Wednesday, March 28, 2012

Flipped-Mastery Model for Social Studies

I have developed a framework based upon the flipped-mastery model that many educators have recently adopted (and continue to develop.)   Although this is tailored for my social studies classroom, the general concepts are universal.  Many of the elements are far from new, but this visual has helped me, and my students, gain a better grasp of what we are doing, why we are doing it, and how we are going to get there.

Here is a link to the first draft of the framework:

Flipped-Mastery Model for Social Studies

In general here are the basic elements...

Component 1: Front-loaded Content

This is where the "flip" occurs.  Students will watch the screencast lecture, complete guided viewing questions, and pass an Edmodo quiz.  I say pass since they cannot move on the next element until they succcessfully pass the quiz.  This brings us to the skills mastery.  Students do not "move on" until demonstrating proficiency of the standards for Component 1.  This also makes the model inherently self-paced.

The second part of Component 1 is in-class work, such as vocabulary, note-taking, guided reading, etc.  Students have a choice regarding which assignments they will do to demonstrate proficiency.

Component 2: Skill Development

 Although students are certainly working on skills throughout Component 1, this part will focus less on content knowledge and more on essential social studies skills.  An example of this would be primary source analysis.   Again, students can choose which assignment to prove mastery in.

Component 3: Higher-Order Thinking / Learning Stretch

As with the others, I am struggling a bit to develop names for each component that accurately describe them.  ("component" itself it debatable)   This part brings everything together as students engage in a higher-order thinking.  For example, this part can focus upon historical inquiry, collaborative problem solving, digital content creation, and more.

We are currently finishing up our first official "flipped" unit during which this model was applied.  I am holding off on initial impressions until the summative assessments are scored and student feedback is gathered.  So far, however, it looks very promising!