�Flipped� classrooms, i.e., when teachers create engaging learning activities and teaching experiences for students to watch, work with, learn from, at home,� and then in-class time is for collaborative or individual work on practice questions, concept consolidation, rich learning tasks, content extensions�
sounds like what we (mathematics educators) in Ontario have been proposing, implementing, and refining in our classrooms, but the other way around� engaging classroom experiences (i.e., of that constructivist nature described above) with purposeful and authentic homework experiences.
The difference is, as I see it, ‘Flipped classroom� teachers have found a way to make their homework engaging and authentic to the learning (collaborative, guided, authentic, with rich learning tasks, emphasising learning skills, etc.) of the classroom.
(I wonder if ‘flipping� a classroom is a quick-step to the teacher now making two engaging learning experiences � one for home study and one for classroom study� doubling their ‘teaching� workload, and which may result in increased student dependence upon the teacher, making the teacher continue to be responsible for students� motivation/perseverance/grit/(entertainment?)/etc � )
