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TEXT: A Beginner's Guide to Flipped Classroom

The Flipped Classroom is a blended learning model in which traditional ideas about classroom activities and homework are reversed, or "flipped." In this model, instructors have students interact with new material for homework first. They then use class time to discuss the new information and put those ideas into practice. But don't be fooled. Merely flipping your homework and lecture doesn't mean you're unlocking all the benefits of flipped learning. True flipped learning is about opening up class time and transforming it into hands-on, differentiated, and even personalized learning experiences. This article provides an overview of the flipped classroom, and what you need to know to effectively incorporate into your digital learning strategy. History of the Flipped Classroom Although the flipped classroom is a highly talked about concept, it hasn’t been around for as long as you may think. Flipped Classroom vs. Flipped Classroom Data – How it Compares to Other Instructional Approaches 1. 2.

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TEXT: What Is a Flipped Classroom? And What Are Its Learning Benefits? Even before the pandemic, the idea of the “flipped classroom” was a trend with staying power because of the way in which it enhances students’ learning experience. Student-led active learning, peer-to-peer collaboration, and individualized guidance enable educators to adapt each lesson to the individual needs of their students while encouraging connection and critical thinking. Using flipped videos to explain core concepts and introduce complicated topics also frees up valuable in-person class time for more interactive discussion between teachers and students. But what is a flipped classroom, exactly? The flipped classroom inverts the traditional learning experience.

TEXT: Creativity in the Classroom Is there anything more satisfying than making something creative? A quilt, a webpage, a decoration, an invention? As a child, do you remember the pride you felt when you showed your parents a LEGO creation or a fairy house or even a mud pie? TEXT: Changing Your Instructional Mindset Dylan O’Connor, Nyree Smith, and Tobi E. Afolayan are teacher leaders at the Lilla G. Frederick Pilot Middle School in Boston. Listen & Learn

TEXT: How Student Voice Transformed East High Young people, increasingly, are leading protests and engaging in advocacy for their generation and their communities. Think of the March for Our Lives, organized by students who survived the Parkland school shooting, or Greta Thunberg, the 16-year-old climate activist who started a worldwide movement to demand policy change (and was named Time's 2019 Person of the Year). On the world stage, youth are using their voices to effect change. TEXT: Ethics Alive! Cultural Competence, Awareness, Sensitivity, Humility, and Responsiveness: What's the Difference? by Allan Barsky, J.D., MSW, Ph.D. When the NASW Code of Ethics was revised (effective January 1, 2018), one change was to the title of Standard 1.05. The original title for this standard was “Cultural Competence and Social Diversity.” The revised title is “Cultural Awareness and Social Diversity.” So, one might ask, what is the import of this particular change in wording? When speaking or writing about issues related to culture and social diversity, different social workers have favored different terms: cultural competence, cultural awareness, cultural sensitivity, cultural humility, and cultural responsiveness.

TEXT: Teaching Styles In Physical Education It is important to highlight that there is not a preferred teaching style, nor are lessons taught entirely with one teaching style [7, 8]. Rather, it is encouraged that teachers use a range of approaches in their lesson and unit plans, as one particular style may best suit particular tasks. For example, a command style may be deemed safest and best practice for teaching students how to throw a javelin. Whereas, a guided discovery approach may be more advantageous if the learning objective is to develop social skills [2]. TEXT: Strengths-Based Teaching is About Starting with the Known “All children are ready to learn something, but each starts their learning from a different place. Teachers must find out what children already know, and prepare to take them from where they are to somewhere else.” (Clay, 2016, p. 27) Recently, my mother-in-law had a mild stroke. Because of this, she was required to take a driving exam in order to maintain her license. Having not been in that situation for more than 50 years, she approached that task feeling extremely nervous and apprehensive, concerned about what she would and wouldn’t remember, and carrying the weight of the most pressing possibility: What if she failed and could no longer drive?

TEXT: Planning for Fair Group Work Group work has a lot going for it. It incorporates the social-cognitive and social-emotional aspects of learning and can lead to memorable, engaging lessons and increased learning for students (Forsell, Forslund Frykedal, & Hammar Chiriac, 2020; Fung, Hung, & Lui, 2018). But group work can also fall flat—and cause student disengagement—if not carefully designed and assessed. The original cooperative learning movement, energized in the 1970s, emphasized that group work must be designed to feature positive interdependence (each student's work depends on the others' work) and individual accountability (individual learning is measured and reported)—methods found to increase student achievement.

TEXT: How to Foster Independence in the Early Elementary Grades As educators, we’ve all been there—pressed for time, trying our hardest to stick to a tight schedule. As we push the day forward and keep our students on track, it can be easy to fall into the trap of doing things for them. In the past, I found myself tossing a leftover snack wrapper into the trash can. If a student was having difficulty cutting out a circle, I would absentmindedly complete it for them.