Scaling Flipped Learning Part 3: Teacher Evaluation – Flipped Learning Simplified As more and more schools adopt flipped learning on a larger scale, there is a need to think systemically about evaluation systems. This is the third in a series on how to scale flipped learning. In the first post I discussed technological systems, in the second I discussed pedagogical systems, and in this post, I will explore how evaluation systems need to change when flipped learning is scaled. During my twenty-four years as a classroom teacher, I was evaluated many times by administrators. The vast majority of these evaluations consisted of the principal sitting in my class and watching me “teach.” Flipping The Classroom (Reverse Instruction) The Minimalist’s Guide to Creating a Class or Course Web Site January 30, 2014 Have you wished you had a web site to share assignments, links, discussions, and more, but always thought it would be too difficult to create one?
12 Screencasting Tools For Creating Video Tutorials Ever wondered how people show you so clearly what is happening on their computer, like in the Photoshop Video Tutorials we shared with you? Thanks to screencasting software, anyone can do it. So what's stopping you now from making your own how-to videos? Try out one of these 12 tools and get to making your first video! 8 Overlooked Useful YouTube Tools When most people think about YouTube they think sharing videos and or about all of the videos they can discover. Most people don't think about the useful editing tools that are built into YouTube. The YouTube video editor has some useful features for teachers and students. 1.
How To Flip An Entire School I’m the Principal at Clintondale High School – a financially disadvantaged high school located outside of Detroit. Our school has been in debt for the past decade, and during the recession our area suffered immensely. 74 percent of our 570 students qualify for the free or reduced lunch program, 38 percent receive special education services and 70 percent are a racial minority. Like many schools around the country, our students were not doing well in class, and many were failing – two years ago our failure rate was 61 percent. We decided that a change had to be made in order to put our students in a position to succeed in high school and beyond. How We Started The first thing we did was examine our teaching model.
Scaling Flipped Learning Part 2: Shifting Pedagogy – Flipped Learning Simplified Individual teachers across the world who are flipping their classes, are often working in isolation and small pockets. However, as the movement has grown, there is an increasing need to think systemically about how to scale flipped learning. I believe three systems need to change for flipped learning to flourish on a large scale in a school or district: technological systems, pedagogical systems, and evaluation methodologies. In part one of this series, I discussed how technological systems need to be integrated, workflows need to be simplified, and technology infrastructure needs to support flipped learning. The focus of this post will be to examine how pedagogical systems need to adapt for flipped learning to thrive on a large scale. Educational researchers have been studying learning for a very long time.
Beyond the Basics of the Flipped Classroom E-Learning | Feature Beyond the Basics of the Flipped Classroom Flipped learning has been around long enough now for teachers to figure out their own variations. Here are seven tweaks to the flip worth trying in your classroom. 5 Best Practices for FC Ok, I'll be honest. I get very nervous when I hear education reformists and politicians tout how "incredible" the flipped-classroom model, or how it will "solve" many of the problems of education. It doesn't solve anything. It is a great first step in reframing the role of the teacher in the classroom. It fosters the "guide on the side" mentality and role, rather than that of the "sage of the stage." It helps move a classroom culture towards student construction of knowledge rather than the teacher having to tell the knowledge to students.