As an English teacher, it is not a novelty to have students read a piece of literature at home and then review their understanding of the text the following day.  Rather, the question is whether this type of task is considered an activity characteristic of a flipped classroom? Is this the Asynchronous Individual wallowing in “concept exploration” in the S.E. hemisphere of the Flipped Classroom Model above?  It is if, like any lesson, it is meaningful and purposeful.  More specifically, flipped or not, lessons must be engaging and permit students access to information and provide meaningful opportunities for authentic, real-world applications.  The Flipped Classroom creates many possibilities for teachers to more carefully and appropriately individualize student learning.  Since the groundwork (concept exploration) is done at home, follow-up activities (meaning making) in the classroom can be more diverse and inquisitive.  More importantly, students will gain control of their learning – having access to content/concept rich resources to assist them as they explore a

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given topic.  Learners will be able to move at a pace that suits individual learning styles.  This is not to say that task deadlines become arbitrary or obsolete; no, it simply allows students who need more/less time to digest and understand new information just that – the necessary time.  Think about it.  In our classrooms, we constantly pace our lessons based on the ability of our students – the flipped classroom eliminates some of the constraints an academically diverse classroom binds us to.  Therefore, the “meaning making, demonstration & application” opportunities provide learners enriched, student centered experiences which deepen their understanding of the material.