This document provides an overview of infusing inquiry into social studies using a flipped classroom model. It discusses project and inquiry-based learning models like the Hole in the Wall project and Sugata Mitra's SOLE project. The document explains that a flipped classroom allows students to learn new content through videos before class, then use class time for collaborative projects and answering open-ended questions to improve 21st century skills. Peer instruction is highlighted as a technique where students discuss and vote on answers to conceptual questions to check understanding. Resources on cycles of learning, peer instruction, and 3/4 act math lessons are also listed.

1. I N F U S I N G I N Q U I RY
I N T O S O C I A L S T U D I E S
B Y: G E O R G E P H I L L I P
T H E S TA N L E Y C L A R K S C H O O L

2. A B E G I N N E R S G U I D E T O “ T H E F L I P P E D
C L A S S R O O M ” M O D E L
@gephillipTWITTER:
EMAIL: gphillip@stanleyclark.org
WEBSITE: www.reversingsocialstudies.com
VOXER: gphill4704

3. Q. What keeps you
up at night?
Complements of Dr. Julie Schell of the Mazur Group

6. http://dx.doi.org/10.1109/tbme.2009.2038487
What do you see?

9. From: news.stanford.edu/news/2013/july/flipped-learning-model-071613.html?view=print

10. - S O C R AT E S
“I cannot teach anybody anything, I can only make
them think.”

11. “ W E A R E E D U C AT I N G P E O P L E O U T
O F T H E I R C R E AT I V E C A PA C I T I E S . ” ~
S I R K E N R O B I N S O N

12. P R O J E C T / I N Q U I RY-
L E A R N I N G M O D E L S

13. H O L E I N T H E WA L L P R O J E C T
F R O M : H T T P : / / R A C H E L PA D U L A . E D U B L O G S . O R G / F I L E S / 2 0 1 1 / 1 0 / H O L E - I N - T H E - WA L L - C O M P U T E R S - 2 B W S V X L . J P G

14. S O L E P R O J E C T
I M A G E F R O M : H T T P : / / B I T S . B L O G S . N Y T I M E S . C O M / 2 0 1 3 / 0 2 / 2 7 / O N E - O N - O N E - S U G A TA - M I T R A - 2 0 1 3 - T E D - P R I Z E - W I N N E R / ?
_ R = 0

15. W H AT I T I S
• A collaborative way of learning and answering open-
end questions while improving on 21st Century Skills

16. W H AT I T L O O K S L I K E

22. E X P L O R E - F L I P - A P P LY

23. –Me
“Start with questions Google cannot answer”

24. Create
Evaluate
Analyze
Apply
Understand
Remember
1.

26. –Ramsey Musallam, Ed.D
“Videos address misconceptions, not teach
new content”

27. Create
Evaluate
Analyze
Apply
Understand
Remember
2.

29. – Every Teacher!
“Show me your understanding”

30. Create
Evaluate
Analyze
Apply
Understand
Remember
3.

32. Dan Meyer

33. Dan Meyer

34. Dan Meyer

35. Peer Instruction and JiTT
Dr. Eric Mazur Dr. Julie Scheel

36. How Peer Instruction Works
1. transfer of information (out of class)
2. assimilation of that information (in class)
From: Dr. Julie Scheel

37. Why was Rome’s geographic setting
important?
A. Its position was central to Italy and the known
Western world.
B. Strong winds brought heavy spring rains to the land.
C. Farmers depended on yearly flooding to plant crops.

38. From: Dr. Julie Scheel

39. Peer Instruction in the Classroom
From: Dr. Julie Scheel

40. R E S O U R C E S
• Cycles of Learning
• Peer Instruction and Peer Instruction Blog
• 3 Act Math
• 4 Act Math