My question is if students are listening to lectures and engaging in discussion outside of school what happens if they have to work?

or babysit? He says he's from a low income school, so I'm wonder how that issue has been addressed? Any ideas?

I like the idea of having extended hours in the computer labs for kids w/o resources at home. Maybe they can be open before school, too.

I liked too (especially if transportation is provided), because you know that many students propbably don't have internet access at home

What happens when every teacher is flipping? Will kids need to spend 5 or 6 hours each night listening to lectures or exploring resources?

Exactly my point! I love the idea of having time in class to do projects, etc. but you're right that the "school day" turns into 8am-9pm

and then you have to look at the developmental sacrafice of not having time to engage in work, social time with friends, family time, etc.

Thanks TammyW, I think that's a very important aspect to look at

Very good points brought up in this discussion. Thanks

tammyw: I think the lectures should be no more than 10-20 min per class. My issue with completely flipping is that we should be having

students find information the way they will need to in life. Most of what would be lectured about is available already - Youtube, iTunesU,

etc. If presentations are to be recorded, I'd like to see the students creating them as a study guide for those who come after. The question

for me is what problems are the students solving using that info? Any why would we confine those solutions to the school day, or the

accumulation of knowledge needed for those solutions to home video lecture watching?

Teach kids how to effectively search/identify/use/cite information and then give them real problems to solve that require the use of that

information.

It seems to me that the flipped classroom model is teacher centered...

whereas a true problem/project-based student centered classroom wouldn't need to be flipped.

tammyw: +1 Exactly!

How do you motivate HS students who have never had that autonomy before and aren't in the habit of thinking, though? Coming from an Elem

setting, this is always the question I get asked, and I don't have the experience to answer it.