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shared by Charles Fowler on 09 Oct 12 - No Cached

It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.
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No. The thing that I didn’t expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.
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When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content
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I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom
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Lest anyone think we were able to do this because we learn in a high-tech school, that’s not the case. We weren’t a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones.
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Alfie Kohn’s book The Homework Myth
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Learning isn’t simply a matter of passively absorbing new information while watching a lecture on video; new knowledge should be actively constructed.
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