Guided Response: Respond to at least two peers. Your replies should include a question about the incorporation of CCSS and the Framework for 21st Century Learning in your peers’ posts and should offer an additional resource for consideration that supports an alternative viewpoint. Though two replies is the basic expectation, for deeper engagement and learning, you are encouraged to provide responses to any comments or questions others have given to you, including the instructor. Responding to the replies given to you will further the conversation and provide additional opportunities for you to demonstrate your content expertise, critical thinking, and real world experiences with this topic.
“Flipping the classroom does exactly what it sounds like. It reverses the traditional learning dynamics, completely. With this method, students don’t learn new content in the classroom, by having a teacher instruct them. Instead, they learn it from video and online sources in their own time and place. Meanwhile, problems and assignments that once might have been treated as homework are now tackled in the classroom, while teachers offering personalised guidance” (winjigo.com). I think flipped classrooms are amazing. I currently take my students outside to work because we are always inside, and the weather is amazing. When students are outside of their normal, they usual open and talk more and have more choices when their choices are limited. I even noticed my students not getting up or asking to leave the classroom when we go outside to do activities. When we go outside, we still have our IPADS to play games (Stem bins) and look up certain things that we need, this. I just feel flipping the script and going outside allow the students to talk to other students they do not normally talk with or do the work that is required of them.
An assessment I have created in the past was with my two-year old’s when I worked in a daycare center. I would observe my students for the week to make lesson plans fit the needs of them to hit their targets for the next classroom level. In their assessments, I would collect observation cards and make a portfolio for all my students in the classroom. The portfolios will have all the activities, I had planned to make sure they were on their target goals. We did not use much technology for our two-year old’s however when I had a few students interested in space and we did not have many books and other tools to plan an activity, I brought in my tablet to research different space crafts, activities and books. The students truly enjoyed an entire month on space and looking at different activities to help plan on our lesson plans. “A new digital teaching and learning environment. In this mode, technology pervades every activity that occurs in the teaching and learning process. Teachers are not only using digital resources in their planning, management, and assessment processes, but they are also changing the culture of teaching and learning by participating in technology-mediated professional exchanges, making use of and creating annotations and feedback for learning objects, and having students center their activities on digital resource location, use, creation, and sharing in learning (Education Networks of American [ENA] & Infotech Strategies, 2006; Levin, 2009)” (Burnaford & Brown, 2014).
Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st century learning environments: A reader. Retrieved from https://content.ashford.edu/
https://www.winjigo.com/the-advantages-of-a-flipped-classroom/ (Links to an external site.)
Flipping the classroom is a great way to encourage the students to be part of the curriculum. The pedagogy first approach allows the learners to have study materials outside the classroom and come to school prepared with inquires on the subject matter. It is used in conjunction with CCSS Mathematics by encouraging the students to find more than one way to solve mathematical problems. The class can collaborate to problem solve and use critical thinking skills to work through the problems. This supports 21st Century learning skills. Antidotal notes and teacher observations are a good way to assess the flipped classroom. The lessons can be adapted based on evidence of what the students are excelling at and where they need more help.
If a resource is not accessible it would not work for the class. The assessments that I use can be used by all the teachers and the parents have access to the results. There is no way to assess students as a whole or individuals if the multimedia cannot be easily assessed. The resource would have to be eliminated if there are no reasonable equivalent accessible alternatives. According to Teaching and learning in 21st-century learning environments “If learning is what we value, then we ought to value the process of learning as much as we value the result of it. A typical classroom narrows both thinking strategies and answer options. Educators who insist on singular approaches and the “right answer” are ignoring the history of our species: Human beings have thrived because we continually seek viable alternative solutions instead of being bound to a single path. The human brain survives on effectiveness, not efficiency. Limiting education to the search for the right answer—as we do when we focus on standardized testing—violates the law of the adaptability of the developing brain. Quality education encourages a wide-open, creative problem-solving approach, thereby exploring alternative thinking options, multiple right answers, and creative insights. These are not valued on standardized tests” Burnaford, G., & Brown, T. (2014). All students being assessed as well as teachers need to have access to assessment tools.
The redesign was challenging as I had a hard time accepting changes to my original plan. It ended up improving the three-day unit. It was my ego that kept me from making changes. The lesson plan was better after I made the changes.
Burnaford, G., & Brown, T. (2014). Teaching and learning in 21st-century learning environments: A reader. Retrieved from https://content.ashford.edu/
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