Reflection: Flipping for Basic Processes (Day 1) - Section 2: Engage

 

The flipped classroom relies heavily upon students' access to technology and their ability to navigate and troubleshoot technology effectively, especially since they will be using technology outside of the classroom.  Prior to beginning this lesson, I have students complete an online technology use survey.  This helps me better understand their previous experiences with technology as individuals and as a class.  It also serves as a good reference tool throughout the rest of the school year as I introduce new forms of technology.  This knowledge helps me make important decisions regarding the amount of time I use to teach students how to use technology.  I also highlight the names of students who indicate they do not have access to the internet outside of school.  I make sure that these students receive hard copies of the information and encourage them to work on their flipped notes at school during study hall.  I also ensure that these students know they are able to come to my room before school starts or after school to work on their notes.

  Technology Survey
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Flipping for Basic Processes (Day 1)

Unit 1: Problem Solving
Lesson 1 of 16

Objective: SWBAT identify six scientific processes and the steps of the scientific method while learning how to use Cornell notes in a flipped classroom setting.

Big Idea: This lesson begins to lay a foundation of science terminology and the technology skills necessary for a flipped classroom.

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