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Best case scenario, students take this opportunity to truly reflect on the assignment that is given in relationship to what they are learning. Also, it requires a degree of planning on my part. It will likely not go right the first time so there will be trial and error.

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Best case scenario, students take this opportunity to truly reflect on the assignment that is given in relationship to what they are learning. Also, it requires a degree of planning on my part. It will likely not go right the first time so there will be trial and error.

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It's an opportunity for students to learn at their own pace, to have that cognitive struggle without the pressure of a time limit for class or working at everyone else's speed

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How can I determine if the flipped learning is working or not without direct student interaction.

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flipped learning is to help me and the scholars interact; get them motivated. Definitely more work for me, especially since I'm not so tech saavy, but could be fun.

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Flipped learning is going to be like running hurdles, for both us and the students. We're all going to fall a lot but if done correctly, it will turn out great!

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Assignments need to be structured in a way that they can be self-paced for all students, and easily re-doable/re-watchable. This will alleviate much of the stress students feel about doing this work without a teacher present.

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It needs to be thoughtfully planned out an organized with the end goal in mind.

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Flipped Learning isn't one resource, isn't just point-and-shoot delivery, and requires various strategies.

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I wonder how this is going to go for those students who have limited resources/internet at home. I will have to plan for this and get student feedback.

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I wonder how this is going to go for those students who have limited resources/internet at home. I will have to plan for this and get student feedback.

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It shouldn't just be "busy" work. Its an opportunity to have students dig deeper into a concept and then have them discuss it with each other through padlet or another app.

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I'm hoping it will allow students time to get acquainted with new material so they can process and come up with questions for our Zoom time.

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I'm hoping to use flipped learning time for readings/videos. Namely for tasks that often take a varying amount of time.

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How do we maintain fidelity within PLCs?

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I will likely assign readings and short questions students can respond to on flipped days. Longer, more in-depth discussions will be for Zoom days.

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I will likely assign readings and short questions students can respond to on flipped days. Longer, more in-depth discussions will be for Zoom days.

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Students rarely did "homework" before this pandemic - how can I ensure they do it now without "threatening" their grade? How do I make it engaging?

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Students should use flipped learning to really grasp the content being presented and ideally consider a question they have as they're engaging with the ideas presented

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Pace is important. No busy work.

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For flipped learning to be effective, you still need a clear objective, even if you aren't there to point at it on the board.

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Activities/assignments need to be meaningful and support or reinforce what is happening during live sessions.

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Activities/assignments need to be meaningful and support or reinforce what is happening during live sessions.

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The learning will connect to concepts that will lay the foundation for more developed work as we moved forward.

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The learning will connect to concepts that will lay the foundation for more developed work as we moved forward.

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Engagement with a purposeful task. Not busy work. Not "for points". 

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Engagement with a purposeful task. Not busy work. Not "for points". 

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Flipped days should be more than just a video or a text to read (obviously). Students should also complete activities that will allow them to process the content individually, so they are prepared with thoughtful responses for live class time.

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Posting videos for direct instruction, sharing instructions for assignments, or sharing common mistakes or misunderstandings from previous work.

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I plan to use it to see students accountability since it is a day they will not see me and they will be responsible for accomplishing the tasks on their own for the day

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I plan to use it to see students accountability since it is a day they will not see me and they will be responsible for accomplishing the tasks on their own for the day

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Practice on skills already introduced. So direct instruction was not as necessary for completion

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Probably screencastify and short readings or videos with reflection assignments

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Probably screencastify and short readings or videos with reflection assignments

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How to make sure the assignments are rigorous and worthwhile, but not too overwhelming for students to complete in a reasonable time.

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I wonder how I am going to hold the students accountable for those days of flipped learning. I understand that "taking" attendance is to just make sure they were engaged for that day, but what about the quality of the work that they submit?

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Flipped learning is an excellent way to give opportunities for application and feedback for new concepts and understandings (like this padlet).

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We can still GRR it up. It doesn't have to be all direct instruction.  We just have to be thoughful about how we design our lessons.  I plan on using flipped learning to deepen zoom sessions where we process the flipped info together.

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students have the ability to review any material presented in the video. 

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students have the ability to review any material presented in the video. 

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Ways to differentiate and student accountability

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I wonder how non participation in flipped learning lessons will affect the live Zoom lessons.

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I wonder how non participation in flipped learning lessons will affect the live Zoom lessons.

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I wonder how students are going to organize and manage their time, which could cause some frustration when trying to complete their tasks.

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I hope to use flipped learning to give students time to reflect and question what they read, so as to have more in depth class discussions

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How can I plan so that it's clear that the flipped learning is a requirement for meaningful participation in collaborative Zoom sessions?

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I wonder how we can help the students to be motivated and properly self-paced during these lessons.

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Students can watch or read information repeatedly until the get it. Meaning that they can go their own pace. Flipped learning can be a great opportunity for students to prepare themselves for class and feel more confident.

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How can we ensure that they complete these tasks before live sessions where we might be discussing the flipped assignment or referring back to it.

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How can I make this more interesting or exciting? I so rely on the vibe of my class and the back and forth to get show excitement for what we're doing and to make it fun. I don't want my class to be boring!

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How can I make this more interesting or exciting? I so rely on the vibe of my class and the back and forth to get show excitement for what we're doing and to make it fun. I don't want my class to be boring!

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if I could really do these successfully.... not tech saavy

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it would be good to use after reading a short essay or watching a short video and having them answer a short response to that.

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I wondered how this will look for our first assignment of Unit 1.

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What the level of engagement will be between flipped and live instruction. Which from students will prefer or enjoy more.

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providing some FAQs or other guidance of common misconceptions may prevent some panicked emails & calls from confused students

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providing some FAQs or other guidance of common misconceptions may prevent some panicked emails & calls from confused students

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I will be using flipped learning as a way to help students recall information they have previously learned. This way we can have more meaningful discussions in our Zoom chats.

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How do I know if my flipped learning is actually effective? 

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How do I know if my flipped learning is actually effective? 

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Opportunity for students to work at their own pace and have multiple ways to showcase understanding

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I'll be shifting what would normally be an independent learning task in my classroom to flipped learning. So a day where students would be drafting a piece of writing would be flipped.

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How this may work for students who prefer in person learning and also for those who have limited resources at home/multiple distractions/responsibilities at home

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How this may work for students who prefer in person learning and also for those who have limited resources at home/multiple distractions/responsibilities at home

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I am wondering how much time I should plan for students to spend on my class during flipped days. Should it be about a class period worth, less? Perhaps a few models of agendas for reasonable flipped days would help!

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This flexibility is necessary for students who are taking on extra responsibilities (such as babysitting/working)

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students will be practicing skills using the content we are covering.

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Screencastify videos for more directed and guided instruction (for modeling purposes) and then having the students reflect on the content and practice on it either independently or collaboratively

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I am thinking about having students read an example of a narrative and then we'll come back for a class to share our observations

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I will have students watch videos to introduce concepts and then give them an opportunity to reflect. I will also have them read articles and discuss their take aways from it.

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Best case scenario classes will almost be on the same page by Friday.

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Best case scenario classes will almost be on the same page by Friday.

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Direction instruction videos w/me modeling key skills for students to practice

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Focus on small, easily digestible lessons

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I wonder about ways to differentiate.

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deliver content that would easily translate to use for independent work

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deliver content that would easily translate to use for independent work

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Creating loom videos that explain assignment or activity for the day. 

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Creating loom videos that explain assignment or activity for the day. 

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Allows students to work at their own pace on their own schedule.

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Short readings and videos to prep for our live zoom days.

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Say goodbye to the reading in class time suck!

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Say goodbye to the reading in class time suck!

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Flipped is the perfect to structure guided reading opportunities for my students, so they can approach a text at their own pace. Then class time can be used to focus on deeper analysis, instead of a cursory mix of reading and analysis.

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students work at their own pace and have the opportunity to rewatch/reread

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Flipped learning is the direct instruction portion of the lesson.

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Flipped learning is the direct instruction portion of the lesson.

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I will allow them to practice what they have learned in Zoom sessions and also the other way, they will be able to research subject matter before a group discussion of the subject matter.

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How do you modify for exceptional learners?

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if  students are going to get bored with doing self paced work.

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if  students are going to get bored with doing self paced work.

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Planning for meaningful flipped learning

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Planning for meaningful flipped learning

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Sometimes, I'll use it to introduce new learning that we will discuss later on Zoom and sometimes, vice-versa. 

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Sometimes, I'll use it to introduce new learning that we will discuss later on Zoom and sometimes, vice-versa. 

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I will use the time to provide time for readings and videos to support learning