Group items tagged

Flipping is not for everyone. There is not one right way to teach. There is not even one way to flip your classroom.

The videos are a very basic part of the class. It is not the entire story

What are the distinguishing features of the strategy? What pedagogical approaches are suitable? What are the defining learning activities? What does the strategy challenge educators to rethink?

Social bookmarking. When you save a Web site as a favorite or bookmark, it's added to a list that stays within that browser. Use another computer, and you don't have access to that bookmark. When you use a social-bookmarking service, you save your bookmarks on that server, making them available to you wherever you access the Web, and allowing you to share them with others. Ask your students to create accounts on a social-bookmarking service and to bookmark Web sites, news articles, and other resources relevant to the course you're teaching. Create a unique "tag" for your course and have your students use it, so that their bookmarks can be easily found. Ask students to apply multiple tags to the resources they bookmark, as a way to help them locate their bookmarks quickly and to prepare them for the kind of keyword searching they'll need to do when using library databases. If you're teaching a face-to-face or hybrid class, be sure to spend some class time having students share their latest finds, so they can see the connections between this work outside class and classroom discussions. Students most likely won't find this difficult. After all, you're asking them to surf the Web and tag pages they like. That's something they do via Facebook every day. By having them share course-related content with their peers in the class, however, you'll tap into their desires to be part of your course's learning community. And you might be surprised by the resources they find and share.

defaults are important, and indicate the pedagogy.