s Guide to the Flipped Classroom for 2014 For the past few years, Edudemic has covered the rise of the flipped classroom and its subsequent evolution. Each year, we find that more teachers are testing this new learning strategy and creating new ways to improve current methods. While some teachers are trying it out for the first time this fall, others who used the flipped classroom method in 2013 are making changes to build on their lesson plans for the 2014-15 school year. Read this brief guide to learn why flipped learning is an increasingly popular choice, and review a few steps for teachers wanting to try it out. What Is a Flipped Classroom? Image via Flickr by flickingerbrad Studies have found that students K-12 are assigned an average of three hours of homework a day, but many parents question whether the quantity of work matches the quality of learning. Instead of banning homework completely, a growing trend in 2014 is the implementation of the flipped classroom. The Benefits of a Flipped Classroom How Can You Implement It?
Developing a Growth Mindset in Teachers and Staff The New Psychology of Success (2000), Dweck developed a continuum upon which people can be placed, based upon their understandings about where ability comes from. For some people (at one end of said continuum), success (and failure) is based on innate ability (or the lack of it). Deck describes this as a fixed theory of intelligence, and argues that this gives rise to a ‘fixed mindset’. At the other end of the continuum are those people who believe success is based on a growth mindset. These individuals argue that success is based on learning, persistence and hard work. According to Dweck: In a fixed mindset students believe their basic abilities, their intelligence, their talents, are just fixed traits. The crucial point for individuals is that these mindsets have a large impact upon our understanding of success and failure. Needless to say, this idea of mindsets has significant implications for education. Crucially, Dweck’s research is applicable to all people, not just students.
Critically Examining What You Teach by Grant Wiggins, Ph.D, Authentic Education In my 100th blog post I complained about the course called ‘algebra’. Some commenters misunderstood the complaint. Though I said a few times in the article that my critique was not about the content called algebra but the aimless march through stuff that makes up almost every algebra course in existence, some thought I was bashing the value of the content. Not so. The issue, then, is not ‘algebra’ or ‘history’ but what we mean by ‘course of study’. Notice that I haven’t merely defined a course. Textbooks Are Tools, Not Courses or Content Areas Next time I will say a bit more about my criteria, but we can’t ignore the other lurking issue in this discussion: ‘coverage’, i.e. teachers marching through the pages in a textbook. The textbook does not know your personal or school priorities; the textbook does not know your students; the textbook doesn’t identify any priorities or through lines that unite all the chapters, etc. Websites Books
Learning & Play: Ten ways to interact with children in play | Inquire Within Originally posted at teachingparadox.com As I prepare to re-enter the classroom next year, I have been reading up on all things PLAY. We will be diving head first into a play based curriculum that is clearly defined and structured. It is exciting/inspiring. Here are ten strategies for interacting with children’s play to guide them to higher levels of thinking and complexity. Narrate Follow them around as they play. “I see you are making a house” “You’re pulling the wagon over to the water tap” You’re digging a deep hole” Encourage Mention what they have done, and point out the effort it took to do it. Feedback Focus on specifics, the small details where you see growth. Model Bring yourself into the play by discussing your own difficulties, or your own approach to problem solving. Show (or Tell) Sometimes there is a correct way to do something, and the child simply needs to be shown the method. Question Provoke their thinking. Different from questions, this is a call to do something. Join Inform
The Flow Theory In The Classroom: A Primer The Flow Theory In The Classroom: A Primer by Steve Wheeler, Associate Professor, Plymouth Institute of Education This is number 6 in my blog series on major learning theories. My plan is to work through the alphabet of psychologists and provide a brief overview of their theories, and how each can be applied in education. There is an interesting news report on the BBC News website this morning. The onus is on teachers to make lessons more interesting, and that is what they are trained to do. The Flow Theory You know that moment when you are in the zone, on the ball, completely focused? In simplistic terms, being in the flow is where students find themselves in that narrow channel between disinterest and fear. Applying The Flow Theory In The Classroom Learners who are immersed in their studies tend to be single-mindedly motivated to explore their topic. They will do so naturally, because they will want to rise to the challenge, and succeed because they see no other possible outcome.
Watch What's Working: Carol Dweck Talks Growth Mindset What about the kids that don't "get" school? What about the kid who doesn't see the point or the purpose of sitting in a desk and doing assignments that have never motivated her in the past? Or the kid who is always assigned tasks that perpetuate the notion that he is simply "not that smart?" The good news is that these students can be reached by the right kind of mindset by adults at every school. Here's Carol Dweck, Stanford University's growth mindset guru and researcher, talking about how Envision Education offers students a "winning combination" of high expectations and effective support: VIDEO (4:41): Performance Assessment. Dweck describes research, done by her and by her Stanford colleagues, that highlights the factors making a difference for all youth, especially disadvantaged students. Your intelligence is something that can and will develop, with effort, good strategies, and support from this school You have a purpose. Questions to Move Us Forward
Many, Many Examples Of Essential Questions Many, Many Examples Of Essential Questions by Terry Heick Essential questions are, ask Grant Wiggins defines, “‘essential’ in the sense of signaling genuine, important and necessarily-ongoing inquiries.” These are grapple-worthy, substantive questions that not only require wrestling with, but are worth wrestling with–that could lead students to some critical insight in a 40/40/40-rule sense of the term. I collected the following set of questions through the course of creating units of study, most of them from the Greece Central School District in New York. In revisiting them recently, I noticed that quite a few of them were closed/yes or no questions, so I went back and revised some of them, and added a few new ones, something I’ll try to do from time to time. Or maybe I’ll make a separate page for them entirely. Decisions, Actions, and Consequences What is the relationship between decisions and consequences? Social Justice What is social justice? Culture: Values, Beliefs & Rituals Creation
Professional learning: From engagement to impact ‘Every teacher needs to improve, not because they are not good enough, but because they can be even better,’ - Professor Dylan Wiliam, 2012 SSAT National Conference. There is a growing appreciation and commitment to self-improvement among the teaching profession, yet the practical connection between professional learning outcomes and changed practice continues to be elusive. Links between teacher professional learning and improved student outcomes also need to be strengthened. In this article, we consider recent international data and the potential implications for Australian educators. The situation in Australia The 2013 Organisation for Economic Co-operation and Development (OECD) Teaching and Learning International Survey (TALIS) explored teachers’ experiences of professional learning. Australian teachers readily access and are heavily supported to undertake professional learning. However, Australian teachers commit less time overall to these activities compared to the TALIS average.
Everything Teachers Need to Know about Google Classroom January 21, 2015 Google Classroom is definitely one of the best platforms out there for enhancing teachers workflow. It provides a set of powerful features that make it an ideal tool to use with students. ‘Classroom helps teachers save time, keep classes organized, and improve communication with students. It is available to anyone with Google Apps for Education, a free suite of productivity tools including Gmail, Drive and Docs.’ For those of you new to Google Classroom, the video tutorials below will provide you with a very good introduction to what this platform is all about. 2- Here is a series of video tutorials from Currie hillman on : How to sign up for Google ClassroomHow to create a classAnnouncements and assignments on Google ClassroomStudent view in Google classroomGrading , feedback and view from Google Drive 3- My Google Classroom workflow Solution by Michael Poke 4- How to share from other apps in Google Classroom 5- How to snap a photo in Google Classroom