The document outlines an educational approach called 'Explore-Flip-Apply,' where students engage in critical thinking by exploring primary and secondary sources, flipping lessons through videos, and applying their knowledge in class discussions and activities. It includes examples of classroom activities and emphasizes the development of historical analysis skills. Additionally, it provides resources for improving search skills and lists various educational websites and contacts for further learning.

1. Reversing Instruction
through Inquiry
Follow me on
Twitter: @phillige
www.reversingsocialstudies.com
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3. Q. What keeps you
up at night?
Complements of Dr. Julie Schell of the Mazur Group
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6. From: http://rachelpadula.edublogs.org/files/2011/10/hole-in-the-wall-computers-2bwsvxl.jpg
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7. Explore-Flip-Apply - Ramsey Musallam
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8. My Explore-Flip-Apply
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9. My Explore-Flip-Apply
• Start with a hooking (Explore) activity - Primary source, map, video, audio,
photo, SQ3R, KWLH or KNLA.
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10. My Explore-Flip-Apply
• Start with a hooking (Explore) activity - Primary source, map, video, audio,
photo, SQ3R, KWLH or KNLA.
• Watch video at home and fill in gaps (if any) (Flip)
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11. My Explore-Flip-Apply
• Start with a hooking (Explore) activity - Primary source, map, video, audio,
photo, SQ3R, KWLH or KNLA.
• Watch video at home and fill in gaps (if any) (Flip)
• In class, students either answer critical thinking questions, role-play, read and
analyze different primary sources, lead discussion groups, debate, etc.
(Apply)
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18. Explore-Flip-Apply w/oVideos
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19. Explore-Flip-Apply w/oVideos
• Having your students do the work of historians in
class.
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20. Explore-Flip-Apply w/oVideos
• Having your students do the work of historians in
class.
• Primary/secondary sources about an era/event.
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21. Explore-Flip-Apply w/oVideos
• Having your students do the work of historians in
class.
• Primary/secondary sources about an era/event.
• Analyze past by creating meaning, synthesize
information and create their own understanding of
past.
Thursday, July 11, 13

22. Explore-Flip-Apply w/oVideos
• Having your students do the work of historians in
class.
• Primary/secondary sources about an era/event.
• Analyze past by creating meaning, synthesize
information and create their own understanding of
past.
• Connection to current events.
Thursday, July 11, 13

23. Explore-Flip-Apply w/oVideos
• Having your students do the work of historians in
class.
• Primary/secondary sources about an era/event.
• Analyze past by creating meaning, synthesize
information and create their own understanding of
past.
• Connection to current events.
• Allows students develop skills are essential to
democracy and building deeper understanding.
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24. Example 3: Fishbowl
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25. Example 3: Fishbowl
• Meeting of the Minds. (Chinese emperors Shi Huagndi, Lui Bang, and Wudi)
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26. Example 3: Fishbowl
• Meeting of the Minds. (Chinese emperors Shi Huagndi, Lui Bang, and Wudi)
• Gave them tiny bits of information about Confucianism and Legalism (EXPLORE).
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27. Example 3: Fishbowl
• Meeting of the Minds. (Chinese emperors Shi Huagndi, Lui Bang, and Wudi)
• Gave them tiny bits of information about Confucianism and Legalism (EXPLORE).
• Worked in groups to research, digest information, and summarize importance of
governmental topics. (FLIP).
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28. Example 3: Fishbowl
• Meeting of the Minds. (Chinese emperors Shi Huagndi, Lui Bang, and Wudi)
• Gave them tiny bits of information about Confucianism and Legalism (EXPLORE).
• Worked in groups to research, digest information, and summarize importance of
governmental topics. (FLIP).
• Each group “meet in secret location” and discussed topics relevant to ancient
China (APPLY).
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29. Example 3: Fishbowl
• Meeting of the Minds. (Chinese emperors Shi Huagndi, Lui Bang, and Wudi)
• Gave them tiny bits of information about Confucianism and Legalism (EXPLORE).
• Worked in groups to research, digest information, and summarize importance of
governmental topics. (FLIP).
• Each group “meet in secret location” and discussed topics relevant to ancient
China (APPLY).
• Outside groups taking notes and will reflect using Paper Blogging concept
(APPLY).
Thursday, July 11, 13

30. Example 3: Fishbowl
• Meeting of the Minds. (Chinese emperors Shi Huagndi, Lui Bang, and Wudi)
• Gave them tiny bits of information about Confucianism and Legalism (EXPLORE).
• Worked in groups to research, digest information, and summarize importance of
governmental topics. (FLIP).
• Each group “meet in secret location” and discussed topics relevant to ancient
China (APPLY).
• Outside groups taking notes and will reflect using Paper Blogging concept
(APPLY).
• Discussed how this might play out in real life (APPLY).
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33. Google Search Skills
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36. www.google.com/insidesearch/searcheducation/
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37. Lets practice!
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38. Lets practice!
• Lets Google GLOBAL WARMING
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39. Lets practice!
• Lets Google GLOBAL WARMING
• Put your search in “”
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40. Lets practice!
• Lets Google GLOBAL WARMING
• Put your search in “”
• Use keyword site: edu, gov, org, etc.
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41. Lets practice!
• Lets Google GLOBAL WARMING
• Put your search in “”
• Use keyword site: edu, gov, org, etc.
• Domain Extensions http://goo.gl/JvyEY
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42. Lets practice!
• Lets Google GLOBAL WARMING
• Put your search in “”
• Use keyword site: edu, gov, org, etc.
• Domain Extensions http://goo.gl/JvyEY
• Filter by Reading level,Time
Thursday, July 11, 13

43. Lets practice!
• Lets Google GLOBAL WARMING
• Put your search in “”
• Use keyword site: edu, gov, org, etc.
• Domain Extensions http://goo.gl/JvyEY
• Filter by Reading level,Time
• Use country codes
Thursday, July 11, 13

44. Lets practice!
• Lets Google GLOBAL WARMING
• Put your search in “”
• Use keyword site: edu, gov, org, etc.
• Domain Extensions http://goo.gl/JvyEY
• Filter by Reading level,Time
• Use country codes
• Use - (minus) to omit information
Thursday, July 11, 13

45. Lets practice!
• Lets Google GLOBAL WARMING
• Put your search in “”
• Use keyword site: edu, gov, org, etc.
• Domain Extensions http://goo.gl/JvyEY
• Filter by Reading level,Time
• Use country codes
• Use - (minus) to omit information
• Link to Google worksheet on Better searching.
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46. Bloom’s Taxonomy
Josh Walker UT Austin Center for Teaching and Learning
Cognitive Load
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47. From Bill Ferriter
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48. Helpful Websites/Blogs/Other
• Ramsey Musallam - @ramusallam -www.cyclesoflearning.com
• Jeff Utecht - @jutecht - www.thethinkingstick.com
• Dr. Julie Schell - @julieschell -http://blog.peerinstruction.net
• Alan November - @globalearner - http://novemberlearning.com
• Troy Cockrum - @tcockrum - www.mrcockrum.com
• The FlippedLearning Network - http://
www.flippedlearning.org/site/default.aspx?PageID=1
• Twitter chats #flipclass
• Daniel Pink - The Flipped Manifesto - Free Download
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