How did the articles shed light on your understanding of student choice in your classroom? Share how you have incorporated or will incorporate choice in your classroom. Does your use of student choice fit with the descriptions in the articles? How can choice be most effective for YOUR students?

Have you been more conscious about choice since we discussed it at our last TLT? Have you tried to implement choice in either bold or subtle ways? Anything to share at our next TLT meeting? Mark created a cool choice grid that many of us can adapt to our own needs. I've asked him to share it with us.

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?

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.

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?

Andrea,
Try going into a specific tag. Then, all of the articles posted there will be about that particular tag. Just select the tag you're interested in from the list on the right hand side as you scroll down. I hope that helps.

Thanks for sharing your comments, Lisa.

This is such a time-saver. Thanks.

This is such a time-saver. Thanks.