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"It seems paradoxical, but the most boring classrooms tend to be the ones that are full of technology..." "...the reason, in a nutshell, is that in the sorts of classrooms I've just described, the emphasis is on technology rather than learning."

No lecture in the classroom The FIZZ Lecture professional development program trains teachers to create and publish a series of video lectures in order to make the content of their course completely transparent. "Why I flipped my classroom" - Math Teacher, Katie Gimbar

Why: 1. Flipping the Classroom for Accountability 2. Is this Recreating the Wheel? 3. Better Than A Front Row Seat 4. "Why it has to be me!" - Model Teacher, Katie Gimbar 5. Using Classroom Time to Differentiate 6. Self-paced, Differentiated and Collaborative 7. The Research Behind Flipping the Classroom with FIZZ How: 1. Buying the Lecture Boards 2. Writing on and Cleaning the Boards 3. Camera and Tripod 4. Condensing the Content to 6 Boards DOWNLOAD > FIZZ Lecture Planning.doc 5. Sliding the Boards 6. Setting up the Camera and Tripod 7. FIZZ Lecture: The Fine Print 8. Uploading and Posting Screencast tutorials on using Google Docs: Why use Google Docs? Part 1. Uploading Videos to Google Docs Part 2. Creating a Simple Web Page (click here for the template) Part 3. Sharing the URL with Your Students

‎"There is no evidence that the pencil makes learning faster, easier or better." "I refuse to use pencils in my classroom until manufacturers figure out a way to limit what students can write with them." "If students become so heavily dependent upon pencils, they will never learn to boil berries to create their own medium."

Ode to #Pencilchat: Technology Integration in the Classroom http://www.xtranormal.com/watch/12783558/ode-to-pencilchat-technology-intergration-in-the-classroom

What if we applied the psychology of what makes technology attractive to students...to our practices in the classroom? Using this idea, instead of using more technology in the classroom, why not design the traditional human / face-to-face classroom experience to be more like what makes technology so engrossing to modern students? Do these principles sound familiar... Deliver information in bite sized chunks, Create mental models, Use short stories to help process information, Learning happens and is remembered through repetition, People are motivated by Progress and Mastery, Sustained attention lasts 10 minutes, and the use of Progressive Disclosure. Progressive Disclosure an interaction design technique often used in human computer interaction to help maintain the focus of a user's attention by reducing clutter, confusion, and cognitive workload. This improves usability by presenting only the minimum data required for the task at hand. Here are 100 little articles that could have big implications in the classroom.

Many educators are experimenting with the idea of a flipped classroom model. So what is it and why is everyone talking about it?

Succinct summary explaining the flipped classroom, advantages, challenges and future implications for education.

Sometimes I wonder if the flipped classroom model could be supplemented by a third piece...maybe a "backflip" of sorts to help them stick the landing? Online lecture then face-to-face instruction followed by one-on-one time.

Used the flipped model a bit back at OVUHS with students in Internships. Gave students readings in an online platform (Moodle) to be read and reflectively journaled using an assigned text-based protocol. Students were asked to connect readings to field experiences. Found that there was a Huge benefit to both students and myself with the time this model gave us to thoughtfully reflect and prepare for our face-to-face time. Instead of students coming to me for gaining knowledge, they came to me to share knowledge gained.

"I teach in an inquiry, project-based, technology embedded classroom. A mouthful, I know. So what does that mean? To begin with, I don't lecture. My students don't take notes, at least not in the traditional sense, and we don't read a novel and simply answer the questions. It means my classroom is a place where my students spend time piecing together what they have learned, critically evaluating its larger purpose, and reflecting on their own learning. It also means my students don't acquire knowledge just for the sake of acquiring it. They need to do something with it - that's where "project-based" comes into play. Finally, technology is embedded into the structure of all we do. It's part of how we research, how we capture information, and how we display our learning. It's never an accessory tacked on at the end."

The National Coalition for Dialogue & Deliberation (NCDD) promotes the use of dialogue, deliberation, and other innovative group processes to help people come together across differences to tackle our most challenging problems. Great resources to use in classrooms for democratic and deliberative dialogue.

Hi Mary, you might be interested in the National School Reform Faculty. Professionally it is a great resource, but I have used many of the protocols in my classroom. They are great for opening up dialogs and giving students a voice in the classroom. National School Reform Faculty

"If we are to solve for creativity in education, we need a common language that defines what creativity in education means-a set of common values, subjects, and metrics that we can all agree on."

Article that makes me question how schools and classrooms are physically designed. This is a direct reflection of how we do what we do. Would you try to play tennis on a beach volleyball court? If we really are going to change the sport we need to change the venue too.

"We are moving away from the model in which learning is organized around stable, usually hierarchical institutions (schools, colleges, universities) that, for better and worse, have served as the main gateways to education and social mobility. Replacing that model is a new system in which learning is best conceived of as a flow, where learning resources are not scarce but widely available, opportunities for learning are abundant, and learners increasingly have the ability to autonomously dip into and out of continuous learning flows."

Written by a classmate of mine at Bread Loaf. On how to use (and how not to use) technology in the classroom. Short and thoughtful.

1. Welcome authentic questions2. Encourage effective teamwork3. Be ready to go Big4. Build empathy5. Uncover passion6. Amplify worthy ideas7. Know when to say no8. Encourage breakthroughs

Great for teachers when we think about how to work with students. Perhaps...even more powerful if admin were to read this as "How to Turn your School into an Idea Factory" with a twist of creating a climate to foster Innovative Educators.

"...suggests that good teaching must 'de-emphasise lecture and emphasise active problem-solving'..."

Just-in-Time Teaching (JiTT for short) is a teaching and learning strategy based on the interaction between web-based study assignments and an active learner classroom. WarmUps and Puzzles are the heart of the JiTT web component. These are short, web-based assignments, prompting the student to think about the upcoming lesson and answer a few simple questions prior to class.

In-depth infographic all about Blended Learning. What it is, why it's spreading, and how it works in real and virtual classrooms.

"Generally teachers don't like traditional observations and they don't often result in significant improvements. Video transforms lesson observations, turning them on their head."

"...the most important thing about using video for CPD purposes is to get away from the idea of video as a management tool, and embrace it as something that you as an individual teacher can have control of."

"The idea is for teachers to start by self-reflecting, and once you are confident in doing so you can share videos with colleagues and develop coaching and mentoring relationships which are more productive and genuinely result in classroom based improvements."

Burlington - December 7th Part 1: Attitudes for Success with Challenging StudentsPart 2: Secrets of Promoting Responsibility for Learning and BehavingPart 3: Can't Miss Strategies to Motivate Students Every DayPart 4: Handle Difficult Student Behavior with Proven InterventionsPart 5: Build a Values Based Classroom