{"id":9344,"date":"2017-10-14T05:51:22","date_gmt":"2017-10-13T20:51:22","guid":{"rendered":"http:\/\/ibpsych.themantic-education.com\/?p=9344"},"modified":"2017-10-14T05:51:22","modified_gmt":"2017-10-13T20:51:22","slug":"flipping-the-lesson-in-a-whole-new-way","status":"publish","type":"post","link":"https:\/\/www.themantic-education.com\/ibpsych\/2017\/10\/14\/flipping-the-lesson-in-a-whole-new-way\/","title":{"rendered":"Flipping the lesson in a whole new way!"},"content":{"rendered":"

This post is for teachers using the CHACER framework for lessons.<\/em><\/p><\/blockquote>\n

With anything we have to be careful of things going stale. At the moment I’m into Topic 2.7 in Criminology and I’m thinking, “I need to change it up a bit.” While my kids are loving the unit, I think mixing it up couldn’t hurt.<\/p>\n

If you’re using the our teacher support packs<\/a> you’ll be getting comfortable with the CHACER approach and the other nuts-and-bolts of teaching that we’re trying to encourage with our themantic resources.<\/p>\n

I love the routine and structure of CHACER<\/a>, starting with getting some life and energy into the lesson with a fun and engaging consolidating activity (like charades or a Kahoot) and then hooking kids in with a cool video (like cows being castrated) or simply an interesting talk. I actually also love the check-in phase when I get to sit back and relax and have kids come and show me their work. This one-to-one talk time is so valuable, but unfortunately I only get to see about 1\/3 of my kids work due to time constraints.<\/p>\n

Themantic lessons are designed on a rule of thirds: about 1\/3 of kids should reach the extension, 1\/3 just finishing check-in and 1\/3 still working towards understanding. This is natural and the reality of teaching any group of students.<\/em><\/p><\/blockquote>\n

Mixing it up…<\/h2>\n

But next week I’m going to flip a lesson. Usually this means to give kids work to do at home before the lesson, which is super easy to do with our textbook – just give them the next lesson in the textbook and assign reading for homework. But I’m going to flip it in a different way: I’m going to start with the check-in, which will invariably mean students will have to read (or have read) the textbook lesson at home and then only after everyone’s shown me their answer to the lesson’s guiding question, we’ll move on to some fun videos and quizzes to consolidate what they’ve just learned.\u00a0 So we’re kind of starting in the middle, going back to the start, and then finishing at the end!<\/p>\n

I figure this might serve a few purposes:<\/p>\n