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Why I Gave Up Flipped Instruction

Why I Gave Up Flipped Instruction
A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it. I have to admit, the flip wasn’t the same economic and political entity then that it is now. And in some ways, I think that matters. Here’s the thing. When I recently re-read the post, I didn’t disagree with anything I’d said. Yet my brief love affair with the flip has ended. When I wrote that post, I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom. What is the flip? The flipped classroom essentially reverses traditional teaching. When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content included in my senior Biology & Chemistry curricula. My flipped experiments I first encountered the flip in a blog post. My students loved the idea of trying something that very few other students were doing. We began to shift What was my role? The flip faded away The flip is gone for good No.

http://plpnetwork.com/2012/10/08/flip-love-affair/

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Flowboard Reviews Flowboard is a storytelling and presentation app that allows anyone to make side-scrolling publications with images, text, videos, links, and photo galleries. Whether you have a story to tell, an idea to share, or a presentation to give, Flowboard allows you to create & present right from your iPad, or share to any device. Flowboards are fun, stylish, and entertaining. With Flowboard you create complete stories on your iPad using a few simple gestures. Growth Mindset Strategies UserID: iCustID: IsLogged: false IsSiteLicense: false UserType: anonymous DisplayName: Is the flipped classroom a better version of a bad thing? Not all educators are sold on the flipped classroom idea, however, and many feel it is just a way to reinvent lecturing—which is considered antiquated among some educational groups. (Shutterstock photo) The idea of a “flipped classroom,” or classrooms where video lectures replace the bulk of teacher-student lectures is becoming more popular, says a report from Education Week. The movement to replace traditional teaching with video instruction was made mainstream by Salman Khan, who created a free online course covering various topics. The crux of the flipped classroom mentality is that students swap homework for classwork—they watch the video lectures at home instead of listening to them at school. This then frees up class time to allow teachers to engage students in activities related to the coursework they watched outside of school.

4 Tips for Flipped Learning As interest in flipped learning continues to grow, so does its adoption among the educational rank and file. By moving entry-level information outside the classroom -- typically (but not exclusively) through self-paced, scored videos -- teachers can reframe learning so that students spend more instructional time engaged in deeper discussions, hands-on applications and project-based learning. With a focus on more direct contact between teachers and students, greater application of basic concepts, and increased collaboration between learners, flipped learning provides yet another outlet for 21st century teaching. No doubt, making this kind of change can be intimidating. Before teachers flip out, here are four tips to make the transition smoother -- and more impactful. 1.

Getting Students to Watch and Engage With Flipped Videos with Crystal Kirch’s WSQ Technique – Flipped Classroom Workshop At FlipCon14 last week I learned about two good techniques to help encourage/require students to read or watch or otherwise take in and engage with learning content that you assign them in your flipped or blended classroom. Today I share one of these and I will write about the other soon. “WSQ” (pronounced “whisk”) is a pretty simple idea, but like most ideas, the power of how it is used is in the details and application of it.

Flipped Classroom 2.0: Competency Learning With Videos The flipped classroom model generated a lot of excitement initially, but more recently some educators — even those who were initial advocates — have expressed disillusionment with the idea of assigning students to watch instructional videos at home and work on problem solving and practice in class. Biggest criticisms: watching videos of lectures wasn’t all that revolutionary, that it perpetuated bad teaching and raised questions about equal access to digital technology. Now flipped classroom may have reached equilibrium, neither loved nor hated, just another potential tool for teachers — if done well. “You never want to get stuck in a rut and keep doing the same thing over and over,” said Aaron Sams, a former high school chemistry teacher turned consultant who helped pioneer flipped classroom learning in an edWeb webinar. “The flipped classroom is not about the video,” said Jonathan Bergmann, Sams’ fellow teacher who helped fine tune and improve a flipped classroom strategy.

Back to School: Why Letting Your Kids Struggle Helps Them Succeed The back-to-school season is upon us, and once again, parents across the country have loaded their kids’ backpacks up with snack packs and school supplies. It’s a good moment to reflect on what else we should be giving our kids as they head off to school. American parents are feeling particularly anxious about that question this year. The educational process feels more than ever like a race, one that starts in pre-preschool and doesn’t end until your child is admitted to the perfect college. There is a lot of advice out there on how best to help our kids thrive, but after surveying the research, I believe that most parents are more worried than they need to be about their children’s grades, test scores and IQ. And what we don’t think about enough is how to help our children build their character — how to help them develop skills like perseverance, grit, optimism, conscientiousness, and self-control, which together arguably do more to determine success than S.A.T. scores or I.Q.

In This Flipped Class, Teachers Learn From Students' Video FETC 2013 | Profile In This Flipped Class, Teachers Learn From Students' Video As many students can attest, video creation doesn't have to be difficult and it certainly doesn't have to be scary. Educators Evaluate 'Flipped Classrooms' Published Online: August 27, 2012 Published in Print: August 29, 2012, as Educators View 'Flipped' Model With a More Critical Eye Includes correction(s): September 4, 2012 Benefits and drawbacks seen in replacing lectures with on-demand video

Flipping the Classroom “Flipping the classroom” has become something of a buzzword in the last several years, driven in part by high profile publications in The New York Times (Fitzpatrick, 2012); The Chronicle of Higher Education (Berrett, 2012); and Science (Mazur, 2009); In essence, “flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. Bloom’s Taxonomy (Revised)In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. What is it? | Does it work?

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.

Wright, Shelley. "The Flip: End of a Love Affair." Powerful Learning Practice. October 8, 2012. Accessed July 10, 2015. by am11445 Jul 10

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