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3 keys to a flipped classroom

3 keys to a flipped classroom
If you are planning to use the ‘flipped classroom’, then you might want to think about a few key ideas. Background: On Connected Principals Jonathan Martin has written a couple posts on the Flipped Classroom. Increasingly, education’s value-add is and will be in the coaching and troubleshooting when students are applying their learning, and in challenging students to apply their thinking to hands-on learning by doing and teaming: so let’s have them do these things in class, not sit and listen. And in his second post, Advancing the Flip: Developments in Reverse Instruction, he says: 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. And also contrary to my points below… Dr. The flip side of flipping First and foremost, this is just ONE teaching strategy. 1. 2. 3. Dr.

Technology - How to Make Instructables 56 46 25 146 3259 15315 24453 91.3K 3126 4190 108 121.2K 311.3K 652.0K 25686 22703 21912K 26583 291.1K 918.7K 18664 4199 28862 261.2K 411.9K 151.0K 642.2K 501.2K 1073.1K 5314 19823K 11796 761.7K 12800 34689 16503 591.5K 9882 19584 7429 381.3K 31894 381.1K 312.0K 19588 7532 311.3K 26829 21727 271.0K 191.8K 14624 33876 601.1K 321.3K 884.1K 401.7K 20962 Les huit éléments essentiels d'un bon plan de cours Beth Lewis fait partie de ces blogueurs américains qui ne craignent pas de rappeler les évidences. Enseignante au primaire, elle propose ainsi sur son blogue un billet intitulé "Top 8 Components of a Well-Written Lesson Plan" que l'on traduira par "Les huit éléments essentiels d'un bon plan de cours". Le modèle, même s'il est loin d'être original, mérite d'être adopté ou adapté à ses propres pratiques. les enseignants débutants y trouveront un guide rassurant, et les plus expérimentés l'adopteront pour publier leurs fiches de cours, notamment sur la toile. Le plan de cours proposé par Beth Lewis comprend les éléments suivants : Objectifs et buts (Objectives and Goals). Chaque point fait l'objet d'explications détaillées, assorties d'exemples, sur une page spécifique. Beth Lewis insiste à la fois sur la rigueur de la démarche et sur la nécessité de varier les angles d'approche et les activités proposées aux apprenants. Top 8 Components of a Well-Written Lesson Plan.

Teacher Resources Please ensure you have JavaScript enabled in your browser. If you leave JavaScript disabled, you will only access a portion of the content we are providing. <a href="/science-fair-projects/javascript_help.php">Here's how.</a> Teacher's Guide to Science Projects The Teacher's Guide to Science Projects was developed to provide teachers with everything they need to assign, manage, and evaluate a science project program in the classroom, including lots of tips to make a science project a fun educational experience. Benefits of a Science Project: An explanation of the benefits of doing a science project and how they map to the science education standards. Download Teacher's Guide to Science Projects (pdf) Download Science Fair Schedule Worksheet (Word doc): This worksheet is a handy tool to help construct a schedule for science fair assignment due dates. Science Fair Project Grading Rubrics Other Classroom Resources Success Stories from Teachers and Students Sign-Up for a Free Science Newsletter

Flip your classroom through reverse instruction Have you ever experienced the unique and rare moment when, after doing something the same way for year and years, you have an epiphany and wonder, "why am I doing it this way?" Most of the time the answer is tradition, that's the way we've always done it. At one time, there probably was a sound, logical, reasonable explanation for the decision to do it that way. Take, for example, the Bodleian Library in Oxford. It is one of the world's literary repositories and one of the largest libraries in the world. I stumbled across an interesting article in THE Journal a little over a year ago and had a moment like I described above. Sams and Bergman were the first people, to my knowledge, to suggest the idea of "reverse instruction." Last year I began implementing reverse instruction into my high school Anatomy & Physiology class. I would not say that my first year was a complete success. Make sure that you clearly and carefully explain the purpose of reverse instruction to students.

Free Technology for Teachers The Flipped Class: Myths vs. Reality Editor's Note: On the heels of our viral posts in over 100 countries about the flipped classroom earlier this year (links below), we asked Jon Bergmann if he could share some of the feedback he was receiving in light of the notable interest about this topic. The timing couldn't have been more perfect since he was about to leave for a conference about you-guessed-it, the flipped class. Here is Part 1 of our three part series The Daily Riff. The Flipped Class: What it is and What it is Not by Jon Bergmann, Jerry Overmyer and Brett Wilie There has been a lot of interest in the flipped classroom. The traditional definition of a flipped class is: The Flipped Classroom is NOT: A synonym for online videos. Originally published The Daily Riff July 2011 Jon Bergmann is one of the first teachers to flip his classroom and has recently co-authored a book on the the Flipped Class which is to be published by ISTE press. Jerry Overmyer has teaching experience in secondary and college mathematics.

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Flipped Learning: A Response To Five Common Criticisms Over the past two years, the Flipped Learning method has created quite a stir. Some argue that this teaching method will completely transform education, while others say it is simply an opportunity for boring lectures to be viewed in new locations. While the debate goes on, the concept of Flipped Learning is not entirely new. Dr. It is our opinion that one of the reasons this debate exists is because there is no true definition of what Flipped Learning is. Students prepare for class by watching video, listening to podcasts, reading articles, or contemplating questions that access their prior knowledge.After accessing this content, students are asked to reflect upon what they have learned and organize questions and areas of confusion.Students then log in to a Facebook-like social tool, where they post their questions.The instructor sorts through these questions prior to class, organizes them, and develops class material and scenarios that address the various areas of confusion.

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