a sessional idea of mine. Jun 18
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Due to Khan Academy’s popularity, the idea of the flipped classroom has gained press and credibility within education circles. Briefly, the Flipped Classroom as described by Jonathan Martin is: Flip your instruction so that students watch and listen to your lectures… for homework, and then use your precious class-time for what previously, often, was done in homework: tackling difficult problems, working in groups, researching, collaborating, crafting and creating.
Educators interested in “flipping” their classroom (that is, providing traditional lecture material for review at home and problem-solving exercises in the classroom) now have two more options to provide core content with a minimum of effort.
Editor's Note: Posts about the flipped class on The Daily Riff beginning in January 2011 have generated over 240,000 views to-date - thanks contributors and readers . . .
Frequently Asked Questions Hasn't this analysis been called into question? We have written a comprehensive rebuttal of recent criticisms.
We are rich enough.
No Contest , which has been stirring up controversy since its publication in 1986, stands as the definitive critique of competition.
Access to vocational education has been found to be a key factor in reducing disaffection – but only if fully integrated into the curriculum and delivered as a mainstream option available to all. This is just one of the key findings of a review of research in nine European countries by National Foundation for Educational Research (NFER) to identify common causes of disengagement from learning. Reclaiming those disengaged from education and learning: a European perspective reveals that certain features of the education systems in operation in the different countries were seen to exacerbate disengagement with school – the researchers identify these as well as highlight strategies in combating disaffection that were effective in different national contexts.
Request Can the Department provide data pertaining to the cost of fees/education for SEN pupils in:
The Audit Commission wants schools, including SENCOs, to show that they are getting value for money from their SEN and AEN budgets, and has produced the tools they need It’s a harmless enough request, but one that invariably leaves some SENCOs nervously shuffling their papers. ‘Could you put your hand up if you are absolutely clear what your income is for special educational needs/additional educational needs?’
Special Educational Needs: A New Look by Mary Warnock was initially published by the Philosophy of Education Society of Great Britain in 2005. In this new edition, Warnock has updated her argument, Brahm Norwich has contributed a counter-argument and Lorella Terzi has provided an introduction and afterword, drawing the two debates together.
More than just a popular producer of excellent tutorials, Khan Academy is also leveraging data to enable teachers to assess progress and focus on individual student needs.
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