Kim Ibara's List: Instructional_strategies

• Some believe that the flip is somehow designed to replace teachers.  I think that’s only possible if you think the most important, or sole, job that I perform in my classroom is content dispenser. I don’t believe that at all.
• I use the flip when my students need to absorb a few chunks of new information to continue learning. I don’t use it to front-load information at the beginning of a unit. I think that can rob students of the experience of authentically building knowledge and skills as they encounter new concepts
• many times the flip can help me keep up the pace in science classes by allowing students who are struggling with new material to watch and re-watch the parts of the concept outside of class.
• I use flip time to create curiosity in my students.
• I find, especially in Chemistry, that my students come to the subject lacking much of the background knowledge essential to advance their learning.
• In the past I might have referred struggling students to a summary in the textbook for review at home. On their own time, they’re much more likely to watch and benefit from a good visual demonstration.
• at times they’re assigned a TED talk,
• I can target these to particular student interests and expose them to learning opportunities that I’d never have time to offer during our daily jam-packed class periods.
• None of this is passive learning.
• students are required to interact with the knowledge that is being presented to them

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• an educational approach, called “deliberate practice,” that asks students to think like scientists and puzzle out problems during class.
• After the intervention, the students in the deliberate practice section did more than twice as well on a 12-question multiple-choice test of the material as did those in the control section. They were also more engaged—attendance rose by 20% in the experimental section, according to one measure of interest—and a post-study survey found that nearly all said they would have liked the entire 15-week course to have been taught in the more interactive manner.
• Cognitive scientists have found that “learning only happens when you have this intense engagement,” he adds. “It seems to be a property of the human brain.”
• The “deliberate practice” method begins with the instructor giving students a multiple-choice question on a particular concept, which the students discuss in small groups before answering electronically. Their answers reveal their grasp of (or misconceptions about) the topic, which the instructor deals with in a short class discussion before repeating the process with the next concept.
• Jere Confrey, an education researcher at North Carolina State University in Raleigh, said the value of the study goes beyond the impressive exam results. “It provides evidence of the benefits of increasing student engagement in their own learning,” she says. “It’s not just gathering data that matters but also using it to generate relevant discussion of key questions and issues.” She also notes that “the attendance results remind us of the importance of providing the right opportunities to learn.”

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