The more ownership and investment from students and teachers, the better a flipped class will run.
Two days in the life of a flipped classroom might run something like this:
Day 1 (Self-paced study time)
- Students watch assigned “homework” videos
- Students complete questions online and receive immediate feedback
- Students note any questions they have and come to their scheduled class
Day 2 (In class)
- Teachers spend a few minutes answering questions and clarifying misconceptions
- Students work on an activity, a worksheet of questions, a lab-based experiment, or an open inquiry question in small groups
- Teacher interacts with the small groups and provides specific as-needed guidance
Worksheets
meriSTEM Worksheets are written to extend students. Generally, they start with direct questions and gradually ramp up in difficulty. The later, more complex questions are written to develop critical thinking, apply skills in different contexts, and combine knowledge from multiple areas.
Experiments
meriSTEM shares ideas and resources for experiments and simulations.
Open questions
meriSTEM open questions are designed to engage students for an entire lesson. They help students learn how to think about real-world questions that aren’t clearly defined. They draw a link between the science understandings and their impact on broader society.
Getting started
Experienced flipping teachers find that explicitly introducing the flipped approach to students and parents gets the best results. This ‘Teacher tips for intros to flipping’ infographic will give you some ideas.
Consider filming an introductory video and supporting it with a letter home to parents. Our template is a great place to start!
We’ve compiled a range of approaches meriSTEM teachers use to keep an eye on student interactions with meriSTEM courses. This poster lists ideas to help you regularly check student understanding, support their independent learning, and tick off some assessment.
Continue to Flipped classrooms and blended learning / Diversity in STEM