Evaluating apps for learning 

Technology integration isn’t about the app or device but more about how aspects of knowledge come together to enhance learning.

To truly use technology well to impact learning;

  • You need to be an expert teacher fully aware of pedagogical practices that impact student learning. Formative Practice, Visible Learning etc
  • You need to be an expert in your subject matter, the content you want students to know. You know your stuff!
  • You need to have an understanding of technology tools. You explore the #edtech world because it’s where our students live and what they need!
  • You then need to be able to connect Pedagogy, Content and Technology together. mash it up!

That’s why frameworks like TPACK & SAMR are great ways to support all teachers to become aware and proficient with technology to enhance learning.

diagram-puenteduraRuben R. Puentedura’s Weblog – The SAMR Model – Dr. R. Puentedura


TPACK model by Koehler & Mishra – image by @ICTAVANGELIST – Mark Anderson

Developing tools to assess apps are a great way to help put the focus back on learning rather then what the app can do. Thinking about learning first and how the app can assist in students achieving the desired outcomes is critical. A great exercise is to have your team assess a range of apps and then create an app guide (iBook, blog, etc) which takes the hard work out of finding an app. All staff have access to this app playbook which outlines how the app can enhance student learning.

Possibly think of using subheading like:

About the App – Brief info about the app – its URL

Assessment – How the app could be used for formative & summative assessments

Learning – How it hits Blooms taxonomy?

SAMR – Where it sits on SAMR?

Here are some tools that we are using:

Tony Vincent’s – Learning in Hand
Kathy Schrock – iPad app evaluation

My own App evaluation

This template is used to give more detailed information about the apps ability to enhance learning, teaching and assessment against 21st century thinking skills, higher order thinking skills, assessment ideas and general.

Luckily we have brilliant educators who share and help facilitate the learning of all students.

The Padagogy Wheel – Download the PDF here.

Developed by Allan Carrington Designing Outcomes Adelaide South Australia Email: allan@designingoutcomes.net


Happy app finding


Twitter Recipes with IF app

Discovered this app a few weeks ago and now really getting into it. It allows you to create recipes that curate your data in a myriad of ways. It uses a huge amount of current applications in which you can create your own ‘IF’ statements or use others that users have created.

I am currently using a few twitter recipes that send any tweets I retweet or like to a google sheet. So simple, so easy! Well worth a look. Imagine asking your class a quiz on twitter and it automatically sends the data to a google sheet. Endless possibilities for this.





I made a little video about how it works. Hit me up on twitter for any questions.




Are we putting the cart before the horse?

Every time I go to a conference I always hear that we should put learning and pedagogy first before the device or technology. But how does a teacher connect learning; pedagogy and content to the device if they don’t understand or see what the capabilities of the device or tech is.

Should the edutech cart be before the learning horse?

Conferences like Teach Tech Play connect the dots between content, pedagogy and technology. Yes it should always be about learning but to transform your classroom you need to understand what the device can do and connect it to learning. Without this there will not be meaningful learning for your students. Teachers need to be supported in this quest and have the opportunity to explore the device and its capabilities in order to transform learning with technology. It’s the sandpit approach first, let them play, let them discover then target professional learning for them.

Towards Redefinition - 28

Check out more on the TPACK model here

For me this is what is at the core of the TPACK model. In order for the classroom to be transformed by technology teachers need the knowledge of the technology itself. To an extent it is just as much about the device/technology and what it can do. The TPACK model highlights the need to blend all three elements together in order to impact learning.  I think it is very naive to not consider the technology and how to use it, just as much as it is to say we all need to be a paperless classroom. This is what makes conferences like Teach Tech Play so powerful. It blends all of these things into meaningful learning opportunities for teachers. It isn’t all about the device, it’s about the device, pedagogy and content which equals learning. You need to see the possibilities of how this can enhance learning for students, without it you will never integrate technology into your classroom. 


How do you get that blend?

For me it’s about getting these things right for change management.


It starts with the culture of your school. Does your school encourage and build capacity of staff? Does it give staff autonomy over their learning? Do staff collaborate and share their successes? Failures? Do staff have a common goal they are trying to achieve about learning?

Towards Redefinition  - 27

Are your school structures adaptive and do they allow for collaborative and innovative practice?


I’m not talking about the technology type, it is an investment in human capital. Do you have the support of learning champions – staff and students that can guide, challenge and motivate teachers? Do they have time to support you?


Do you have a leader in EdTech that is setting the tone for continued improvement and high expectations for digital learning. Do they have a vision? Are they building capacity of teachers? Are they getting people excited? Are they resourcing it? Are they supportive?

Professional development:

Is there targeted professional learning for teachers around technical knowledge and connecting the dots of pedagogy, content and technology. Is it planned, intentional and ongoing – it never stops, is it individually tailored to each teachers needs and wants. Does it recognise that all teachers need different support and guidance. Is it building the skills of teachers?

Get these things right and you may just change your school. Remember it’s about the blend of technology knowledge, pedagogy knowledge and content knowledge. Don’t put one in front of the other, you need equal understanding of each to impact and improve learning.


Disrupting learning structures

 I am very lucky to work in a school that is trying to shift the paradigm around learning. Last year I started discussing with our CIO and Principal about having a remote learning day in 2016. Students effectively don’t attend school and learn remotely. This poses many challenges around the why, what and how. The big picture is moving our current learning to a more considered blended approach with flipped learning at our centre.

First part of this project was to discuss the ‘why’ 

with our School Teaching and Learning committee, to be confronting and challenging around our current student learning models. From this a team of teachers across our school have come together. The teams make up represents an interesting cross section as Rogers, describes in his Diffusion of innovations. We have innovators, some early adopters, late majority and dare I say laggards! It was important to diversify the team and have thinking that would continually challenge our purpose.

Staff working through a design thinking process. 

The significance of this team hasn’t yet been fully realised. It has a direct role in shaping the future learning of our school which will impact how our students and staff collaborate with technology to enhance learning. As chair I decided to move us through a design thinking mindset which as IDEO states is:

Design Thinking is a mindset.

Design thinking is about believing we can make a difference, and having an intentional process in order to get to new, relevant solutions that create positive impact.

Design Thinking gives you faith in your creative abilities and a process for trans- forming difficult challenges into opportunities for design.

It’s Human-Centered. Design Thinking begins from deep empathy and understanding of needs and motivations of people—in this case, the students, teachers, parents, staff and administrators who make up your everyday world.

It’s Collaborative. Several great minds are always stronger when solving a challenge than just one. Design Thinking benefits greatly from the views of multiple perspec- tives, and others’ creativity bolster- ing your own.

It’s Optimistic. Design Thinking is the fundamental belief that we all can create change—no matter how big a problem, how little time or how small a budget. No matter what constraints exist around you, designing can be an enjoyable process.

It’s Experimental. Design Thinking gives you permission to fail and to learn from your mistakes, because you come up with new ideas, get feedback on them, then iterate. Given the range of needs your students have, your work will never be finished or “solved.” It is always in progress. Yet there is an underlying expectation that educators must strive for perfection, that they may not make mistakes, that they should always be flawless role models. This kind of expectation makes it hard to take risks. It limits the possibilities to create more radical change. But educators need to experiment, too, and Design Thinking is all about learning by doing.

I have used IDEO’s toolkit and my own knowledge of design thinking being an educator who has worked within the design industry. This will guide our team through the process. Adding to the richness of our team was the inclusion of student voice. Each time we have met thus far various students have shared their learning and future ideas of what they believe learning should look like.

The main structures which we are looking at disrupting is time. Why do we demand students to learn in chucks of time? Learning is organic and happens when the need is there. It’s non-linear and occurs when the learner has a specific need. Let’s move to an asynchronous environment! That’s the end goal. Students can dip in and out of their learning. Making them truely owners of learning.

It’s time to kill the timetable 

On a recent trip to Ballarat and visiting Sovereign Hill (which was ace, if you live in Melbourne go there!)  it became very obvious that schools haven’t moved on for years! Dare I say hundreds of years. Students sit in rows, move in blocks of time, every second is timetabled. Stepping back to Ballarat of the 1800’s the School resembled so much of what schools still look like today. A room with rows, a board, sit, be quiet and learn. When will we get it? There is so much talk about moving schools into contemporary learning places but how much is actually getting done and what is stopping us? Are we slaves to final year examinations? Is the University entrance process flawed and not supporting 21st competencies? We know examinations don’t assess the skills required to thrive in the 21st century. Yet we are still following a system that is decades old and not allowing students to deepen their learning experience. We just scratch the surface of learning.

The work of John Medina in brain rules highlights this:

Our schools are designed so that most real learning has to occur at home. If you wanted to create an education environment that was directly opposed to what the brain was good at doing, you probably would design something like a classroom.

This graphic by Richard Wells pretty much sums up what we all know about our schools. The timetable is killing learning. Why we expect students to attend 6 chucks of time at 50 minutes each day and hope they are digging deep with their learning is one of the biggest flaws of our current school structures.

What do I want to see? Extended time where students can drive their learning. Time given to students  which allows them to go deeper with their learning. That the school day is not dictated by times, bells and lets students learn in an organic way. The way the brain was meant to learn.

Let’s get to the What Ifs

  • What if we didn’t have a timetable?
  • What if we didn’t have subjects?
  • What if students only came to school when they needed support?
  • What if schools were agile enough to flip everything in 20 minutes?
  • What if true creativity and innovation were in schools – not just the rhetorical we hear?

Let’s face it did we ever think we would see the day when collecting images and experiences online and curating them would be a thing. Nope but it is and it’s Pinterest. What about a company that provides taxi services but doesn’t have any taxi’s? Uber another example of disruptive thinking. What if we changed the time table in the same way. What if student’s came to school to learn and not just move from class to class. What if we changed how we use time? Is our current school structures killing learning? The short answer……..yes

PBL after week two – A reflection

Last week didn’t start out to well, one of my boys was sick and I missed the first two days of the week. It turns out this was a pretty good test to see if the students were indeed capable of continuing on with the PBL by themselves. Could students continually drive their learning around the DQ?

This pretty much sums it up

‘We are on top of it Pearman’

So how did the week pan out. Roles have all been set and students have self selected or made their own role which will support the team in answering the DQ. The emerged groups are curators, exhibition designers, marketing team, installers, catering, speech writers, printers and framers. Everyone just gets on with it and are self driven around what they need to do and by when. Part of the goal this week was to engage in authentic audiences. One of the curators used the questions formed last week, synthesised them down to 140 characters and started asking various galleries around the world. The questions main purpose was to plug any holes in their learning around the DQ.

IMG_9840The classes setup a twitter account https://twitter.com/Yr11StudioArts and started tweeting their Q’s globally. They were pretty excited to receive a response from the NGV! From this the independent learning continued to flourish. It has been fascinating to watch the students argue, engage in robust discussions, try and work out how to change fixed mindsets and convince a peer that my idea is the way to go! The authentic collaboration has been first class. What I am realising is that a PBL has given my students the opportunity to engage in real life collaboration. Building skills in team work, empathy and listening.

I set the challenge for the students to create digital artefacts of their PBL process in the form of non typical ways. Currently students are working on leveraging social media tools such as pinterest and tumblr to show their journey. This has been a most surprising and refreshing element of the PBL. The power of student voice, they select their path and show learning in ways that are specific to them.

Screen Shot 2015-07-26 at 10.20.50 pm Screen Shot 2015-07-26 at 10.21.29 pmScreen Shot 2015-07-26 at 10.21.18 pm

The marketing team went through many iterations of the promotional materials. Seeking feedback on their ideas continuously throughout the design process. Above are some of the iterations. Another great element of the PBL has been self selecting of learning opportunities that you are passionate about. All of these add to the teams ability to answer the DQ. The richness of a PBL is really obvious, multiple layers of learning can be found in all sorts of ways.

may 05 - 8pmthe wei zhou museumExperts were a common theme last week and our students are lucky enough to have many ways to connect with professionals to help them understand the DQ. Here we have an artist in our gallery discussing the intricacies of setting up, installing and explaining artists intentions in an exhibition. Broadening their learning from others within the community has been another great way students have extended their knowledge around the DQ.

Only a week to go before opening night. This week will be the true test! All of their ideas have to work in unison and come together quickly.

Designing a PBL. A reflection after week one

Holidays are always a fabulous opportunity to have space to think, reflect and plan. During the break I was able to plan and create a Project Based Learning task for my Year 11 Studio Arts students. We have two classes studying Studio Arts with two teachers, myself being one of them. I guess I started with considering what the driving question would be and what the end would look like. Some critical questions came to mind,

  • How would both classes collaborate around the DQ?
  • What technology would enable authentic collaboration?
  • What milestones need to be completed?
  • How will students go?
  • What learning will occur?
  • What are we assessing?

Coming up with the DQ was relatively simple, we wanted our students to have an authentic experience in developing, curating and designing an exhibition. From this the DQ came out.

How do we collaboratively design and create an exhibition?

I needed to map out the process and consider what students would go through. I came up with this, PBL project flow (1)which was more for me then for them. I wanted to have a little bit of clarity around what the process looks like. I love the fact that a PBL is so organic and totally driven by students. Truly making these tasks student driven learning. I decided to use GAFE for connecting each of the classes learning. I wanted to use something that is intuitive and works on any device and has collaboration at its centre. I created a folder which houses all of the student required documents. Task outline, rubrics, ideas documents, project team documents. Screen Shot 2015-07-17 at 5.23.21 pm I stabled across Buck Institute for Education after doing a little online research about PBL. Little bit about BIE

our highest priority is to help teachers prepare students for successful lives. We do this by showing teachers how to use Project Based Learning in all grade levels and subject areas. As a mission-driven nonprofit organization, BIE creates, gathers, and shares high-quality PBL instructional practices and products and provides highly effective services to teachers, schools, and districts. http://bie.org/

BIE has a wealth of resources and example documents that you can modify to suit your PBL. It is well worth taking a look. This really helped me frame our PBL and make sure the it is hitting the required learning intentions.

This is part of the task sheet that students use to frame their thinking.

Find the full sheet here: PBL task sheet

Your task is to work in groups and across both classes in planning, designing and creating our Yr 11 Art show. The Year 11 Art show will open on the 3 of August at 5:00 pm in the Menzies Gallery Cripps Centre. The show will display work from students studying Art, Studio Arts and Visual Communication Design. The show will be a celebration of the works of Yr 11 students studying Visual Arts and assessed by an authentic audience. The show must capture the attention of your audience and focus on the following:

  • Artistic rigour: Exhibition should be of high artistic excellence and integrity;
  • Relevance: Exhibition should demonstrate the exploration of issues
  • Coherence: Exhibitions must display cohesion through themes, subjects or techniques and materials
  • Audience development: Exhibition should meet audience targets by meaningfully engaging with established audiences and creatively attracting new audiences;
  • Best-practice: Exhibition should be in-line with industry standards, particularly with regard to the standard of display and interpretation

Student Objectives

    You will collaborate your thinking and be involved in:

    • Be involved in aspects of curatorial work – writing catalogues, wall text, artist profiles
    • Be involved in exhibition design in collaboration with our Art technician
    • Design all marketing and promotion material
    • Select and install students works from Art, Studio Arts and VCD
    • Design lighting and space requirement
    • Design the look, feel and opening night of the exhibition
    • Develop team roles around critical jobs involved in the exhibition
    • Use effective collaboration techniques between both classes in developing ideas for the show.

    Reflection after week one

    Our first lesson centred around working through the ideas behind a PBL and then we moved into deconstructing the task sheet and looking through the rubric for assessment. I have used the rubrics on BIE for the assessment of the PBL and modified them to suit my context. We discussed collectively what the learning would look like to achieve above standard in each of the criterions. After this I let the students go. I have always found the most difficult thing as an educator is to let go of ‘control’. I want students to be the co-constructors of learning, driving and challenging their learning. I want to shift the ownership of learning to them from me. Letting go of the control is hard, scaring and even challenging, but when you do, your students will never disappoint. I was astonished of how quickly they were all engaging with the task, with each other and taking control of their learning in the first lesson.

    GAFE was a great choice, it is enhancing both classes ability to communicate and collaborate their learning. We started out with seperate class documents, but the students decided this wasn’t working and have now merged their learning into one document. Effectively making choices of how best they can all collaborate.  Over the next few lessons I witnessed true collaboration and self directed learning. Students began making choices of how best to support each other and what roles they would like to focus on. When you hand over learning to students and scaffold the learning intentions students will ultimately take control and be self motivated to discover the gaps in their learning and plug the holes. The engagement has been superb due to the authenticity of the task. Students are learning be doing and deeply engaging with the specific roles involved in exhibition design, curatorial work and installation of art works as well as 21st century competencies of collaboration, communication and critical thinking. What I am realising is the power of a PBL to connect 21st skills to deep learning.

    As the week moved on students collaboration deepened around the roles involved in the exhibition and they have started learning from each other about these roles. A testament to the tasks collaborative nature was seeing the students organise a meeting totally initiated by them in their own time to discuss and plan their ideas for the DQ. If that’s not immersion in a task I don’t know what is, giving up their own time to work on an assessment! Part of my thinking was to incorporate a flipped lesson about the Question Formation Technique.  Screen Shot 2015-07-18 at 5.01.28 pmI wanted students to be able to develop their knowledge about asking good questions in seeking answers that will move their learning. This is the only part of the task that I have ‘made’ them complete. A student reflection from the QFT task


    I didn’t quite understand this task at the beginning but as I started thinking of what the class really needs to know and the things both classes have been tossing up, I started understand the kinds of questions we should ask. Reading over my questions and thinking of the advantages and disadvantages of each, revealed to me how some questions that can seem important, can actually be useless. Completing this task allowed me to realize what questions are the most important and will ensure we receive the most valuable information required for our exhibition. In hindsight, I know now that some questions I have written are less important than others and should be rethought and re-written to ask how and why we should do certain things and therefore receive more valuable answers to help with the creation of the exhibition.

    Some of the questions they have came up with

    • How can we efficiently present an exhibition that isn’t completely tradition and has quirky, new elements that could attract a larger crowd?
    • What is the most effective marketing technique in order to get people to come to see the exhibition?
    • How much time is reasonable to allow to plan for a large scale exhibition. What focal points must be prioritised?
    • What idiosyncrasies are vital to each role an exhibition?
    • Creativity is evidently a crucial aspect of a successful exhibition. How do you recommend balancing innovation and impotent feelings?
    • Are there any common problems we should be aware of as we begin to put together an exhibition if so, what are they?  

    The QFT starts with giving students a question focus, I left this open for students to decide around the Driving Question. The rules for a QFT are

    • Ask as many question as you can
    • Do not stop to judge, discuss, edit or answer any of the questions
    • Write down every question just as it was asked
    • Change any statements into questions
    1. The first part of the process is making the questions. This should take around 4 minutes, don’t worry about the quality, just generate as many as you can around the topic. You have to make sure you list and number each of your questions.
    2. The next step is identifying which questions are closed and open. You need to highlight each closed or open question by making it with a ‘c’ or ‘o’. Once they have been identified you need to write the advantages and disadvantages of the question. The last stage of this step is to change closed questions to open ones and open ones to closed ones. This should take 5 minutes or so.
    3. Then you move into the priority stage and set some parameters around your choices. You need to select your priority questions and give a rationale for choosing them. You choose the three most important questions by marking them with an ‘x’, give a reason for the choice and note what number your priority question was on your list. 3 minutes max for this stage.
    4. The next part is making the questions actionable. Thinking about how you will use the questions to guide your thinking and learning around the question focus. This should take 2 minutes.
    5. The last step in the process is to write a reflection about the QFT process. What did I learn? How can I use it?

    The below example is the full process of the QFT.

    What is the most important aspect of an exhibition? Eg. The people there, the atmosphere etc. (C)A – create a focus the whole team can use in order to achieve a great exhibition.

    D – May leave us to neglect other important aspects of an exhibition and therefore we may not achieve the best we can.

    Rewritten: Which aspects should we be focusing on the most and why? (O)

    X – This question will help us achieve the best exhibition we can as it details the most important elements while also explaining how it will help us to develop a great concept.

    More information about the QFT process can be found here. http://rightquestion.org/education/

    Now we have our roles defined, ideas are continuing about the show and our questions are ready to be put into action. We will be twitting our questions to a Melbourne Gallery Director a photographic artist who is currently setting up an exhibition and will have a Q & A session with a gallery installer. This next week is going to be loads of fun. You can follow the #CGSPBL tag to follow our progress. Next week will see us move into the planning phase of the PBL, I can’t wait to see what the students come up with!

    Trying to dig deep with a flipped classroom

    I have been a ‘fanboy’ of the flipped classroom for sometime, having built up confidence in totally flipping my subjects and seeing the many benefits a flipped environment brings. One of the main areas that I have been really happy with is how the flipped classroom allows the class to dig a little deeper into active learning. It’s a big misconception that the flipped classroom is about making videos and placing them online, sure that’s one part of it. It’s an important part of the puzzle as its forces you to focus on the explicit content you would like students to know. Making a 5 – 8 minute lesson isn’t easy, but it certainly makes you consider what your learning objectives are . The real power of the flipped classroom is what happens the next day in class. Lets face it who wouldn’t want more time for students to dig deeper into their learning via projects, self and peer assessment and timely feedback. The flipped classroom opens up these opportunities. My main goal is to go deeper and have students participate in a richer active learning experience where I become more of a coach to guide their learning. The classes become much more collaborative in nature where students are solving complex problems with an emphasis on higher order and critical thinking skills.

    As Prensky highlights that the technology today’s learners have grown up with has ‘induced today’s students to think and process information fundamentally different from their predecessors’ (Prensky 2001, p.1). We know our students access, process and create information in very different ways and are moving away from more classical approaches to teaching and learning in order to engage students and move beyond retention. It is a mistake to focus solely on the technology as its the active lesson which really makes this a powerful pedagogical approach to learning.

    If we look at this in the context of a ‘traditional’ classroom most of the focus is on the remembering and understanding stages of Bloom’s Taxonomy, processing information and content. Students then move to the more difficult thinking processes at home by themselves.


    Bloom’s Taxonomy ©

    No expert support, no feedback, no collaboration. Why? With todays technology there is not much point for students to be spoon feed information in class. Class time is for active learning not passively soaking up content. I know I want my students to be pushing the boundaries of their thinking into the higher levels of Blooms Taxonomy. Essentially in the flipped classroom the opposite happens, the remembering and understanding is at home and the difficult learning of application, analysing, evaluating and creating happens in class. Flipping is more than videos is about class time and what can be achieved. This time is spent, supporting students through the difficult tasks of learning and thinking, making the lessons more engaging, collaborative and about feedback. It allows students to be the drivers of their learning, they can self regulate their journey. For us we can listen for learning and personally engage with each student or groups of students. This is where I see the power of this learning. Screen Shot 2015-06-20 at 11.47.17 amLets flip Bloom for the 21st century, it now looks like this. With this new model of Blooms Taxonomy the passive learning is where students can watch lessons at home about content – remembering and understanding.  The active and deeper learning is in class.

    Where to start

    It’s important to start a flipped journey well and sensibly. I didn’t completely flip my class at the beginning. I made a few lessons, learnt from the experience and moved to more lessons. I arrived at the point where everything is now flipped and I am adaptable enough to make new lessons when questions are raised in class. Before I moved to a flipped classroom I spoke to my students about ‘why’. Why are we moving to this, what are the benefits, how will you learn. We did some training around note taking, expectations and how to participate with lessons. I also taught my students how to watch videos and take notes during the lessons. This made a significant difference in a seamless setup. It’s always important to give students a voice and be part of the learning decision.

    The setup

    There are many platforms and apps out there that can be used to flip your class. I have used many and found that a combination of an iBook, LMS – Schoology, educreations and YouTube a great combination. The iBook provides the framework for students to access all project assessments and the required content lessons. The setup provides a sequential order for students to work through at their own pace. It also provides feedback regarding assessment rubrics and how to access the required ‘post up’ activities during the lessons. I have found this to be the most efficient way to deliver the required outcomes to my students. All students have access to a MacBook Pro or an iPad which makes this a really a seamless integration of platforms.

    Screen Shot 2015-06-10 at 7.45.03 pm

    An example of the sequential lessons in an iBook, all hyper linked to specific learning requirements. 

    This is complemented by our LMS – Schoology. Schoology has excellent features that can place restrictions over the access of content, making it self paced. Of course some students don’t watch the lessons, this is less about the method of the flipped classroom and more about normal behavioural issues regarding ‘homework’. What works is that you can setup student completion requirements around the content meaning students can only move onto to certain lessons once they have completed the requirements . This has been great in supporting those students that don’t watch the lessons at home. They realise pretty fast that they must engage with the lessons at home in order to fully participate with the classroom activities. They also can’t move on to the next lesson unless they contribute and participate. Schoology also has excellent analytics capabilities.  I can capture data on when lessons have been accessed and by whom.


    An example of the student requirements setup in schoology

    Activities during the lesson are also important, as it provides me with feedback on what our next lesson looks like. Simple ‘hinge’ type questions that can provide a quick snap shot are great,  informing me what we do next and what targeting learning I can give to individual students. Check out my post on hinge questions here. Hinge Questions.

    The importance of creating a student centred approach within the Flipped Classroom approach is paramount (Flipped Learning network 2014, p.1). Gorman (cited in Hamdan et al. 2013) states that

    ‘any learner centred educator would provide activities in the classroom that are action based, authentic, connected and collaborative, innovative, high level, engaging, experience based, project based, inquiry based and self actualising’

    (Hamdan et al. 2013, p.12). Roehl et al. (2013, p.48) suggests that the Flipped Classroom approach incorporates a combination of these ‘in class’ activities described by Gorman along with an innovative use of technology, all which leads to ‘higher order thinking skills among students’

    Flipping your class takes time, but I would argue that this is the new way learning should happen. Embedded technology, active learning and engaged students.

    A video I created for our staff day about flipped learning

    Prensky, M 2001, ‘Digital natives, digital immigrants’, On the Horizon, vol. 9, no.5, p. 1-6.

    Hamdan, N, McKnight, P, McKnight, K, Arfstrom, K.M 2013, A Review of Flipped Learning, Flipped Learning Network, retrieved May 15 2015, <http://www.flippedlearning.org/ cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf>