The selection of appropriate interactive follow up activities in a flipped classroom has limited value unless students really understand it, and real understanding of a specific Common Core standard comes when students have opportunities to interact with each other regarding their perceptions of the lesson. To help students interact with each selected Common Core standard for learning, strategies must be designed that support the identified purpose for learning standard selection: group awareness, knowledge acquisition, attitude development, the identification of present practices, or the prioritization of knowledge.
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An important consideration when developing visuals is how they may affect inactive listening among group members. By nature, individuals attending an interactive lesson for the first time will try and spend great amount of their time copying notes from visuals and not listening. To avoid such problems, it is recommended that the presenter provide copies of important visuals, in the order of their presentation, to all students. This will allow the students to focus their attention on what is being said and allow them to elaborate their ideas on the visuals in front of them. The link for Guidelines for Designing Visuals is a set of
guiding principles for designing visuals for a flipped classroom. |
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