Teaching for Student Learning: Becoming an Accomplished Teacher shows teachers how to move from novice to expert status by integrating both research and the wisdom of practice into their teaching.
As a blended learning enthusiast, I have played with the flipped classroom model, seen presentations by inspiring educators who flip their classrooms, and even have a chapter dedicated to this topic in my book. Too often the conversation surrounding the flipped classroom focuses on the videos- creating them, hosting them, and assessing student understanding of the content via simple questions or summary assignments.
I wish the conversation focused more on what actually happens in a flipped classroom. If we move lecture or the transfer of knowledge online to create time and space in the physical classroom, how are we using that time to improve learning for students?
What is our role as the teacher in the flipped classroom? How are we maximizing the potential of the group when students are together to design collaborative, creative, student-centered activities and assignments?
This is the part I want to hear more about! For me, the beauty of the flipped classroom lies in the simple realization that instruction can take place in different mediums. We are no longer limited to a class period or a physical classroom.
We have the opportunity to match the instructional activity with the environment that makes the most sense. Students today must be generators and producers. They must be able to question, problem solve, think outside of the box, and create innovative solutions to be competitive and successful in our rapidly changing global economy.
Too often the flipped classroom requires students to watch videos, which is passive learning, but what are they asked to do with this information? The application, analysis, evaluation and creation are rarely engaged at home.
There is an opportunity to get students thinking at a higher level at home if we pair content with extension activities that require that they think critically about what they have viewed.
The important element is to connect students online outside of class so they have a support network of peers to ask questions, bounce ideas around with and learn from.
This is why I am such a big supporter of integrating online discussions into the traditional curriculum.
Take advantage of the ready-to-use content available. I hate to limit the potential of the flipped model by telling teachers they have to record their own video lectures. Instead, I encourage teachers to flip all kinds of ready-to-use media.25 Quick Formative Assessments for a Differentiated Classroom, 2nd Edition: Easy, Low-Prep Assessments That Help You Pinpoint Students' Needs and Reach All Learners [Judith Dodge, Blanca E.
Duarte] Write a customer review. Read reviews that barnweddingvt.coms: So I re-taught the some things, trying different instructional methodologies and did quick formative assessments to see if they were achieving mastery.
That worked for the mid 60%, but not for the bottom scoring 20%. ASHFORD EDU EDU/ EDU WEEK 2 ASSIGNMENT SETTING THE STAGE FOR SUCCESS. DOWNLOAD HERE; Setting the Stage for Success- Differentiated instruction doesn’t start with teaching, it starts with building relationships in a safe, positive classroom environment.
Classroom exit slips are also effective formative assessment tools. These exit slips are small pieces of paper on which students are required to write or respond to a question in order to leave.
Formative Assessments and Supportive Classroom Climates. Judith 25 Quick Formative Assessments for a Differentiated Classroom. New York: Scholastic, read/write . 33 FactStorming Choice Activities For soCial sTudies Create a time line to sequence at least five key events.
Provide a caption detailing the significance of each event. Categorize all of the terms (details) into groups and provide a label for each group (main idea). Write a brief summary highlighting the main ideas.