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.
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? 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 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.
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.
Dr. Lodge McCammon's FIZZ - Education - Raleigh, NC About About Jon Jon is a teacher, educational coach, and writer who has had the privilege of helping educators “turn learning on its head.” Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Today Jon is dedicated to writing, speaking and otherwise promoting the flipped classroom concept. In 2002, Jon received the Presidential Award for Excellence for Math and Science Teaching; and in 2010, he was named Semi-Finalist for Colorado Teacher of the Year. Jon is the father of three amazing young people and is happily married to the love of his life. What Jon is Doing Now Currently, Jon helps educators and corporations turn learning on its head by bringing flipped learning into schools and organizations. Like this: Like Loading...