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Flipped classrooms often begin with a few minutes of discussion about the assigned video from homework the previous night clarifying content, answering questions, and getting feedback from students, particularly the kind that might inform the day’s instructional approach. Much of this however, can be cleared up with instructions on simply how to respond to video, archive their ideas, write and ask questions, and take notes to transfer learning to other mediums and assignments. Not just video either: listening to podcasts, viewing screencasts, using and responding within learning forums, scrolling and navigating through PowerPoints – these must all be taught to students for them to effectively worked within a flipped classroom. Instead of the traditional review, re-teach, and warm-up activities for and independent practice after new content is presented, the flipped model restructures classroom time so that students still have time provided for questions and answers, with the remainder of time used for hands-on activities or problem-solving, thus shoring up more time for independent and guided practice, which leads to better learning.
Discuss your understanding of what a flipped classroom was before, and what it is now. Describe what your classroom would look like as a flipped classroom. Consider what you and your students have access to. Remember: