Scribd Logo
Upload

Welcome to Scribd!

  • 21 views

    Innovation Proposal

    Uploaded by

    Karl McBurnett
    1) The document proposes a blended learning innovation pilot for AP science classes at Woodinville High School to address challenges from schedule changes reducing class time. 2) The proposal suggests flipping the classroom where students consume course content outside of class through online materials and assessments, freeing class time for inquiry-based learning and collaboration. 3) Students would reflect on their learning by producing podcasts to demonstrate understanding and develop skills for future students. This model aims to better prepare students for exams while promoting 21st century skills.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Innovation Proposal

    Uploaded by

    Karl McBurnett
    21 views1 page
    1) The document proposes a blended learning innovation pilot for AP science classes at Woodinville High School to address challenges from schedule changes reducing class time. 2) The proposal suggests flipping the classroom where students consume course content outside of class through online materials and assessments, freeing class time for inquiry-based learning and collaboration. 3) Students would reflect on their learning by producing podcasts to demonstrate understanding and develop skills for future students. This model aims to better prepare students for exams while promoting 21st century skills.

    Original Description:

    A Blended Learning Innovation Plan Proposal

    Copyright

    © © All Rights Reserved

    Available Formats

    PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    1) The document proposes a blended learning innovation pilot for AP science classes at Woodinville High School to address challenges from schedule changes reducing class time. 2) The proposal suggests flipping the classroom where students consume course content outside of class through online materials and assessments, freeing class time for inquiry-based learning and collaboration. 3) Students would reflect on their learning by producing podcasts to demonstrate understanding and develop skills for future students. This model aims to better prepare students for exams while promoting 21st century skills.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    21 views1 page

    Innovation Proposal

    Uploaded by

    Karl McBurnett
    1) The document proposes a blended learning innovation pilot for AP science classes at Woodinville High School to address challenges from schedule changes reducing class time. 2) The proposal suggests flipping the classroom where students consume course content outside of class through online materials and assessments, freeing class time for inquiry-based learning and collaboration. 3) Students would reflect on their learning by producing podcasts to demonstrate understanding and develop skills for future students. This model aims to better prepare students for exams while promoting 21st century skills.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 1

    WOODINVILLE HIGH SCHOOL

    19819 136th Avenue NE, Woodinville, WA 98072Ÿ425.408.7400 Fax 425.408.7402


    Mr. Kurt Criscione, Principal
    Ms. Brenda Conrad, Assistant Principal
    Mr. Craig Richardson, Assistant Principal
    Mr. Matt Wallace, Assistant Principal

    August 31, 2019

    Matt Wallace
    Assistant Principal
    Science Department

    Re: Blended Learning Innovation Proposal for AP Science Classes

    Matt,

    Woodinville High School is undergoing changes that threaten our ability to prepare students for academic success, our
    AP-level students in particular. We are literally losing time. This year, our district is moving from a six-period day to a
    seven-period day which reduces each class by ten minutes. When compared to most schools in the country, we start
    classes two weeks later and lose yet another week to our unique Mid-Winter Break in February. During a school year, this
    adds up to four fewer weeks to prepare for the AP tests. As a result, AP classes have less time for inquiry-based learning
    and other methods that stimulate higher-order thinking skills.

    There is a solution to this, one that promotes inquiry, reflection, and collaboration. It will not impact the amount of
    content delivered to our students or take away from the unique voices of our educators. Readily accessible technology
    inverts the traditional classroom model. We will thoroughly prepare students for their exams while also promoting critical
    thinking and developing 21st-century skills that will benefit them throughout their lives.

    For this solution, I am proposing to pilot a flipped classroom initiative for my AP Environmental Science class during
    which:
    • I will produce a course-long curriculum that will replace traditional homework with content that students will
    consume outside of the course.
    • Students interact with this content utilizing a variety of modes such as readings, podcast videos, and online
    simulations.
    • Students are given short online formative assessments after these interactions as a way of providing accountability
    for the students and essential progress data to the teacher.
    • I will produce an in-class curriculum that will stress inquiry-based activities, labs, and student collaboration.
    • Students reflect and connect with their learning by producing podcasts that can be collected for future use by other
    students.
    • A portion of content delivery moves out of the classroom, and in-class time is freed to utilize high-yield learning
    strategies. This flipping helps students connect more deeply with the content. Assessments provide immediate
    feedback to teachers to improve instruction. With the podcast maker-space, students can demonstrate ownership
    of their learning. Not only do students develop critical technical skills, they also learn how to make a product that
    is clear, concise, and compelling.

    Years of research show the benefit of increasing inquiry in the classroom. So, I am excited to pilot this initiative in my
    class and share the results with the science department and the rest of Woodinville High School.

    Sincerely,

    Karl McBurnett

    You might also like