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We found that a group of students were struggling to achieve their target grades and so felt that a different approach to lessons was required in order for them to progress further in science.
Too much time is often spent covering the lower levels of Bloom’s taxonomy and this usually involves tasks which students are capable of doing in their own time. Giving the students these lower level tasks in a flipped way allows them more time in lessons to address misconceptions.
If you are interested in developing this approach in your centre, please see the toolkit developed by Shireland below.