Okay, here we go! It's almost the end of July and I don't want summer to end. However, I feel reasonably to ready to get my brain back into teaching.
In May 2013, my teaching colleague Jean suggested that we explore the flipped classroom model. We read the Bergmann and Sams book, and before that school year had ended we felt fired up about starting the next one with a flipped model. I'll write more about that experience later, but we would call last year at least a B+ level of success.
In the "About" section of this blog, I tried to define and summarize what flipping means.
This blog is about dissecting the flipped model and sharing/troubleshooting its unique issues. Because of my job as an 8th grade Social Studies teacher in a public school, I will try most of all to explore issues for 6th-12th grades (not college courses) with subjects in the humanities (science and math are better represented elsewhere, but we can probably find some common ground). Also I welcome discussion about meeting heterogeneous populations and bridging the divide between special ed to regular ed. About 25-30% of my students have an IEP or 504 plan with identified needs for comprehension, conceptual understanding, writing output, medical needs, etc.
How does flipping help and hinder our efforts to reach all students?
In May 2013, my teaching colleague Jean suggested that we explore the flipped classroom model. We read the Bergmann and Sams book, and before that school year had ended we felt fired up about starting the next one with a flipped model. I'll write more about that experience later, but we would call last year at least a B+ level of success.
In the "About" section of this blog, I tried to define and summarize what flipping means.
This blog is about dissecting the flipped model and sharing/troubleshooting its unique issues. Because of my job as an 8th grade Social Studies teacher in a public school, I will try most of all to explore issues for 6th-12th grades (not college courses) with subjects in the humanities (science and math are better represented elsewhere, but we can probably find some common ground). Also I welcome discussion about meeting heterogeneous populations and bridging the divide between special ed to regular ed. About 25-30% of my students have an IEP or 504 plan with identified needs for comprehension, conceptual understanding, writing output, medical needs, etc.
How does flipping help and hinder our efforts to reach all students?
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