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Instead of lecturing about polynomials and exponents during class time - and then giving his young charges 30 problems to work on at home - Fisch has flipped the sequence. He's recorded his lectures on video and uploaded them to YouTube for his 28 students to watch at home. Then, in class, he works with students as they solve problems and experiment with the concepts.

When math problems are based on real world situations, students internalize new information which prepares students to make connections with and between math concepts.

Writing in math is an excellent way to determine if students' understand or do not understand the math they are learning about. Allowing students to explain how they solved a math problem, how they developed a formula to solve a problem, or how they applied a math concept requires critical thinking.

Educators - it's time to stop all the modeling. Get rid of all the canned graphic organizers. Have the courage to be less helpful. Be patient and let students recognize their own patterns. It's messy work, but its where the learning will take place.

While the next online model remains unclear, Southern New Hampshire's president, Paul J. LeBlanc, has sketched out one possible blueprint. … The vision is that students could sign up for self-paced online programs with no conventional instructors. They could work at their own speeds through engaging online content that offers built-in assessments, allowing them to determine when they are ready to move on. They could get help through networks of peers who are working on the same courses; online discussions could be monitored by subject experts. When they're ready, students could complete a proctored assessment, perhaps at a local high school, or perhaps online. The university's staff could then grade the assessment and assign credit. … The whole model hinges on excellent assessment.

Current practices of our educational institutions-and workplaces-are a mismatch between the age we live in and the institutions we have built over the last 100-plus years. The 20th century taught us that completing one task before starting another one was the route to success. Everything about 20th-century education, like the 20th-century workplace, has been designed to reinforce our attention to regular, systematic tasks that we take to completion. Attention to task is at the heart of industrial labor management, from the assembly line to the modern office, and of educational philosophy, from grade school to graduate school.

In 2008, I started a non-profit organization called the Khan Academy to deliver free online education. As it turns out, our tools have given students and teachers the power to "flip" the traditional classroom: Students can hear lectures at home and spend their time at school doing "homework"-that is, working on problems. It allows them to advance at their own pace, gaining real mastery, and it lets teachers spend more time giving one-to-one instruction.

The use of models and other abstract forms in literary study has recently seen a revival in a digital age that puts data and sophisticated data management systems in the hands of the literary scholar, teacher, and student. Pedagogical applications of these abstract models are rich with possibility for the literary classroom, and offer exciting opportunities for engaging non-English majors and non-traditional learners in the advanced study of literature, as well as challenging students to verbally articulate visual and spatial knowledge.

If business happens through networking, then what should I be doing to help my students understand both why, and how, to network? Do I have an obligation to teach the importance of networking to students in my English courses, or can I safely leave that lesson to my colleagues in the business department?

Although wikis, with their collaborative approach and vast reach online, have been around for at least 15 years, their use as a general teaching tool in higher education is still relatively recent. But an increasing number of universities are now adopting them as a teaching tool. As part of that trend, a handful of Singapore universities are using the wiki platform as a way to engage students.

"This is the second year of the GFW High School One-to-One iPad Initiative where every GFW High School student has access to an iPad tablet to use in their classes. Students can use their iPad: -as an organizational tool to track assignments, homework and class projects. -to access the internet to research information needed for class projects. -to create on-line presentations -to word process class papers and projects -to run a variety of applications to enhance their learning experience in class -to read electronic books, tests, newspapers and magazines"

Very interesting thoughts.  How many of these traits do you have?  This might be an interesting introductory class activity that can help students determine how engaged they are with their studies and the world.  

The "gamification of education" is very hot at all levels of education. It reminds me of what Keith and I were trying to do by bringing a concept of "play theory" to our QEP model, in our case, through repeated small yet successful writing experiences for the students. Through the repetition of pleasurable experiences, what I call "regenerative value," the students "level up" in their written communication abilities.

In some ways, the flipped model is an improvement. Research shows that tailored tutoring is more effective than lectures for understanding, mastery, and retention. But the flipped classroom doesn't come close to preparing students for the challenges of today's world and workforce. As progressive educational activist Alfie Kohn notes, great teaching isn't just about content but motivation and empowerment: Real learning gives you the mental habits, practice, and confidence to know that, in a crisis, you can count on yourself to learn something new. That's crucial in a world where, according to the U.S. Department of Labor Statistics, adults change careers (not just jobs) four to six times or where, as an Australian study predicts, 65% of today's teens will end up in careers that haven't even been invented yet. We don't need to flip the classroom. We need to make it do cartwheels.

I find this paragraph particularly telling: "The cartwheeled classroom not only connects text books and classrooms to the real world, but it also inspires, uplifts, and offers the joy of accomplishment. Transformative, connected knowledge isn't a thing--it's an action, an accomplishment, a connection that spins your world upside down, then sets you squarely on your feet, eager to whirl again. It's a paradigm shift." Imagine what this could mean for our ASU QEP, for example, if we told our twelve 2012-2013 teachers that each of their QEP courses was going to be taught within the larger context of being meaningful to the population of a Haitian, African, Muslim, or Afghan village or community. The difference for the students in their real-world learning would be immeasurable.

In an effort to help schools become more reflective learning environments, I've developed this "Taxonomy of Reflection." - modeled on Bloom's approach.  It's posted in four installments: 1.  A Taxonomy of  Reflection  2. The Reflective Student 3. The Reflective Teacher  4. The Reflective Principal 

Have been using Jing for about three weeks now as my primary form of commenting on student work.

a model of inquiry has emerged that seems to balance the vision of student-centered inquiry described in the NSES with an inquiry strategy that reflects teacher concerns. This model, called the Coupled Inquiry Cycle, combines, or "couples", "teacher guided" inquiry with "full" or "open" inquiry, into an inquiry cycle based on a learning cycle format