Lauren Rosen's List: Flipped Classroom

• Lower-order targets (the what) should be sorted out for video delivery, while higher-order objectives (the how and why) should be tagged for deeper exploration.
• • Will students add value to basic ideas by simulating them through experiments, deepening them through inquiry-based discussion, or broadening them through project-based learning?
   
  • How will teachers facilitate and monitor classroom collaboration?
   
  • How will students demonstrate their burgeoning knowledge in these learning laboratories?
• identified the core objectives
• sketch a virtual collage of images, diagrams, or charts that add impact to your presentation
• write a script for your narrative
• Be direct, be powerful, and be gone.
• eachers can gain insight into what their students know before class
• strategically assign them to specific learning hubs
• differentiation

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• What is the best use of my class time? Then, I decide the aspects of each lesson that need to be a shared learning experience and which aspects can be more independent to help prepare students for the critical thinking skills imbedded in all of the standards.
• decided a long time ago that the best use of my class time is not lecture or giving rote memorization exercises.
• apply what they know, rather than simply repeat it.
• I laid out a plan of the learning activities my students would need to engage in to show growth both on standardized tests and in their critical thinking. I then categorized these activities as in-class or out-of-class. With that list done, I further organized the outside work into additional categories:  learning objects (a resource, such as a reading or video, to support learning), low-level Blooms taxonomy, and independent work. I then started brainstorming and researching how to best get the learning to the students. Sometimes, I find amazing learning objects in TED videos or from SAS Curriculum Pathways and other times I find that I need to make some type of learning object myself to better direct what will happen in class.*
• • steps for setting up activities in a unit and determining which are in class and which are out of class.
• Does this take time? Definitely. But it also makes my time as a teacher more valuable and efficient.

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