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Active learning can be applied to any learning environment where student thinking is challenged in activities such as, collaboration,  critical thinking and problem solving

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Over the last 15 years, I feel like our curriculum has grown and grown, but the amount of work students are willing to do outside of class has decreased and the amount of cheating has increased. I'm excited to use flipped learning to have more time in class and not feel so rushed. It's also going to be beneficial for students in outside placements, absent, in SASS/ALA, etc. to keep up with work.

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Active Learning Activities have to be carefully constructed so that they directly relate to the Essential Question and Learning Objectives. This relates to the WHY (purpose) of our lesson. IF this is accomplished, then students are engaged in learning. Anything else seems to be busy work.

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I feel my learning environment on most days promotes learning through group work and collaboration. I feel that I personally have comprehended subjects better when I have to dive in and need to do more "hands-on" types of activities. I try to place a lot of that responsibility on students. Some days I have found that student or small group collaboration works wonderfully, while other days it crashes and burns and burns some more. Each day is different, and knowing students and your classroom climate allow me to make appropriate changes to curriculum as the lessons go by. I will admit that some work is busy work, more to check understanding, rather than promote critical thinking.
I have found that working through the Essential Questions has helped to keep more of a focus in our lessons and allow students to think specifically about that question and how we develop an answer to it.

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I try to focus on the WHY of activities. If I assign the activity, it means it's vital to their learning. I focus more on collaborative work because I believe that is an important 21st century skill.

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Planning for flipped learning will take time (on the teachers) part as they begin this journey. The end result, is that it will allow for more active engagement on the student part through a variety of resources and responses. This is going to take a concentrated effort on the part of the teacher to get back to the "If I Only had more time, I would..." list from years ago.

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My active learning strategies are taking the lesson and applying it to something in today's society so students make the connection of relevancy. Sometimes they need to look up some facts, sometimes they are have a debate, creating a presentation to give to an authentic audience, create a video to share with an authentic audience, conduct active research.

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I want to make sure that my students are getting the most out of their time and that their work doesn't end up being busy work. I want students to be engaged through and through and not only challenge themselves, but challenge their own classmates thinking. I am also even concerned with if it takes a lot more prep time to complete!

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Students taking what they have "learned" and creating a "product"

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In the classrooms I collaborate in the 'active learning" is busy work. There is an attempt at recall/learning- but most students are passive in process.

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For me, the biggest challenge in my classroom is inspiring kids to READ. We teach such rich literature, but it they don't read, they can't participate and then apply/synthesize the information. I'm hoping to flip the reading part so that they come into class and can participate in the learning/discussion because they completed the reading.

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Group work, Socratic discussions, debates, partner work and projects using some type of technology. I have tried many learning activities across the board, some have worked, some have not, some depend on the day and student drive.

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my hope is that students will begin taking responsibility for their education/learning

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my hope is that students will begin taking responsibility for their education/learning

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Giving students content and asking them to show what they have learned by choosing from a list of options... create a timeline, map, graphic organizer, slides, play, etc. Ideally this would then be presented in some way to a small or large group.

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creating engaging activities that move beyond homework and worksheets

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creating engaging activities that move beyond homework and worksheets

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Students taking what they have learned from watching the video to applying it and creating an overall product or demonstration of what they have learned.

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I think they promote learning for the most part... I'm interested in finding ways to ensure rigor/ growth mindset, particularly for those that aren't too self-motivated though.

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Students monitoring and evaluating their learning on a continuous basis.  Students holding themselves accountable for their own learning is the end-goal. Student interest and choice is a priority.  Student access to videos and resources for repeated lecture/reading.

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For a rehearsal - students are generally pretty active, but there's certainly a range of students who are more engaged and students who are under-engaged. The latter students might definitely feel like I"m just keeping them busy.

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It seems like flipped learning encourages students to work at their own pace, so this lends itself well to the ownership/buy-in required for active learning.

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My biggest concerns are:

1-creating activities that will keep them engaged for the appropriate amount of time.
2-being able to help students with their learning and not what they should be doing in order to access the materials.

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I don't have any concerns! There is always room to go deeper into the music.

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Active listening, evaluating performances, making changes/performing/feedback

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Utilizing Google Docs, Forms, Classroom, etc.
Collaborative discussions
Tic-Tac-Toe Boards
Utilizing projects for assessments

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I think I will just need a system for who I'll meet with to make sure I reach everyone and to keep me from feeling like a chicken with my head cut off.

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There's no way out. They can't just sit there and end up with a good grade and/or "getting" the material.

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I think that they go hand in hand. They offer a scaffolded approach that allows students to reach higher levels of learning.

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I feel like it's often more more work that I have to grade and then go over with kids. In that way it is more of a time waster than something that actually helps students.

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My active learning activities have been more of an assessment tool rather than a learning tool. Flipping my classroom will allow the learning to take place during these times along with the assessment.

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Flipgrid, SeeSaw, Interactive Google Slides Presentations have allowed my students to gain access to more interactive learning.

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I really do not have concerns about FILLING the time.  I have never felt that I had enough time to reach all of my students.  I may not necessarily be able to reach every student even in a flipped environment but will certainly have more time to reach all of the students who need me face to face.  My students who don't need me every day will / should decrease when they take ownership of their own learning. I am excited to utilize a centers-approach in my math classes.

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I've found that using SeeSaw provided ways for my students to be more engaged in the work of others. It provided them with a way to comment on student work and be more critical of their own work after they looked at the work of their classmates.

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I truly think they go hand-in-hand. When students hold themselves accountable and actively SEEK information and repeated information they are completely engaged.

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All students are actively engaged with content. Students are much more responsible for ownership of their own learning. Active learning piques curiosity.

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Students are creating their own textbooks through interactive notebooks. Videos are used to instruct students on the foldable creation. Practice problems are taught via videos that I create. I use a range of technology, including Plickers, Kahoot!, Quizizz, Desmos Activities, Socrative.... I also use group activities such as scavenger hunts, task cards and stations.

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Honestly sometimes it depends on the day. But I never use any activity without some thought behind the why. Everything I use promotes either exploration, deepens learning or provides review.

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I like that students who are stuck can rewatch a video for extra help. I always direct them there first. It puts the responsibility more on the student than on me. By providing content through videos, we have more time to engage in active learning activities during class. It gives my students the chance to take risks because I am right there to catch them if they fall to far to catch themselves.

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My biggest issue last year was time. In my collaborative class, we averaged about 3 out of 24 students watching the video outside of class. In my 15:1 class, I had them do it in class but this doesn't save me any time. I'm thinking about assigning the videos outside of class time this year but I am not at all sure they will do it. I need to find some type of hook to ensure that they want to watch the video so that they are able to participate when they get to class.