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Effort: The Flipped Classroom
- As a teaching head of high school~ effort is the key educational psychology concept I teach students early in the new year. As an essential component in understanding attribution theory~ students are drawn to the ideas surrounding their efficacy. The flipped classroom is in my judgment part of the efficacy of self determination and a partner to understanding individual effort and talent.
- In a recent article by Katie Lepi~ "What Is A Flipped Classroom?"~the author attempts to address the question why and what.
- Why:
- 1. improve studentinteractions
- 2. improved retention
- 3. improved test scores
- 4. improved attendance
- 5. improved content
- 6. improved personalization
- What Teachers Think:
- 1. improved grades
- 2. improved person-to-person relationships
- 3. improved learning by students
- 4. improved use of class time
- 5. improved student attitudes
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It's Football Time
Click for a PDF printable version of this Every-Day Edit activity.
Scroll down or click for work sheet text and answer key.
Click for our archive of Every-Day Edit activities from previous weeks.
Click for Ideas for Using Every-Day Edit in the classroom.
Uncorrected Text
National Football League (NFL) teams do alot to get ready for the knew football season that begin each fall. In april, the league holds a draft where teams pick player’s. Over the summer, the players practis and train. starting in September, each team spends the next 17 week playing games. The season ends with playoffs and the championship game. Do you have a favorit football team you will watch this year.
Answer Key
National Football League (NFL) teams do a lot to get ready for the new football season that begins each fall. In April, the league holds a draft where teams pick players. Over the summer, the players practice and train. Starting in September, each team spends the next 17 weeks playing games. The season ends with playoffs and the championship game. Do you have a favorite football team you will watch this year?
Copyright © Education World
Subject: ELA- Reading
Grade: 5
Lesson Objective: To explain what part of a text about plants and animal cells means while drawing inferences about that text
Common Core Standard: CCSS.ELA-LITERACY.RI.5.1- Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.
Materials:
Printable Student Worksheet
Starter:
Say:
Why do you think that drawing inferences is something that you need to do? (Allow the students to answer.)
Main:
Say:
We all draw inferences when we are reading. It is important to be able to draw inferences because many times you need to be able to draw a conclusion based on information that has not been stated.
Drawing an inference is also called reading between the lines and you do it when you are reading and when you are having a conversation with someone.
In science texts, you are often given many details and a lot of information. You need to be able to understand that information and draw conclusions about what is being stated.
For example, you might read a text that says that there were pieces of an egg found in a nest. What inference would you make?
You would infer that a bird had hatched out of the egg that was in the nest.
In science texts, it is important to understand the difference between an observation and an inference. An observation is something that someone has seen and then written about.
Scientists use inferences all of the time, especially when they are learning about something that they cannot actually see or touch, like fossils or outer space.
Now, you are going to read a paragraph about a science topic. While you are reading, pay attention to the details and to any inferences that you might be drawing while you read. Then, you will answer the questions.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? (Allow the students to share and go over the answers.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
Subject: ELA- Reading
Grade: 5
Lesson Objective: To compare and contrast fairytales, including the theme and details in them
Common Core Standard: CCSS.ELA-LITERACY.RL.5.9- Compare and contrast stories in the same genre (e.g., mysteries and adventure stories) on their approaches to similar themes and topics.
Materials:
Printable Student Worksheet
Starter:
Say:
Do you enjoy reading fairytales? Why or why not? (Allow the students to answer.)
Main:
Say:
A fairytale is a story written for children that has magic or imaginary beings and lands. Fairytales are meant to be entertaining.
All fairytales have certain elements that are the same. They begin with “Once upon a time…” and end with “And they lived happily ever after.”
There is always a good character and an evil character. One of the characters in the fairytale is usually royalty, such as a prince, princess, king or queen. One of the characters is usually poor or from a poor working family.
Another element of a fairytale is that something magical happens. There might be a spell cast, animals talking or fairies, trolls or elves.
Fairytales have a problem that needs to be solved. Generally, it takes three tries to solve the problem.
Numbers or patterns are also common in fairytales. Usually things, phrases or tasks appear in “threes” or “sevens.”
Other common themes or things you will see in a fairytale are talking animals or objects, sleep, human weakness (greed, laziness) and human strengths (kindness, generosity, patience) and impossible tasks.
Now, you are going to read two fairytales. While you are reading them, think about how they are the same and how they are different. Think about the different elements of a fairytale and which elements they have. Then, you will fill in the table.
Does anyone have any questions?
Feedback:
Say:
Who would like to share their answers? What aspects of the fairy tales are the same? What aspects are different? (Allow the students to share and go over the answers.)
Written by Kimberly Greacen, Education World® Contributing Writer
Kimberly is an educator with extensive experience in curriculum writing and developing instructional materials to align with Common Core State Standards and Bloom's Taxonomy.
Copyright© 2019 Education World
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