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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

Interesting and short bit of writing that hits on my personal beliefs about where the majority of transformational focus should be...simply supporting good teaching.

"Education reform needs a face lift -- one that includes higher standards for entry into the profession and mentor teachers assisting those needing to improve."

Agree about the necessity to pursue improved educational outcomes, yet as with other professions (i.e. doctors & lawyers) 50% finish in the lower half of their class. As with all things educational funding is the sacred cow and asking for higher standards of entry, while a worthy goal, would ultimately fall on the sword of budgets.

Articles like this are interesting. But, they are powerful when we take a critical look at own practices and really evaluate if our classroom actions match the work we promote and speak so highly of in the teachers' lounge.

Becoming a master teacher takes continuous effort.1) Understand Your Reasons for Teaching2) Cultivate Ethical Behavior in Your Students and Yourself3) Pool Both Patience and Perseverance4) Design Curriculum That Works5) Perfect Instructional Practices and Assessment Skills6) Connect Positively to the Whole-School Culture

"People spend about 2500 days of their life in school, time enough to develop an opinion about what was good and bad about their experience. We all know someone who is more than happy to share their stories and subsequent expertise in all things educational; teachers often complain that, almost alone among professionals, they are sitting targets for unsolicited advice on how to do their job."

Great resource on creativity, innovation, and change. Has implications for working with students, professional development, program design and implementation, and more.

Page 10 "Planning for Innovation" could be helpful to the 2012 Fellows.Tables 3 and 4 are great ways to assess the environment for change in any of our schools when "I" is replaced with "we" or "our school".

"In isolation neither the research nor the teacher seems to have much of a chance for sustained discovery, growth, and positive change." (p. 39) "Faculty members are changing how they teach and making informed choices when it comes to teaching strategies. They feel empowered and are encouraged to take risks, are fostering collaborations in their teaching and are talking about teaching. For some, the change in how they teach has been radical. For others, the change has been small but still noticeable." (p. 42) And to what do the conveners attribute this success? "We saw that we are learners together in this learning community and we are our own best resource: Our collective knowledge is an invaluable asset." (p. 43) Retrieved from: http://www.cs.kent.edu/~volkert/science-learning/files/sirum-madigan.pdf

As educators do we model those "best practices" for learning which we expect from our students? How do we... "Engage ... in active learning experiences; Set high, meaningful expectations; Provide, receive, and use regular, timely, and specific feedback; Become aware of values, beliefs, preconceptions; unlearn if necessary; Recognize and stretch ... styles and developmental levels; Seek and present real-world applications; Understand and value criteria and methods for (our own) assessment; Create opportunities for (peer to peer) interactions; ...; Promote (peer) involvement through engaged time and quality effort" Retrieved from: http://pandora.cii.wwu.edu/cii/resources/outcomes/best_practices.asp