The learning cycle in my flipped class

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Of course these three sections aren’t discrete…
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There’s all kinds of overlap:
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Classwork and help naturally overlap:
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Because everyone’s in the same place at the same time
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But questions don’t always happen during f2f
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There can be overlap between lesson and help
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For example, a student asks a question during the voicethread which then becomes part of the class discussion
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For example, a student asks a question during the voicethread which then becomes part of the class discussion
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(VoiceThread, by the way, is a tool that allows students to insert comments or questions anywhere they want in the lesson as they watch it)

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For example, a student asks a question during the voicethread which then becomes part of the class discussion
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What would happen if….

For example, a student asks a question during the voicethread which then becomes part of the class discussion
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OMG that’s such a good question….

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What would happen if….

For example, a student asks a question during the voicethread which then becomes part of the help time
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I was wondering that too… I think we would…. OMG that’s such a good question….

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What would happen if….

…and the lesson isn’t always where it all begins:
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Sometimes it starts with a class activity that leads into the lesson
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Sometimes it starts with a class activity that Do this ferris leads into the lesson
wheel activity!

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Our graph’s a wave….

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Ours looks like teeth…

Sometimes it starts with a class activity that Do this ferris leads into the lesson
wheel activity!

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Our graph’s a wave….

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Ours looks like teeth…

Wonder what it was supposed to look like….

Sometimes it starts with a class activity that Do this ferris leads into the lesson
wheel activity!

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Our graph’s a wave….

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Ours looks like teeth…

Wonder what it was supposed to look like…. We were right, it was a wave , because…

Or I might plant a question in the voicethread so as to lead into class discussion
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Or I might plant a question in the voicethread so as to lead into class discussion
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Does this function have an asymptote?

Or I might plant a question in the voicethread so as to lead into class discussion
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Hmm…does this function have an asymptote?!? Does this function have an asymptote?

Or I might plant a question in the voicethread so as to lead into class discussion
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No because… Yes because…

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Hmm…does this function have an asymptote?!? Does this function have an asymptote?

Once I inadvertently discovered during class work that immediate algebra-intervention was needed by just about everyone:
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Once I inadvertently discovered during class work that immediate algebra-intervention was needed by just about everyone:
Simplify
sin x  cos x sin x

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Once I inadvertently discovered during class work that immediate algebra-intervention was needed by just about everyone:
Simplify
sin x  cos x sin x

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cos x

cos x cos x

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Once I inadvertently discovered during class work that immediate algebra-intervention was needed by just about Yikes everyone:
Simplify
sin x  cos x sin x

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cos x

cos x cos x

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Once I inadvertently discovered during class work that immediate algebra-intervention was needed by just about Yikes everyone:
Simplify
sin x  cos x sin x

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cos x

cos x cos x

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So what you’re saying is
2 1  1? 2

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It’s all becoming a big beautiful blur!
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