A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 232-261
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 211-238
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 286-314
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie HeeYoung Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 122-149 ◽  
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

A Professional Development Framework for the Flipped Classroom Model

2016 ◽  
pp. 307-335
Author(s):  
Anne Katz ◽  
Tricia Muldoon Brown ◽  
Jackie Hee Young Kim
Keyword(s):  
Professional Development ◽  
Flipped Classroom ◽  
Thinking Skills ◽  
Development Project ◽  
Critical Thinking Skills ◽  
Read Aloud ◽  
Student Centered ◽  
Development Framework ◽  
Elementary Grade ◽  
K 12

A major goal of K-12 education is to create a student-centered classroom where educators are teaching to increase critical thinking skills, promote problem-based learning, and differentiate instruction. However, the reality is that many educators are challenged by the difficult task of creating such a learning environment in their classrooms. In this chapter, the authors will introduce a Flipped Classroom Professional Development project, a Title II Part A Higher Education Improving Teacher Quality State Grant initiative. This project centered on two goals. First, the authors sought to teach the flipped classroom model through an integrated literacy and math approach while “mathematizing” read-aloud instruction for primary and elementary grade educators. Secondly, the chapter describes efforts to expand teachers' repertoire of effective instructional, blended technology tools for teaching math and literacy. The authors will conclude with the potential of the Flipped Classroom model in K-5 settings based upon this professional development framework.

scholarly journals Beyond the Museum Walls: Developing Inexpensive Discovery Trunks for k-12

2018 ◽  
Vol 2 ◽  
pp. e25925
Author(s):  
Julia Robinson
Keyword(s):  
Low Cost ◽  
Inquiry Learning ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Student Centered ◽  
Analytical Skills ◽  
New Knowledge ◽  
State Educational ◽  
Problem Solvers ◽  
K 12

Discovery Trunks - specimen-based educational kits - use museum collections and standardized curricula to catalyze critical thinking skills through inquiry learning. Inquiry learning facilitates the development of new knowledge by examining a novel situation in light of past experience - a crucial skill for a child in today’s unpredictable world. Inquiry learning empowers students by making them stronger and more confident in their discovery and synthesis of information. Discovery Trunks enhance learning opportunities for students, promote the parent institutions, and develop new audiences by taking the institutional mission beyond classroom walls. Such Trunks contain authentic, real world objects and inquiry lessons that align with state educational standards. Discovery Trunks encourage contemplative analytical skills, thoughtful communication, thorough exploration of a topic, and cultivate a citizenry of open-minded problem solvers. Through inquiry-based learning, we see key components of this personal investigation exemplified through student-centered, student-driven activities that connect new knowledge and prior knowledge. This presentation will deconstruct these multidisciplinary kits and their contents to guide museum professionals to explore effective, high value, low cost materials and methods to produce and advertise educational kits to the community. Offered as an essential outreach component, these educational kits cultivate tomorrow’s thinkers, movers, and laborers in an ever-changing society.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2016 ◽  
pp. 27-46
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2017 ◽  
pp. 1235-1254
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2016 ◽  
pp. 1774-1793
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Critical Thinking, Instruction, and Professional Development for Schools in the Digital Age

2016 ◽  
pp. 462-481
Author(s):  
Howard V. Coleman ◽  
Jeremy Dickerson ◽  
Dennis Dotterer
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Learning Environments ◽  
Digital Age ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Pedagogical Practices ◽  
Student Centered ◽  
Depth Of Knowledge ◽  
Critical Thinking Instruction

This chapter presents theories, issues and practices for creating effective, technologically rich learning environments in schools. In the digital age, teachers and school leaders must work together to ensure the development of higher level critical thinking skills for students. Using Bloom's Revised Taxonomy of Knowledge and Webb's Depth of Knowledge as theoretical guides, this chapter discusses how teachers may move towards more flexible, student-centered instructional models rather than traditional teacher-centered methodologies. Guiding questions are presented to assist teachers in determining what to consider when designing technology-enhanced instruction to promote higher level critical thinking skills. Topics include a review of technological factors influencing technology integration, modifications of teacher practices to best match the changing culture in K-12 classrooms, examinations of pedagogical practices in techno-centric classrooms, current and future professional development needs for teachers, and the importance of assessment and evaluation in monitoring the effectiveness of instructional practices in 21st Century learning environments.

Flipping and Flexing in Science

2016 ◽  
pp. 281-293
Author(s):  
Labrini Rontogiannis
Keyword(s):  
Flipped Classroom ◽  
School Setting ◽  
Higher Order Thinking ◽  
Thinking Skills ◽  
School Science ◽  
Higher Order ◽  
Science Students ◽  
Digital Native ◽  
Higher Order Thinking Skills ◽  
K 12

The Digital Native is experiencing education during a very unique time. Learning with the help of technology, becoming independent and flexible learners, will only build on the skills they need to face a rapidly changing world and truly become architects of their own learning. The i2Flex model (a blended learning model) allows curriculum demands to be met while creating a learning environment whereby Middle School Science students are motivated and become engaged in higher order skills. This chapter will discuss the i2Flex philosophy and how the flipped classroom complements this methodology and allows students to build on higher order thinking skills within a K-12 international school setting.

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