Flipped-History Search results: Inspection Reports Enter either the name or address or the URN of the provider you are looking for. If you are unsure of the address, then select a provider type to refine your search. You can use this search to find a particular school by: Unique Reference Number (URN) If you know your school’s URN then this is the quickest way to get a direct match. Name or address You can search for a school by its name and/or all or part of its address. Provider type You may want to filter your search by the type of school that you are interested in; the provider type drop-down lists the different kinds. Can't find a school? If you can't find a report for a school, it may be because: Different providers with the same name Take care that you have chosen the correct provider in instances such as the below. Searching for a provider with a common name, such as a school with a saint’s name. Closed providers When you search for a provider the results returned automatically will only display operating providers.
Before We Flip Classrooms, Let's Rethink What We're Flipping To Integrated into their regular math classes, Globaloria students access online video tutorials and receive expert advice on how to build original educational video games about math topics. Photo credit: World Wide Workshop We're hearing a lot of talk about education in these back-to-school days, but a few conversations rise above the din. One such is the chatter about "flipped classrooms,"1 in which students listen to lectures at home and do homework at school. We also hear names like TED, Codecademy, Khan Academy and Knowmia bandied about, not to mention the term "MOOC"2 and such brands as Udacity, Coursera, MITx, edX . . . No doubt about it, online learning at every level for every purpose is the flavor of the moment, and everyone is scrambling to offer a feast. Before we pick up too much speed to stop, we need to consider the educational future we are aiming for in higher education, technical education, and especially in the early years of K-12 education, when it really counts. Notes
Flipping History Q & A Since I started flipping my world history class this year, many educators have asked questions about the model and its implementation. Chase Moore (@moore2cw), a fellow world history teacher interested in the flipped model, recently posed the following questions. He had recently read my post about the flipped mastery model in our history class (which has since changed a bit, more below). I thought posting this brief conversation could further the discussion online with others interested in the ways that the flipped model can be applied to the social studies classroom. “How do you develop your Standards?” After a few units of flipping, I started applying a standards-based-grading approach. I have since changed the terminology to “learning goals,” since this resonates with the students more than “standards.” For example, one learning goal will be from Standard 1: Content Knowledge. Here is a link to the document I provided the students: Learning Goals I break each unit into three topics.
Do Early Childhood Intervention Programs really work? Cycles of Learning Goal of Flipped Class Videos: Content Delivery or Skill Development? It recently occurred to me that since I began flipping my world history course in January, each of my screencast lectures have had one overarching goal: content delivery. This has proven tremendously useful and the early results, considering both assessment scores and student feedback, are encouraging. Transitioning some of my direct instruction (content delivery through lecture) to video has helped students understand some of the major events and themes from world history, but I realized what I should shift my focus towards: building social studies skills! Since most of our class time is now spent working on such skills, I now have a better understanding of their ability to engage in such learning experiences. Then, it dawned on me. Historical Significance Evaluating Validity / Bias in Sources Developing a Research Paper Writing (we could go on an on here…) We also realized that there were several other benefits to creating skills based screencasts…
Children with Special Educational Needs 2010: an analysis 50 Important Links for Common Core Educators Educators across the nation are working hard this summer to begin developing updated curricula that will fit into the new Common Core State Standards, which will be fully applied in 45 U.S. states (Texas, Alaska, Nebraska, Virginia, and Minnesota have opted out of statewide participation) by 2015. Yet despite the hubbub about the new standards, which were created as a means of better equipping students with the knowledge they need to be competitive in the modern world, many teachers still have a lot of unanswered questions about what Common Core will mean for them, their students, and their schools. Luckily, the Internet abounds with helpful resources that can explain the intricacies of Common Core, offer resources for curriculum development, and even let teachers keep up with the latest news on the subject. We’ve collected just a few of those great resources here, which are essential reads for any K-12 educator in a Common Core-adopting state. Groups and Organizations Useful Resources
Flipteaching Garner - Teachers and Pupils Voices on Inclusion: Preferred Strategies for Children who are Regarded as Having Emotional and Behavioural Difficulties (EBD) - ISEC 2000 Teachers and Pupils Voices on Inclusion: Preferred Strategies for Children who are Regarded as Having Emotional and Behavioural Difficulties (EBD) Philip Garner - Nottingham Trent University, UK Contributions from: George Pavlidis (University of Macedonia, Thessaloniki, Greece). Abstract This paper investigates the views of teachers and EBD children in both mainstream and special schools regarding the strategies most likely to succeed in providing a meaningful educational experience. Introduction This paper investigates the views of teachers and EBD children* in both mainstream and special schools regarding the strategies most likely to succeed in providing a meaningful educational experience. Most 'pupils with problems' continue to be maintained in ordinary (i.e. mainstream) schools. In looking at the recent history of developments regarding EBD pupils in schools in England it is difficult not to assume an air of resignation and despondency. How teachers work with pupils with problems i.
UDL Goal Setter: Tools & Activities: Teaching Every Student The key to helping all students achieve is identifying and removing barriers from our teaching methods and curriculum materials. One effective way to do this is to expand your teaching toolbox with digital media and software. To accommodate a broad spectrum of learners, universally designed curricula require a range of options for accessing, using, and engaging with learning materials. The materials themselves, as well as the teaching approaches, need to be sufficiently flexible to support varied pathways towards common learning goals. Building digital content and tools into your curriculum can help you provide the necessary flexibility to reach diverse learners. The UDL Solutions Finder Tutorial gives you practice in applying CAST's three UDL principles to expand learning options for students. The UDL Solutions Finder Tool structures you in using the three UDL principles to derive UDL solutions to barriers in your curriculum.
Mr. Driscoll's Class Wiki - Flipping the Class | THE BASICS | Flipped Class In Action | | Getting Started | Student Access | | Flipped Class Resources Welcome to today's professional development session on "flipping the class!" Below is a brief intro video (also a sample screencast...) What is a "flipped class?" Below, I have linked videos of the flipped class in action. Today, we will be using screencast-o-matic to make our initial videos. Steps:Go to "Watch a very quick demo" on the left. Where to begin... here are a few website that are a great place to start.Flipped Learning This site is a great resource for all things "flipped class." If you are currently scoffing in condescension, please reconsider your preconvieved notion of Twitter.