Ready to Flip: Three Ways to Hold Students Accountable for Pre-Class Work - Faculty Focus

One of the most frequent questions faculty ask about the flipped classroom model is: “How do you encourage students to actually do the pre-class work and come to class prepared?” This is not really a new question for educators. We’ve always assigned some type of homework, and there have always been students who do not come to class ready to learn. First, let’s clarify what we mean by a “flipped” classroom. Make your expectations clear The flipped classroom—or any active learning environment—often asks students to come to class “prepared.” For example, if you assign a chapter for your students to “read before class” or tell them to “come to class prepared to discuss the chapter,” what exactly are you expecting students to be able to do? Many instructors use video in their flipped classrooms. Download the free report “Blended and Flipped: Exploring New Models for Effective Teaching & Learning.” Do you have more teaching strategies to encourage students to come prepared for class?

Flipping Assessment: Making Assessment a Learning Experience If you’re a regular reader of this blog, you’re already aware that flipped instruction has become the latest trend in higher education classrooms. And for good reason. As it was first articulated by Bergmann and Sams, flipped instruction personalizes education by “redirecting attention away from the teacher and putting attention on the learner and learning.” As it has evolved, the idea of flipped instruction has moved beyond alternative information delivery to strategies for engaging students in higher-level learning outcomes. The bottom line in flipped instruction is actively engaging students in higher-level learning during class. Create assignment/course rubrics with students. When I have used flipped assessments in my writing courses, students have responded positively. Students engaged in these flipped assessment strategies are reflective learners who generate evidence for their own assessments. References Bergmann, Jonathan, and Aaron Sams.

Four Assessment Strategies for the Flipped Learning Environment Flipped learning environments offer unique opportunities for student learning, as well as some unique challenges. By moving direct instruction from the class group space to the individual students’ learning spaces, time and space are freed up for the class as a learning community to explore the most difficult concepts of the course. Likewise, because students are individually responsible for learning the basics of new material, they gain regular experience with employing self-regulated learning strategies they would not have in an unflipped environment. But because initial engagement with new material is done independently as a preparation for class time rather than as its focus, many things could go wrong. A key to achieving this kind of environment is assessment. Join Robert Talbert for Assessment Strategies for Flipped Learning Experience. Here are four strategies for flipped learning assessment that can help provide this kind of support. Start with good learning objectives.

Simple Past - Grammar for Kids (Past Simple of Regular Verbs) (Past Simple of Irregular Verbs) (Regular/Irregular Verbs) (Interactive Book by Mrs Haquet) (Present and Past Tenses) (a Ramadan story) Bradley´s Matching Pairs- Irrregular Past Tense JigWord-Bradley´s English School English Grammar Lessons English Grammar Games 11 Quick and Amazing ways to use PowToon in your Classroom by PowToon! I recently read a study on creativity that blew my mind: “A major factor in creativity is education: not whether you had a “good” or “expensive” or “public” education, but whether you were encouraged to develop your creativity starting at an early age and continuing throughout your school years.” – Adobe.Inc We saw this first-hand, when Edson Tellez, a volunteer teacher in rural Mexico, wrote to us about how PowToon changed the way his students viewed the world, “they’re getting more creative, more receptive, and more dynamic in each class.” The mind blowing fact is that developing creativity is the number one determining factor in the overall success of your students! Even if you teach in the most affluent school, with the most high end gadgets - your students are still only as good as the instructions given to them. They are only as good as the lesson you present and the creativity you encourage. And PowToon wants to help you ignite this creativity! 2. (Check out this example of Mr. 3.

'Your whole life is the Holocaust!' The woman who was born in Auschwitz It was at the age of seven, when asked at school to write down her name and place of birth, that Angela Orosz was first made aware she had been born in Auschwitz. “I really had a hard time with that word,” she said. “I was begging my mother, ‘can we change it?’ She said ‘no, I’m not going to change it, this is what you have to know’.” Orosz said she had no idea then what Auschwitz, the Nazi extermination camp, actually meant. “It wasn’t that I struggled with having been born there. It would take her more than a further half century before she felt able to recount the story of her and her mother, who died in 1992. She had weighed just 1kg and was too weak to cry. But it was in a German courtroom just over a week ago that the now 71-year-old made one of her most courageous decisions yet, to take to the witness stand in the case of Reinhold Hanning, a 94-year-old former SS guard, in what will be one of the last from the Nazi concentration camps. “Mother, your whole life is the Holocaust!”

Saint-Patrick's Day - [English website of the Académie de Toulouse] Les tâches envisageables Tâche finale : Organiser la célébration de la Saint-Patrick afin d’y associer tous les élèves et le personnel du collège. Micro-tâches Compréhension Ecrite : CE Savoir repérer les éléments essentiels de la légende de Saint-Patrick. Savoir sélectionner des informations pertinentes sur un sujet précis sur des sites anglo-saxons sélectionnés. Savoir prélever des renseignements clés sur des panneaux élaborés par mes camarades. Compréhension Orale : CO Savoir repérer les éléments essentiels de la vie de Molly Malone. Savoir comprendre les informations factuelles clés d’un exposé. Production Orale en Continu : POC Savoir raconter l’histoire de personnages réels ou imaginaires. Pouvoir présenter un exposé simple sur un thème irlandais. Savoir chanter en chœur une chanson du folklore irlandais. Production Orale en Interaction : POI Pouvoir participer à un « pub quiz » par équipe sur l’Irlande. Anticiper le questionnement sur un document. Production écrite : PE Les supports

Classroom Easter Egg Hunt – tekhnologic I didn’t have any plans to create anything as the academic year doesn’t start until after Easter for me. However, because someone messaged me asking about an Easter themed game and I had the time to put something together, I took on the project. This is what I came up with. Contents #1 Download the Easter Egg Hunt Game Download the Easter Egg Hunt Game. Underneath each of the Easter Eggs there is some hidden text, which may be a word, a phrase, a question or a challenge. Watch this demo of the Easter Egg Hunt to see how the template works. Video run time is 2 minutes and 32 seconds Top #2 Editing the Easter Egg Hunt The Quick Way Go to the home ribbon, click select and open the selection pane.Click on Hide All and all the objects will disappear.Scroll down the selection pane and find the objects labelled text.Click on the line icon next to Text 1 to show the text. Top The Easy Way #3 Activity Suggestions Classroom Scavenger Hunt Before the Game Playing the Game Divide the class into groups.