Imagine students spending the school day immersed in projects, and then during “homework time” at home settling in at their computer, iPod or other device to watch or listen to on-demand podcasts from their teacher and other experts presenting content.

In an inverted classroom, passive activities such as listening to lectures and content presentations occur outside the school day.  During the school day, in the presence of their teacher, students engage in deeper learning through hands-on learning activities.  A result of the inverted classroom model is more quality time with the teacher, as opposed to the teacher often in front of the students delivering instruction.

The inverted classroom model is ideal for the university setting, where the in-class experience is currently more lecture oriented, but what could be the implications at the elementary setting?  Certainly something worth pondering…

One thing for certain is that there is an expectation that higher education students have off site access to wired technology.  But, this can’t be assumed for the elementary or even secondary student.  The question arises, “is digital access a right?”  Ease of access is critical to a discussion of inverting our classrooms.