Sam Coulter

I learned the most from the overcoming student resistance section. The strategies provided seem logical and viable, and I think are great ways to demonstrate to students that the flipped model is much more CTE and career relavent than exclusively traditional learning.

The steps for the joint problem-solving were what I gleened the most from. I think they're particularly helpful in the CTE genres, where the majority of fields are geared towards solving problems. In our quick-paced digital world, its easy to consider a problem at face-value, but the investigation and filtering steps are crucial and often ignored. I'll likely include this for students to consider when they approach a new project and how they actually made it to the final steps of it.

The most interesting and enlightening aspect of this module for me was the thought-provoking questions. I like the idea of students working on coming up with a robust answer or idea to a posed question and then collectively reviewing responses. It's much more engaging than a worksheet, and encourages high-level thinking. I think the responses would have to be due a decent amount of time before class though, so the instructor could thoroughly prepare for class discussion. That part seems a little too off the cuff, given time and curriculum constraints involved, but it's certainly adjustable.

I definitely lean towards problem-based learning. The list of questions provided to assist in the flipped model was helpful, and the note about creating a physical learning environment that fosters collaboration was enlightening.

During the pandemic I gave students a lot of essay based exams, since the others would be easy to find back in their notes. With things returning to some degree of normalcy, I look forward to incorporating more diverse and robust question types, particuarly multiple choice. This is a great reminder of how to structure a variety of question types.

I like the concept of leading a student to the correct answer by asking more questions. It promotes higher level thinking and engages student's in learning without embarassing them.

The concept of net generation's and the flipped classroom model was interesting. I've wondered how useful instruction is when students could look it up, but it's a stark difference when the scenario/application isn't exacly like it is online. Learning critical thinking and problem solving skills are areas that require live application, and it's awesome that educators can facilitate it.

I loved the idea of the resume and business card opener. I teach graphic communications, so it'd be a perfect way to start off the semester and get a feel for what my students are like. It'd be fun to do it again near the end, to see how they've progressed. Overall, very informative ways to begin and end impactful lessons.

I think the flipped model may be the wave of future education, especially as CTE education and careers are on the rise. I'd like to test out some of the flipped techniques and see how students like the setup. Podcasts are definitely a medium I'd like to have students reflect on and discuss in class.

I think the flipped model is very unique and engaging, and I'm glad I was able to learn about it and methodology for implementing it. There are some aspects that'd I'd like to incorporate in my courses, specifically supplemental materials for students to look into and return to discuss in person.