The Flipped Classroom ... Think about it! - 34 views

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  #1 lisacetroni on 08 Nov 11

   

  As you read ...
  What is the NARROW meaning of the Flipped Classroom?
  
  What is a BROADER interpretation of the Flipped Classroom?
  
  What about a Flipped Lesson? How about Flipped Professional Development?
  
  LS Teacher: Sage on the stage and/or guide on the side? How does this apply to the Flipped Classroom?
  
  You are the sage on the stage. Where are you? What are you doing?
  You are the guide on the side. Where are you? What are you doing?
  
  Think about a specific lesson you teach in a flipped fashion. How is it working for your students?
  
  Flipped Art? Science? Math? History? Do some subjects/lessons lend themselves more than others?
  
  Think about a lesson you might want to flip. How would you change it? What would it look like? What would be the role of the students? What would be your role? Why not try it?

   

  <div class="cArrow"> </div><div class="cContentInner">As you read ... <br /> What is the NARROW meaning of the Flipped Classroom? <br /> <br /> What is a BROADER interpretation of the Flipped Classroom? <br /> <br /> What about a Flipped Lesson? How about Flipped Professional Development? <br /> <br /> LS Teacher: Sage on the stage and/or guide on the side? How does this apply to the Flipped Classroom? <br /> <br /> You are the sage on the stage. Where are you? What are you doing? <br /> You are the guide on the side. Where are you? What are you doing? <br /> <br /> Think about a specific lesson you teach in a flipped fashion. How is it working for your students? <br /> <br /> Flipped Art? Science? Math? History? Do some subjects/lessons lend themselves more than others? <br /> <br /> Think about a lesson you might want to flip. How would you change it? What would it look like? What would be the role of the students? What would be your role? Why not try it?</div>

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  #2 Robin Albertson-Wren on 08 Nov 11

   

  Narrow meaning: Using technology outside of school to teach lesson
  Love, Robin and Andrea C.

   

  <div class="cArrow"> </div><div class="cContentInner">Narrow meaning: Using technology outside of school to teach lesson <br /> Love, Robin and Andrea C.</div>

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  #3 Andrea Corbin on 08 Nov 11

   

  The broader interpretation is having technology enhance the learning by using videos to differentiate learning speeds and content level.

   

  <div class="cArrow"> </div><div class="cContentInner">The broader interpretation is having technology enhance the learning by using videos to differentiate learning speeds and content level.</div>

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  #4 Michele Mathieson on 09 Nov 11

   

  I like this question to use as a reflection of our teaching: are you the sage on the stage or the guide on the side?

   

  <div class="cArrow"> </div><div class="cContentInner">I like this question to use as a reflection of our teaching: are you the sage on the stage or the guide on the side?</div>

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  #5 Caitlin Dean on 09 Nov 11

   

  I don't think I understand the flipped classroom. Yesterday it was mentioned that jigsaw lessons and small math groups are "flipping" the classroom, but after reading some of these articles, I'm not sure I see how those are "flipped" compared to a normal room. For instance, those are not activities that would have traditionally been completed at home, and learning on the subject did not occur prior to the activities...

   

  <div class="cArrow"> </div><div class="cContentInner">I don't think I understand the flipped classroom. Yesterday it was mentioned that jigsaw lessons and small math groups are "flipping" the classroom, but after reading some of these articles, I'm not sure I see how those are "flipped" compared to a normal room. For instance, those are not activities that would have traditionally been completed at home, and learning on the subject did not occur prior to the activities...</div>

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  #6 Michele Mathieson on 09 Nov 11

   

  I've been trying to figure out how to "flip" the classroom without work being completed at home. So I keep going back to the question Lisa posted above, "Are you the sage on the stage or the guide on the side?" And I think the jigsaw lessons are great opportunities to be the "guide on the side".
  
  Lisa - where did that expression come from?

   

  <div class="cArrow"> </div><div class="cContentInner">I've been trying to figure out how to "flip" the classroom without work being completed at home. So I keep going back to the question Lisa posted above, "Are you the sage on the stage or the guide on the side?" And I think the jigsaw lessons are great opportunities to be the "guide on the side". <br /> <br /> Lisa - where did that expression come from?</div>

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  #7 Robin Albertson-Wren on 09 Nov 11

   

  Montessori teaching has always been "guide on the side."
  Here's a question: "When we model, remind and redirect, are we a guide on the stage?"

   

  <div class="cArrow"> </div><div class="cContentInner">Montessori teaching has always been "guide on the side." <br /> Here's a question: "When we model, remind and redirect, are we a guide on the stage?"</div>

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  #8 lisacetroni on 11 Nov 11

   

  Great question, Robin. I think modeling is a very effective teaching strategy for direct instruction. Maybe there is a difference between modeling WHAT to do or HOW to do it.

   

  <div class="cArrow"> </div><div class="cContentInner">Great question, Robin. I think modeling is a very effective teaching strategy for direct instruction. Maybe there is a difference between modeling WHAT to do or HOW to do it.</div>

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  #9 lisacetroni on 11 Nov 11

   

  For me, the BROADER definition of the Flipped Classroom doesn't need to involve technology at all. I think it's about a shift in the role of the teacher and the student. So maybe it's the "Shifted Classroom" model. The teacher isn't the central focal point, the holder of knowledge, distributor of information. The teacher is problem presenter, listener, questioner. The teacher guides students as they try possible solutions. S/he provides formal instruction as needed ... perhaps different topics to different groups... mini-lessons. I think this can readily apply to history and geography. I'm still thinking about how this might apply to RLA instruction in the Lower School. When we talk about children learning the basic skills of "reading, writing and computation" (Strategic Goal #1), how do we best accomplish this?

   

  <div class="cArrow"> </div><div class="cContentInner">For me, the BROADER definition of the Flipped Classroom doesn't need to involve technology at all. I think it's about a shift in the role of the teacher and the student. So maybe it's the "Shifted Classroom" model. The teacher isn't the central focal point, the holder of knowledge, distributor of information. The teacher is problem presenter, listener, questioner. The teacher guides students as they try possible solutions. S/he provides formal instruction as needed ... perhaps different topics to different groups... mini-lessons. I think this can readily apply to history and geography. I'm still thinking about how this might apply to RLA instruction in the Lower School. When we talk about children learning the basic skills of "reading, writing and computation" (Strategic Goal #1), how do we best accomplish this?</div>

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