Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Webinar: Assessing to Inform Teaching and Learning: A Guide for LeadersDreamBox Learning
School and district-wide use of classroom-based formative assessment is an essential part of informing teacher planning and instruction, as well as meaningful student achievement. In this webinar, Francis (Skip) Fennell, L. Stanley Bowlsbey Professor of Education and Graduate and Professional Studies Emeritus, McDaniel College, shares a framework for school and district-based leaders to develop elements of leadership while establishing a grade-level or school-based learning community focusing on everyday use of formative assessment.
Topics include:
• Assessment literacy and the use of particular tools to guide and monitor the use of the formative assessment techniques presented
• How ongoing, everyday use of the “Formative 5” intersects with summative assessment data and frame assessment decisions
• A leadership framework to guide successful implementation of the “Formative 5,” including coaching, navigating relationships, learning communities and adult learners
All school and district-based leaders, and K-12 educators are invited to watch this recorded webinar.
Use Discourse to Access Language and Mathematics for English LearnersDreamBox Learning
Extensive use of discourse in the classroom is a key practice to support the learning of English while learning mathematics. English learners are in varying stages of English language development, and discourse will increase their productive (oral and written) and receptive (listening and reading) language functions in addition to their comprehension of mathematics concepts. The Standards for Mathematical Practice expect students to reason, construct viable arguments, and critique the reasoning of others among other practices. Thus, classroom teachers need to provide support for students’ English language development to engage in these practices.
In this webinar, Mathematics Education Consultant Dr. Susie W. Håkansson shares the rationale for using discourse in the classroom, the role of productive and receptive language functions in the learning of mathematics, as well as examples of how to increase discourse in the classroom.
The following SlideShare is an introduction to personalized learning. It helps teachers make a connection to the management techniques, as described in "The CAFE" by Boushey and Moser, for guiding students in selecting and tracking progress towards goals. Elements from "Visible Learning" by John Hattie are included.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
Just as teachers struggle to find time and resources that support differentiation and personalization for every student in math class, administrators struggle to provide differentiated professional learning options for teachers that are relevant to their classroom and easily accessible.
To improve elementary student achievement in math, district administrators must explore innovative approaches to professional development that improve teachers’ understanding of mathematics concepts. In this webinar, Dr. Tim Hudson, VP of Learning at DreamBox Learning shared how to:
Adopt a new model of online professional learning that empowers teachers to use real-time student data to access “just in time” professional learning resources that are specific to their students and classrooms.
Implement best practices for driving teacher agency in PD, such as empowering teachers to use data to choose PD topics that address the real challenges in their classrooms.
Ensure equitable learning outcomes for all students in mathematics by also ensuring equitable professional learning outcomes for all mathematics teachers.
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
Literacy in a digital age: a challenge for language teachers? Turku Finland A...Jeroen Clemens
3rd Baltic Sea – 17th Nordic Literacy Conference 14−16 August 2016 − Turku/Åbo, Finland Making meaning – literacy in action
Workshop Literacy in a digital age: a challenge for language teachers?
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
One of the hottest topics in education is blended learning – a disruptive innovation that is changing both teaching and learning. Don’t miss one of its foremost experts, Michael Horn, Executive Director of Education at the Innosight Institute, for a conversation about the present and future of blended learning.
Attend this web seminar to learn the benefits of the blended learning disruptive model, get up-to-date on current trends in blended learning technologies, and learn the key elements to consider when evaluating blended learning models, technology and solutions.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
These are the slides that I used during my presentation at the CC of Spokane eLearning Academy. Kudos to my team at Lumen for your generosity and creativity.
ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011Helaine W. Marshall
Mutually Adaptive Learning Paradigm (MALP) Project
Detailed description of one MALP project: Class Collections, showing the MALP Checklist and how it is used to analyze a project for SLIFE: students with limited or interrupted formal education
TESOL presentation on the Mutually Adaptive Learning Paradigm® - culturally responsive teaching model that can be infused into ANY curriculum. Mantra is: "Create Fertile Spaces" - Marshall 2015
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
Beyond State Assessments: Start Building Lifelong Math LearnersDreamBox Learning
Maury County School District is changing the way teachers teach and learners learn with a new systematic approach to affect student success. In this webinar, Chris Marczak, superintendent of schools, shares how his district developed and implemented seven community-developed district-wide keys to effectively prepare students for college and career readiness. These improvements are building teacher capacity, increasing student achievement, and fostering a culture of adult and student collaboration. Topics of discussion include:
Creating, executing, and evaluating measureable goals and benchmarks to ensure TRUE college and career readiness
Scaling implementation of programs to assess student growth and close math learning gaps
Building teacher capacity through TRUE professional learning communities and collaborative internal support systems
Leading a district-wide mindset shift toward ensuring lifelong learning for both adults and students
All school and district-based leaders, and K-12 educators are invited to attend. Marczak will field questions from participants throughout this live, interactive webinar.
Going to Scale: Implementing Evidence-Based Personalized Learning for Math In...DreamBox Learning
Successful districts are closing learning gaps by identifying and scaling personalized math intervention programs. But what are the conditions and processes that districts should put in place to effectively develop and implement personalized intervention plans?
In this webinar, Debbie Thompson, math curriculum and instructional design, Wichita Public Schools, shares a step-by-step framework for designing and implementing district-wide personalized intervention programs.
Empowering Teacher Agency: How Data-Driven PD Models are Improving K-5 Math A...DreamBox Learning
Just as teachers struggle to find time and resources that support differentiation and personalization for every student in math class, administrators struggle to provide differentiated professional learning options for teachers that are relevant to their classroom and easily accessible.
To improve elementary student achievement in math, district administrators must explore innovative approaches to professional development that improve teachers’ understanding of mathematics concepts. In this webinar, Dr. Tim Hudson, VP of Learning at DreamBox Learning shared how to:
Adopt a new model of online professional learning that empowers teachers to use real-time student data to access “just in time” professional learning resources that are specific to their students and classrooms.
Implement best practices for driving teacher agency in PD, such as empowering teachers to use data to choose PD topics that address the real challenges in their classrooms.
Ensure equitable learning outcomes for all students in mathematics by also ensuring equitable professional learning outcomes for all mathematics teachers.
Blended learning is a mix of learning strategies, approaches, models, etc. E-Learning offers technology-enabled Blended learning environment to help organizations deliver effective learning solutions.
Literacy in a digital age: a challenge for language teachers? Turku Finland A...Jeroen Clemens
3rd Baltic Sea – 17th Nordic Literacy Conference 14−16 August 2016 − Turku/Åbo, Finland Making meaning – literacy in action
Workshop Literacy in a digital age: a challenge for language teachers?
Blended Learning in the Math Classroom: Leveraging Professional Development t...DreamBox Learning
Common misconceptions around what adaptive technology can do for teachers in their classrooms
How to best leverage professional development while blending your classrooms/schools
Steps to selecting the best digital curricula that will support your goals
One of the hottest topics in education is blended learning – a disruptive innovation that is changing both teaching and learning. Don’t miss one of its foremost experts, Michael Horn, Executive Director of Education at the Innosight Institute, for a conversation about the present and future of blended learning.
Attend this web seminar to learn the benefits of the blended learning disruptive model, get up-to-date on current trends in blended learning technologies, and learn the key elements to consider when evaluating blended learning models, technology and solutions.
Towards Blended Learning; Strategies and Roles of TeachersNashwa Ismail
Agenda
What is blended learning?
Models of blended learning
Benefits of blended learning
Challenges of blended learning
Role of teacher in a blended classroom
Management of large class number
Towards an effective blended learning environment
These are the slides that I used during my presentation at the CC of Spokane eLearning Academy. Kudos to my team at Lumen for your generosity and creativity.
ELLs with limited prior schooling: Six instructional guidelines co-tesol 2011Helaine W. Marshall
Mutually Adaptive Learning Paradigm (MALP) Project
Detailed description of one MALP project: Class Collections, showing the MALP Checklist and how it is used to analyze a project for SLIFE: students with limited or interrupted formal education
TESOL presentation on the Mutually Adaptive Learning Paradigm® - culturally responsive teaching model that can be infused into ANY curriculum. Mantra is: "Create Fertile Spaces" - Marshall 2015
Addressing the Cultural Dissonance of ELLs with Limited Formal EducationHelaine W. Marshall
We identify salient cultural differences between individualistic and collectivistic cultures. Within this context, we examine the priorities of North American mainstream educators and those of ELLs with limited or interrupted schooling and consider how educators can establish pathways to culturally new ways of learning for this subpopulation of ELLs.
Designing projects for ELLs with Limited/Interrupted Formal EducationHelaine W. Marshall
We provide and discuss essential criteria for designing class projects to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of ELLs with limited or interrupted education. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
Using the Adobe Connect Pro Virtual Classroom, the presenter demonstrates how to set up an effective, user-friendly and cognitively demanding flipped learning environment for a university online course meeting synchronously on a weekly basis. Out-of-class components include chapter readings with mastery-based quizzes and recorded lectures with embedded guide questions and challenge problems. In-class components include collaborative whiteboard activities, breakout room group tasks, student-led discussions with Q&A in chat and audio; and a reflection page. All student-produced material is captured and posted to the CMS and each Adobe class session is recorded for later review by students.
Preparing educators to teach students with limited/interrupted formal educati...Helaine W. Marshall
Teachers often feel unprepared to address the learning needs of ELLs with limited/interrupted formal education, especially at the secondary level. To help them, we developed a checklist with criteria for the effective instruction of these students. We demonstrate our use of this checklist with ESL math and social studies teachers.
ELLs with Limited or Interrupted Formal Education: Six Criteria For SuccessHelaine W. Marshall
We have developed six criteria for designing classroom activities to promote the language acquisition, content-knowledge development, literacy skills, and critical thinking skills of limited formally schooled ELLs. We demonstrate how to use these criteria and provide a checklist for teachers to use in preparing their own materials.
PPT from Workshop on Students with Limited or Interrupted Formal Education (SLIFE). HW Marshall/A DeCapua; sponsored by Regional Bilingual Education Resource Network for Hudson Valley, NY. Hosted by LIU-Hudson.
Reframing the Conversation: From Achievement Gap to Cultural DissonanceHelaine W. Marshall
Association of Teacher Educators Annual Conference, 2015: Advocating for the Silenced: The Educators’ Vocation. This presentation describes a culturally responsive teaching model that addresses three hallmarks of US mainstream classrooms that serve as "deal breakers" for many struggling English learners.
Equity pedagogy through culturally responsive teaching with MALP - Mutually A...Helaine W. Marshall
The Mutually Adaptive Learning Paradigm (MALP) is a formula for change in the schools to provide struggling learners with equity pedagogy through a culturally responsive teaching model that is based on addressing the three hallmarks/deal breakers of the classroom: promise of future reward, the individual hand raise, and standardized testing. MALP gives teachers a framework for instruction that is mutually adaptive. To learn more - view the slide presentation.
Presentation on the flipped classroom for English Language Learners. TESOL Dallas 2013.
Three reasons: increased comprehension, increased interaction, increased critical thinking. Flip cycle components: (1) instructional videos; (2) in-class collaboration; and (3) observation/feedback/assessment - by both teacher and learners. Presenter: Helaine W. Marshall
Three instructional guidelines for struggling adolescent and adult EllsHelaine W. Marshall
Introduces an instructional model in which both teachers and learners adapt to the learning paradigm of the other: A Mutually Adaptive Learning Paradigm. DeCapua and Marshall (2010).
Designed for L2 learners who continue to struggle despite other interventions on their behalf.
Presentation from a flipped summer classroom workshop held during May and June 2014 for Arts & Science Faculty at CU Boulder.
Workshop was presented by ASSETT - Arts & Science Support of Education Through Technology.
Part 1 of a series on implementing a flipped classroom. This presentation outlines rationale behind the learning and curriculum as well as the model of flipped learning developed to suit student and school needs.
An overview of the Effective Lifelong Learning Inventory (ELLI), developed from research at the University of Bristol, in the context of post-16 education, including apprenticeships. Focus on ensuring high quality learner journey post-16 through use of ELLI. Includes five factor framework for creation of positive learning environments. How ELLI improves retention and attainment. Presentation given at Post-16 Briefing, November 2016, organised by the University of Salford, UK.
O estudo teve como objetivo avaliar o uso da Flipped Classroom como metodologia pedagógica na Educação a Distância, exclusivamente em fóruns do LMS Moodle. Os resultados possibilitaram reconhecer os referenciais teóricos da Flipped Classroom e do Inverted Mastery Learning, bem como os princípios que as sustentam: Ambiente Flexível, Cultura de Aprendizagem, Conteúdo Intencional ou Dirigido e Educador Qualificado, e se os mesmos foram empregados no planejamento e estruturação do fórum de discussão abordado nesta pesquisa.
Is the question to flip or not? Or is the question - how do you provide quality learning experiences to maximise time? This presentation explores the whys and some hows of flipping learning. It also transfers this concept of a flipped classroom to a school library. Presented in 2013 at UQ Library cyberschool conference.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
4. § Eric Mazur (1997) – College classes
§ “peer instruction”
§ Maureen Lage, Glenn Platt & Michael
Treglia (2000)
§ “inverting the classroom”
§ Jon Bergmann & Aaron Sams (2012)
K-12 classes
§ “flipped learning”
Origins
5. § One of six technology topics featured out
of master list of more than 50 tracked
technologies
§ Near term category, Time-to-Adoption
Horizon: One Year or Less
§ Digital Strategy: using devices and
software to enrich teaching and learning,
whether inside or outside of the
classroom
§ Innovation: transcend conventional ideas
and learning activities to create
something that is new, meaningful, and
21st century
NMC Horizon Report: 2014
Higher Education Edition
6. § Instructional Foundations
§ Three K-12 Case Studies
§ FL & Higher Education
§ Perceptions of Stakeholders
§ Concerns about FL
Hamdan, N., McKnight, P., McKnight, K. & Arfstrom, K.M. (2013). A Review of Flipped Learning.
Flipped Learning Network: Arlington, VA.
A Review of Flipped Learning
-2013-
7. § Benefits Found
§ Learner engagement
§ Time for collaborative activities
§ Increase in scores, grades,
mastery
§ Issues Raised
§ Nothing new here
§ Access to technology
§ Lack of motivation
Hamdan, N., McKnight, P., McKnight, K. & Arfstrom, K.M. (2013). A Review of Flipped
Learning. Flipped Learning Network: Arlington, VA.
A Review of Flipped Learning
-2013-
10. § IEP
§ Setting the stage for college
courses
§ Ease of differentiating across
skill levels
§ Opportunities for project-
based learning
Relevance to our field?
12. Based on the Four Pillars of F-L-I-PTM
Key questions to ask – look fors
Framework for implementation of FL
Not grade level or subject area specific
Basis for action research projects on FL
Flipped Learning Network
Checklist for Instructors
March 2014
15. I personally like this flip classroom so far. I can
spend my time study as much as I want and flip
classroom makes my study livelier. Reading text
book alone can be bored some time. As…English
learner…, I have some difficulties catching
something in class. Flip classroom helps me a lot.
However, I still like to go to class and have real
conversation with Dr. M and my classmates.
Nattasiri from Thailand
Quote from
student on flipped
learning
