Ms. Merashoff's

Intensive Reading Classroom

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FLIPPING THE CLASSROOM

ESOL

COMMON CORE LESSON PLANS

STEAM LESSON PLANS

WORLD HISTORY ACTIVITIES LATIN AND GREEK ROOTS TEXT STRUCTURES & TEXT FEATURES FLIPPED CLASSROOM LESSONS VOCABULARY PRACTICE ACTIVITIES
           


Success in Reading Requires EFFORT!

 

Lessons for Our Flipped Classroom 

Ms. Merashoff's

9th Grade Intensive Reading Classes in Room 10-103

at

Palm Bay High School

What is a FLIPPED Classroom?

1. What is it?

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. The video lecture is often seen as the key ingredient in the flipped approach, such lectures being either created by the instructor and posted online or selected from an online repository. While a prerecorded lecture could certainly be a podcast or other audio format, the ease with which video can be accessed and viewed today has made it so widespread that the flipped model has come to be identified with it.

The notion of a flipped classroom draws on such concepts as active learning, student engagement, hybrid course design, and course podcasting. The value of a flipped class is in the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities. During class sessions, instructors function as coaches or advisors, encouraging students in individual inquiry and collaborative effort.

2. How does it work?

There is no single model for the flipped classroom—the term is widely used to describe almost any class structure that provides prerecorded lectures followed by in-class exercises. In one common model, students might view multiple lectures of five to seven minutes each. Online quizzes or activities can be interspersed to test what students have learned. Immediate quiz feedback and the ability to rerun lecture segments may help clarify points of confusion. Instructors might lead in-class discussions or turn the classroom into a studio where students create, collaborate, and put into practice what they learned from the lectures they view outside class. As on-site experts, instructors suggest various approaches, clarify content, and monitor progress. They might organize students into workgroups to solve a problem that several are struggling to understand. Because this approach represents a comprehensive change in the class dynamic, some instructors have chosen to implement only a few elements of the flipped model or to flip only a few selected class sessions during a term.

I am very excited about trying this model for some of my lessons.  This model will give my students more time for hands-on, interactive activities.

For those without Internet access, we have computers in the classroom that can be used before the due date of the FLIPPED assignment or students can use the computers in the library for the same purpose.

Please ask you child how they feel about this new FLIPPED model of learning after we complete the first two FLIPPED lessons this week.

                                  HAVE A GREAT DAY!

    

TEXT STRUCTURE VIDEO

INFERENCING/PREDICTING VIDEO

FALSE ASSUMPTIONS VIDEO

CONNOTATION and DENOTATION VIDEO

CONFLICT IN LITERATURE VIDEO

CHARACTERIZATION VIDEO

FORESHADOWING VIDEO

 

 

INFORMATIONAL TEXT:  #1-3 Bird Songs, Cactus, Helicopters

INFORMATIONAL TEXT:  #4-6  Hibernation, Marco Polo, Movie Ratings

INFORMATIONAL TEXT:  #7-9  Television, Voyagers 1 & 2, Yellowstone

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  PALM BAY HIGH SCHOOL BREVARD COUNTY BOARD OF EDUCATION 2014 FLORIDA Standards for Language Arts/Reading (LAFS) COMMON CORE STANDARDS IN READING

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