Time for Learning
Corwin Press Inc (Verlag)
978-1-4833-3281-9 (ISBN)
The guide school leaders need to reap the rewards of education’s most exciting new trend.
Flipping classrooms—using class time for hands-on learning and "off loading" the lecture portion of lessons to teacher-created videos or other technology presentations assigned as homework—is taking schools by storm. But like all hot trends, it is important to apply this innovation intelligently, especially at the system-wide level.
This book makes a persuasive case to leaders for the potential benefits of flipping. Backed by powerful data and compelling anecdotes, this book covers:
Data on positive student outcomes in terms of achievement and motivation
How flipping gives teachers more time to work with students one-on-one and encourage peer learning
Ways flipping can benefit teacher learning and collaboration
Why flipping encourages students to take responsibility for their own learning
How flipping engages students in 21st century skills
Ways flipping is budget and resource-friendly
With this book, you can take a major step towards the future of education, utilizing technology and advanced understanding of how students learn best.
"Flipped classrooms empower teachers to engage students in deeper learning. This book gives readers ten reasons for joining forces to make this possibility a reality."
—Tom Carroll, President
National Commission on Teaching and America’s Future
"I highly recommend this book for any educator interested in flipping the classroom to reinvent the learning process. The stories show how flipping is energizing teachers and students—with powerful results!"
—Lisa Schmucki, Founder and CEO
edweb.net
Kathleen Fulton is a writer and education consultant specializing in teaching quality and technology. She served as Director, Reinventing Schools for the 21st Century, at the National Commission on Teaching and America’s Future (NCTAF) for ten years. Before joining NCTAF, Ms. Fulton was Project Director for the Congressional Web-based Education Commission and lead author of their report The Power of the Internet for Learning. She spent four years as Associate Director of the Center for Learning and Educational Technology at the University of Maryland, and worked for ten years as a policy analyst for the U.S. Congressional Office of Technology Assessment (OTA). At OTA she was the Project Director responsible for several major education reports, including Education and Technology: Future Visions, and Teachers and Technology: Making the Connection. Since her retirement from NCTAF, Fulton has been consulting with a range of clients, including the State Education Technology Directors Association, the U.S. Department of State, the University of Colorado at Denver, the National Council of Teachers of English, and the Byron School District in Minnesota. Her current work focuses on “flipped classrooms” and she has written articles on this topic published in the Phi Delta Kappan ,T.H.E. Journal, Learning and Leading with Technology, and School Administrator. She graduated from Smith College with a BA in English, and received a Master of Arts in Human Development from the University of Maryland. Fulton lives in Takoma Park, Maryland with her husband Harry Fulton and has two grown children, Rebecca and Jeffrey, and four amazing grandchildren. Listen to Kathleen Fulton′s webinar "Top 10 Reasons Why Flipping the Classroom Can Change Education" here.
Preface
Why a Book on Flipped Classrooms?
How This Book Is Different
Who Can Benefit From This Book?
Acknowledgments
About the Author
Introduction
What Is Flipping Anyway?
How Do Teachers Create Flipped Lessons?
How Different Is Flipping?
The Flipping Mindset
A Brief History of Flipping
How Common Are Flipped Classrooms?
Will Flipping Exacerbate the Digital Divide?
Why Is Flipping Catching Fire? Read On!
Chapter 1. Flipping Maximizes Time for Active Learning
Lecturing: The Oldest Form of Teaching
Moving Instruction From Group Time Into the Individual Learning Space
What Does Maximizing the Use of Class Time Look Like in Flipped Classrooms?
Caveats
Summary
Chapter 2. Flipping Facilitates Differentiated Instruction
Working With Each Student Every Day
Flipping and Mastery Learning
Caveats
Summary
Chapter 3. Flipping Is Grounded in Learning Theory
What′s Wrong With Lecturing?
What Makes Flipping Instruction Different?
Building Flipping on a Strong Learning Foundation
How Do People Learn?
Inquiry or Challenge-Based Learning
Other Key Elements From Cognitive Science Research
Additional Areas for Research
Caveats
Summary
Chapter 4. Flipping Effectiveness Data Show Promise
The Power of Data
More to Learn
Caveats
Summary
Chapter 5. Flipping Benefits Teachers Too
A Tradition of Solo Practice
Where Does Flipped Teaching Fit in?
Co-Flipping: Taking Flipped Team Teaching Beyond the School Walls
Teacher Learning: Embedded and Flipped Professional Development
Are Teachers Ready to Use Technology for Flipping?
Caveats
Summary
Chapter 6. Students Like Flipping
Use of Technology Is Not Just Cool, It′s Expected
Self-Pacing Brings Independence to Learners
Rewinding the Teacher
More Student Engagement = Fewer Disciplinary Problems
More Time With Teachers
Not All Students Want to Adjust to a New Teaching Style
Caveats
Summary
Chapter 7. Flipping Brings the Classroom to Parents
Parents′ Views of Classrooms: Memories of Bygone Days
Preparing Parents for Flipping
Caveats
Summary
Chapter 8. Flipping Makes Effective Use of Resources
The Push/Pull of Technology Innovation and Implementation
Technology Adoption in K-12 Education
Digital Readiness
But the More We Have, the More We Want
Where′s the Money to Pay for All This?
Caveats
Summary
Chapter 9. Flipping Builds 21st Century Skills
First Century Skills Is More Like It
Workforce Success and School Skills
Where Does Flipping Fit in?
Supporting Bloom With Technology
Caveats
Summary
Chapter 10. Flipping the Future
How Might Flipped Classrooms Impact Education?
What Might Other Benefits Be?
What Could Be the Downsides?
What Might Prevent Flipping From Gaining Traction in K-12 Classrooms?
Flipped Classrooms: Lasting Impact or Passing Fad?
Final Thoughts: Can We Flip the Future?
Appendix: Educators′ Q&A on Flipped Classrooms
References
Index
| Verlagsort | Thousand Oaks |
|---|---|
| Sprache | englisch |
| Maße | 152 x 228 mm |
| Gewicht | 310 g |
| Themenwelt | Schulbuch / Wörterbuch ► Unterrichtsvorbereitung ► Unterrichts-Handreichungen |
| Sozialwissenschaften ► Pädagogik | |
| ISBN-10 | 1-4833-3281-0 / 1483332810 |
| ISBN-13 | 978-1-4833-3281-9 / 9781483332819 |
| Zustand | Neuware |
| Informationen gemäß Produktsicherheitsverordnung (GPSR) | |
| Haben Sie eine Frage zum Produkt? |
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