Why do I characterize this explanation as a flipped classroom and not flipped learning? Because, contrary to popular belief, these terms are not synonymous. Yet nearly every article written on these topics mistakenly equates them.
F.1: I establish spaces and time frames that permit students to interact and reflect on their learning as needed. F.2: I continually observe and monitor students to make adjustments as appropriate. F.3: I provide students with different ways to learn content and demonstrate mastery.
L.1: I give students opportunities to engage in meaningful activities without the teacher being central. L.2: I scaffold these activities and make them accessible to all students through differentiation and feedback.
I.1: I prioritize concepts used in direct instruction for learners to access on their own. I.2: I create and/or curate relevant content (typically videos) for my students. I.3: I differentiate to make content accessible and relevant to all students.
P.1: I make myself available to all students for individual, small-group and class feedback, in real time, as needed. P.2: I conduct ongoing formative assessments during class time through observation and by recording data to inform future instruction. P.3: I collaborate and reflect with other educators and take responsibility for transforming my practice.
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