The flipped-classroom approach to education is undoubtedly popular, with consistent growth in the number of related books, conference sessions, and educator network memberships. Although active-learning may not be any more beneficial in a flipped classroom compared to a traditional classroom, it is clear that a flipped class can increase the frequency of active-learning opportunities.
Curriculum, Pedagogy & Grading Resources (NGSS, Modeling, CER, SBG...)
Once one knows about Critical Pedagogy (with respect to Critical Thinking, as was covered in the previous blog), what does one do with that knowledge? Can we implement strategies that embrace Critical Pedagogy while teaching the content we need to cover? Are there ways to build criticality in our students while maintaining our requirements for classroom rigor?
As teachers, we know how important it is for students to practice what they are learning and we are ever aware of the limited class time we have to provide those opportunities. We also know that our students have a full schedule of classes, are involved in extracurricular activities, work after-school jobs and may not have a strong support system and structure at home. That leaves us with the difficult question of “what do we do about homework?”
Many teachers assess engagement with video lectures by inspecting students’ notes at the start of class. However, notetaking doesn’t necessarily prove the comprehension of the material.
I had the opportunity to develop an advanced chemical lab design course for a small group of ambitious students. I have outlined the resources I used and how I pulled the course together,
This simple idea can help students learn the importance of honest self-reflection and foster meaningful conversation between the student and teacher.
I recently participated in a conference known as the Digital Pedagogy Lab as a fellow, which required leading a workshop (or an equivalent). I chose to structure my workshop around the ideas of critical pedagogy and STEM, and particularly how we use these ideas in a practical way in the classroom (both F2F (face-to-face) and DL (distance learning)). This blog will be one of a two-part series on these topics.
In order for students to be fluent enough with the CCCs and core ideas to use them to support their arguments, we teachers need a way to help students become familiar with them.
Since 2013, I have been creating video tutorials for use in a flipped classroom setting. Over the years, the format of my videos has evolved as I’ve uncovered the best practices in technique.
Having presented on the topic several times over the summer, I am sharing strategies for helping support diverse learners. As we teachers prepare to go back to school, I have summarized my presentation into a list of ways to help your classroom be inclusive for all learners.