There's many balls in the air at the same time. Sonja: If you're running a true workshop it is productive chaos. We all know as workshop teachers that kids are all in different places working at their own pace and this way we can be in multiple places at one time. We can be in multiple places at once during the workshop. Sonja and I like to talk a lot about now we can sort of clone ourselves in a way. Now there is more of you to give in a sense because of Flip Learning.ĭana: Right. We just very much want people to know that Flip Learning isn't about teachers somehow doing less work, it's about students being able to do more. Sonja: I think another thing that people are a little bit confused about is the idea that somehow we're flipping these lessons and then that's it. I get the Flip Learning thing." She said, "Flip Learning is like hitting play on a great anchor chart." That is what it's like in the language arts classroom.įlip Learning helps you personalize your instruction with your students because in the writing workshop everyone's in a different place and it's about differentiation. For one, huge reason, and we learned it from a participant actually in one of our recent workshops. It's been a real joy and a real privilege to connect with people across the country in elementary school and middle school and high school and college who are doing this work in the humanities.ĭana: Are really passionate about it, we've learned a lot and it's been really exciting.īrett: Why has Flip Learning become such an important part of your literacy classroom?ĭana: I think Flip Learning has become such an important part of our literacy classroom. We want people to know that Flip Learning is not just about math and science, and it's not just about high school students, that your students can do this in writing workshop and there are a lots of benefits to this work.ĭana: We've also connected with a lot of teachers on Twitter which we love. Students could access what they needed and move more independently through curriculum. We were able to differentiate instruction. Engagement was increased in our classrooms. We discovered that there were a lot of benefits. We played around with this for a couple of years just thinking this through and trying it out in our classrooms. Dana and I read a lot of literature that certainly supported that, but we wanted to think about how could this look in a reading workshop, in a writing workshop and with students who are younger, students Grades 3 through 8. Sonja: I think that a lot of teachers associate Flip Learning with math and science and particularly with high school students and maybe college students. It just made sense for us that our second book would be about using technology and writing workshop, and how to use a balanced blended learning approach in the writing workshop as well.īrett: Sometimes Flip Learning is assumed to be just for science and math classes but that's not so. A thread in the first book was how to use a balanced blended learning approach in our classroom. Our first book as all about teaching reading, teaching interpretation using digital texts and teaching close reading skills. I live in Connecticut, Sonja lives in New York and we meet on the weekends at a Panera Bread and we get together and we talk about what's going on in our language arts classrooms. We actually work in different schools and we live about an hour from each other. Dana: Sonja and I are so lucky and thankful to be able to work together.
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