1. Flipped Instruction Description

Theoretical Link
Social Constructivism. Students learn through social interaction and building knowledge in their minds through trial and error.
Play is also encouraged in all 5 Contemporary Early Childhood Perspectives (Froebel, Reggio Emilia, Forest Schools, Steiner-Waldorf Schools, and Montessori).
Example

1. 
   Use modelled instruction to show students how to play with developmentally appropriate resource-rich toys and puzzles. Consider puzzles that require mathematical skills that link to current curriculum outcomes.
   
2. 
   Provide students with the puzzles and allow free unstructured play time
   
3. 
   Mingle with the students, helping them with prompting and guiding questions
   
4. 
   End the lesson with a whole group discussion of what they learned during the lesson.
   

3. Project-Based Learning (PBL)
Definition
Project-based learning requires students to spend an extended period of time (e.g. a week or more) on a single project to gain in-depth knowledge about the task. The projects should be personally meaningful and give students freedom to go in-depth on areas of interest.
Benefits

• 
  Students have the opportunity to become ‘experts’ on topics. By going deep on a topic, students may become very knowledgeable and feel empowered.
  
• 
  A balance is struck between ensuring students focus on curriculum-linked projects and giving students the freedom to explore the details of a topic that are of personal interest.
  

Challenges

• 
  Students tend to have increased freedom using this approach. So, students need to learn self-regulation skills before beginning the task.
  

Theoretical Link
Constructivism: Students work independently using their own intellect and resources to learn. By doing personal research, students ‘construct’ knowledge in their minds and apply that knowledge to the project to demonstrate their knowledge.
Example

1. 
   Teacher assigns students a research question, such as “What are the key characteristics of mammals?”
   
2. 
   Students work in small groups to come up with an idea for a poster, diagram, or presentation project on the topic.
   
3. 
   Teacher approves or asks for amendments of students’ proposed projects.
   
4. 
   Students are provided a series of lessons over a 2-week period in computer labs and in resource-rich classrooms to complete their project.
   
5. 
   Teacher checks-in intermittently to ensure standards are upheld and to stimulate students to improve upon their projects.
   
6. 
   The project concludes with students presenting their project to their parents.