4. Preview Poll
Use the chat box to answer the following question:
“How many of you have implemented principles of flipped
instruction?
A. Never
B. Rarely –have done it once or twice
C. Sporadically
D. Routinely
6. Communicate
The infrastructure of a flipped classroom is communication. Students need ways to get
links from you as well as message you, and ideally a way to communicate with each
other (in projects).
http://www.wikispaces.com/
http://www.edmodo.com/?language=en&auto_selected_lang=true&logout=true
Wikispaces & Edmodo
10. Example
KJ teaches American Government to High School students. She’s covering
the topic of Public Opinion and the Media as it relates to election cycles.
1. She assigns her students to read
section 5 of chapter nine from
Government Alive! Power, Politics,
and You.
11. Example
KJ teaches American Government to High School students. She’s covering
the topic of Public Opinion and the Media as it relates to election cycles.
2. KJ then shares the link for the
website, “The Living Room
Candidate” with the students via a
custom Twitter hashtag she created
for her class.
12. Example
Brian teaches elementary social studies. He’s been teaching about the Civil
War but wants to include Patricia Polacco’s “Pink & Say” as part of his
Language Arts integration.
1. Brian gives his students a word
cloud of some of the vocabulary from
the text they are about to start
reading. Students are to circle at
least three words they don’t know,
find them, draw a line from the word
to a sentence describing/defining it.
13. Example
Brian teaches elementary social studies. He’s been teaching about the Civil
War but wants to include Patricia Polacco’s “Pink & Say” as part of his
Language Arts integration.
2. Brian shares with his students the
link to http://visuwords.com
Students are able to use this tool to
help them complete and check some
(not all) of the words provided.
16. Example
KJ teaches American Government to High School students. She’s covering
the topic of Public Opinion and the Media as it relates to election cycles.
3. As students enter class, they
respond to an entrance question
using their laptops, tablets, or
smartphones via padlet.com.
17. Example
KJ teaches American Government to High School students. She’s covering
the topic of Public Opinion and the Media as it relates to election cycles.
4. During class, students work in
partners to identify persuasive
techniques in other election pieces
stretching back to the 19th century.
18. Example
KJ teaches American Government to High School students. She’s covering
the topic of Public Opinion and the Media as it relates to election cycles.
5. For outside work, students in
groups are assigned a fictional
candidate for President and must
create an advertisement using the
techniques they learned from the
lesson. KJ has her students use tools
like Mozilla Webmaker and Animoto.
Students collaborate together on celly
and lino.it.
19. Example
Brian teaches elementary social studies. He’s been teaching about the Civil
War but wants to include Patricia Polacco’s “Pink & Say” as part of his
Language Arts integration.
3. Brian creates a placard for each
word. As students enter the room,
they are encouraged to stand by one
that they covered out of class. In
small groups, students share what
they learned. They then listen to
other groups who represent words
they did NOT do. The teacher filters
the information.
20. Example
Brian teaches elementary social studies. He’s been teaching about the Civil
War but wants to include Patricia Polacco’s “Pink & Say” as part of his
Language Arts integration.
4. The class is divided into reading
quads. As groups read a chapter, they
are responsible for preparing a quick
Act-it-Out to show what
happened/what was important. The
act-it-outs should include appropriate
vocabulary from the book, simple
props, and visuals to bring it to life.
It’s not necessary to have a script but
it should show what they know.
21. Example
Brian teaches elementary social studies. He’s been teaching about the Civil
War but wants to include Patricia Polacco’s “Pink & Say” as part of his
Language Arts integration.
5. Outside of class, students are
challenged to write an obituary for
Pinkus that might have appeared in a
newspaper. To make it seem realistic,
Brian provides the site
http://fodey.com to his students to
make a news clip look real.
Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTE2MjQ1Mzg4MTIIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.