Flipped Classroom

We are a company that believes in taking a risk and challenging boundaries. Therefore, when the call came through on Twitter for someone to donate an ipad to help a newly qualified teacher (NQT) to develop resources for a flipped classroom project, we could not resist. After a few basic checks and a quick discussion on the phone with Kieran’s new Headteacher we provided her with a Galaxy Samsung 10. Not an ipad no, but certainly good enough for the project. In fact it will be interesting to see how it performs.

Maggie has offered to provide feedback on the research method and resources developed by Kieran. We plan to communicate regularly via email, twitter and Skype. This type of remote coaching and mentoring is something as a company we believe is possible for developing CPD in schools but we also practice what we preach; action research is the way forward.

If you are interested in participating in this project please check out the basic outline here http://catflaplearning.wordpress.com/ Kieran is keen to have more schools involved so that we can have enough data to see if this type of project does have an impact on learning

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Feedback

An outstanding course leader who provided good insight and practical teaching strategies, she also provided lots of cross-curricular ideas too."

Newly Qualified Teacher, Primary Academy

I am currently not attached to a classroom but from my previous experience with Investigative Science, it showed me that it is a process which enables all students to see Science as an area of learning, which they are able to participate in, as it involves observation and experimentation to describe and explain natural phenomena which they are often naturally inquisitive about. I was challenged to redefine my approach when teaching Science. I gained understanding of how Investigative Science lends itself to all aspects of the Science curriculum and the need to take small steps in order to achieve the desired learning outcomes . I also understood how Investigative Science was able to differentiate and involve all students in the classroom thus enabling all students to become thinkers and involved in the scientific process. I would highly recommend this PD to other schools who are grappling with Investigative Science or would like to introduce this concept of learning to all teachers, whether experienced or not. The presenter was well spoken, engaged her audience with practical activities and listened to all the questions asked, responding with answers which clearly displayed her knowledge and understanding. A very passionate and motivated speaker.

Helena Dragovic ~ EAL Teacher CIS Moscow

Went to Technology To Teach's course on developing self-confidence not knowing what to expect at all. I was very impressed! She turned a roomful of awkward young people (myself DEFINITELY included!) into a group of warm acquaintances, laughing and joking, sharing experiences and ideas. It was quite an innovative form of teaching, compared to what I've previously experienced - focusing on IT communication solutions, visual aids and good old fashioned discussion. After every session I went home with a spring in my step, and a smile on my face. Also, I've since successfully done a presentation to thirty business people and government executives! If you have the opportunity to work with Maggie, take it up - so, so worthwhile.

Rhian - course attendee

The knowledge and experience Maggie demonstrated was outstanding and I found the course very useful. It helped me to re-define my role as the ICT coordinator

David, ICT Coordinator

This course opened pathways into science that I never realised were there. One activity on the course involved fruit. We had to make a list of adjectives on what we could see, not touch or taste. This was a perfect example of how to begin an investigation in the classroom; start with the visual aspect and then move onto other senses/experiences to build on, evaluate and cement our first thoughts/findings. I have applied this approach in the classroom (reception class) while teaching about minibeasts: we started by reading a book about spiders; described the spider in the book; looked at and discussed a picture of a real spider; talked about what spiders can do and how they do it; went outside to try and capture a spider discussing where they might live; finally caught one and the children intuitively went to find food and made a habitat for it in the container; took the spider into the classroom and are now studying his behaviour and appearance first-hand. This in depth investigative process took little time to prepare and deliver. It also helped the children to overcome their fear of spiders and helped adjust their preconceptions. The course definitely challenged my thinking about science and has made it a much more enjoyable experience for the children I teach and for me. For them it's fun, informative and hands-on, they cant believe that it's actually a lesson. The outcomes and observations produced are outstanding. I can't believe the amount of information they could absorb in such a little amount of time.

Peter Farmer ~ Reception Teacher CIS Moscow