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This can include more inquiry, project based learning, and mastery learning, and “handing over a lot of control of the learning process to the students” (ohh … scary)

“What we need to equip our young people with are skills; interpersonal skills, inquiry skills, the ability to innovate. That is what universities are saying is lacking, that is what employers say is lacking; transferable skills that ultimately will make a difference in the life of a young person.”

the amazing thing about flipping is that it enabled us to move from a lecture based classroom to a learner-centered, problem-based, inquiry-driven hub of learning.   In fact today, our videos are optional.

students will take more responsibility for their own learning

redesigning the curriculum to take advantage of the affordances of the 1-to-1 mobile devices that were being used. The technology was not bolted onto an existing curriculum

Most importantly, they developed into a community of practice — a professional group of educators who work with each other, who support each other

Adding technology to direct-instruction, paper-and-pencil-based pedagogy, will have little impact

Principles of networked learning, constructivism, and connectivism inform the design of a test case through which secondary students construct personal learning environments for the purpose of independent inquiry.

launching a project with an "entry event" that engages interest and initiates questioning

Students created a driving question

product of students' choice created by teams

We need to participate in face-to-face learning

We need to learn through global communities of inquiry.

We need to build a personal learning network (PLN)

Without adopting inquiry-based, student-centered, skill-driven approaches to teaching and learning -- all nested in a system that values innovation -- STEM education will become just another term for additional math and engineering courses.

heart of any STEM program should be courses in which students create products, not just take tests

Allow for creativity

a PLC included several key components around which they are defined – 1). a focus on learning; 2); collaborative culture focused on learning; 3). collective inquiry; 4). action orientation and experimentation; 5). continuous improvement; and 6). results orientation.  The authors are quick and clear to also point out that a group of people simply working together on a task may not meet the definition of a PLC.

it is not because they had a 1-1 program in itself that made them so, but because they had a classroom culture of student inquiry, of research, collaboration, and on-line publishing, all of which were well supported by the laptops in students’ hands.

  “Laptop computers [would not be] technological tools; rather, [they would be] cognitive tools that are holistically integrated into the teaching and learning processes of their school.”

One of the best sections of this article speaks right to this, as it advocates schools to bring the students to the table: But it’s not just teachers who experts say must be involved in the 1-to-1 planning process—students should be, too.

The flipped classroom is a simple concept that needs no title. Good teaching, regardless of discipline, should always limit passive transfer of knowledge in class, and promote learning environments built on the tenants of inquiry, collaboration and critical thinking.

the flipped classroom mentality can be one of many solutions for educators.

The Why Every topic, every bit of learning has content that can be Googled, and we don't want teachers wasting precious enquiry time lecturing that content. We want students, instead, to be using class time to collaborate and debate around the questions that are Not Googleable, the rich higher order thinking