Group items tagged

"Many assumptions and misconceptions around the flipped class concept are circulating in educational and popular media. This article will address, and hopefully put to rest, some of the confusion and draw a conclusion on why flipped learning is a sound educational technique."

"Pedagogical, even andragogical, educational methods are no longer fully sufficient in preparing learners for thriving in the workplace, and a more self-directed and self-determined approach is needed, one in which the learner reflects upon what is learned and how it is learned and in which educators teach learners how to teach themselves (Peters, 2001, 2004; Kamenetz, 2010)."

"My concern, mind you, is not with the passive viewers, but with the pseudo-participants-those who may equate appreciating and recalling the accomplishments of others with doing something meaningful themselves. I worry that, in our classrooms, we have become focused on celebrating the lives of others, at the expense of the act of creation."

"The Common Core State Standards call students to actively analyze texts of all kinds (CCSS: RL.9-10.1). Why not film? The first part of analysis is pulling things apart to see how they work. But students must also be able to evaluate these workings or interpret why the audience should care about them. I teach students to interact with texts in three ways:"

"The problem is not technical. Nor is it motivational. Nor is it moral. The problem inheres in your unreflective acceptance of assumptions and axioms that seem so obviously right, natural, and proper that to question them is to question your reality. Therefore, faced with failure after failure, having tried this, that, and almost everything else, you don't examine your bedrock assumptions. Instead, you come up with variations on past themes?now with more desperation and anger, but less hope."[8] As we work to bring about meaningful change in education, let us enlarge our focus beyond the externals --books, the curriculum, teaching methodologies, assessment. Only by including the internal processes through which those externals are filtered will we gain a more complete perspective -- one that holds great promise as we seek out new horizons for learning."

"Here's a great topic for news junkies: "Watergate 4.0: How Would the Story Unfold in the Digital Age?" Bob Woodward and Carl Bernstein gave their assessment at the annual American Society of News Editors conference this month by referring to how Yale students answer a similar question assigned in an advanced journalism class."

"Despite the attention that the videos get, the greatest benefit to any flipped classroom is not the videos. It's the in-class time that every teacher must evaluate and redesign. Because our direct instruction was moved outside of the classroom, our students were able to conduct higher-quality and more engaging activities. As we have seen teachers adopt the flipped model, they use the extra time in myriad ways depending on their subject matter, location, and style of teaching. We asked some of our colleagues to share how they have changed their class time. Following are some examples."

"While the Common Core State Standards share many features and concepts with existing standards, the new standards also represent a substantial departure from current practice in a number of respects. Here are nine important differences:"

""This would create an environment where students could really work together," she said. "It would let me change the dynamic and bring that compassion back into the classroom.""

For every job, though, the No. 1 thing we look for is general cognitive ability, and it's not IQ. It's learning ability. It's the ability to process on the fly. It's the ability to pull together disparate bits of information." The second, he added, "is leadership - in particular emergent leadership as opposed to traditional leadership. Traditional leadership is, were you president of the chess club? ... We don't care. What we care about is, when faced with a problem and you're a member of a team, do you, at the appropriate time, step in and lead. And just as critically, do you step back and stop leading, do you let someone else? Because what's critical to be an effective leader in this environment is you have to be willing to relinquish power." What else? Humility and ownership. "It's feeling the sense of responsibility, the sense of ownership, to step in," he said, to try to solve any problem - and the humility to step back and embrace the better ideas of others. "Your end goal," explained Bock, "is what can we do together to problem-solve. I've contributed my piece, and then I step back."