What do I need to know to address my driving question? Let's assume that I'll explore my driving question in one content area: math. First, I'll need to know my students' levels of proficiency in a variety of areas, including: math, reading (as it relates to reading directions independently on assignments), navigating tasks independently, and social-emotional (confidence, need for emotional support, ability to work with others). Of course, I'll need to understand my students' levels of proficiency in using an iPad or ChromeBook.
I'll also need to figure out in which areas to flip my classroom. Will it be for content lessons only? Or for directions, too? How will I differentiate my screencasts? I could use QR Codes, or different screencast nomenclature for different groups of students. Will I be creating the screencasts, or could I potentially have students create them? These are just a few of the "need to knows" before I start experimenting with flipping in first grade.
5 Comments
I think your questions are valid but I am wondering how they follow from the IRB work. I agree that the interpersonal relationships you form are critical.
6/13/2016 07:54:03 pm
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Joe Madigan
6/14/2016 01:12:12 pm
I'm curious to see how you are going to use some of the technology you mentioned in your driving question. My driving question is all about technology usage in a high school math classroom, so hopefully we can share resources.
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Jenny
6/15/2016 09:54:48 am
I love your idea of a partially flipped classroom and especially the use of QR codes and differentiated screencasts. It seems like a good idea to choose one content area to begin with and then expand from there. I look forward to hearing more about your project.
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Dana Hand
6/16/2016 04:17:41 pm
This "partially" flipped idea is intriguing. I wonder what inspired you to research this? Will this meet a need that you see in your students? Do you have any grade level partners willing to take the plunge with you?
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