1. The Flipped ClassroomRIMS CTAPMarch 5.2013

2. IntroductionsYour hosts Tim Downey Molly Large Yma Maraon-Davis Jenny ThomasAnd you are... Name District Role 1 thing you arehoping to get fromthis session 3. Lecture athomePractice atSchool 4. Why Flip? Too much content for schedule Lots of absences Move from algorithms to concepts Place high cognitive load activities in theclassroom with teacher accessibility 5. Standard DayWarm up - 5 minutesHomework review - 10 minutesDirect instruction - 25 minutesPractice - 10 minutes 6. A Different ModelQuestionThinkPollDiscussRe-pollExplain 7. Thermal Expansion 8. Question & ThinkConsider a rectangular metalplate with a circularhole in it.When the plate is uniformly heated, thediameter of the hole...A. increases.B. decreases.C. stays the same.From Eric Mazur, CISC Presentation3/21/13 9. PollPolleverywhere.comhttp://www.PollEv.com/mlarge 10. DiscussAt your table, work in groups of no more than 3.1. Discuss your answers.2. Explain your reasoning.3. Use evidence from the instructional video.4. See if you can convince the other person. 11. Re-pollPolleverywhere.comhttp://www.PollEv.com/mlarge 12. What Happened?You... made a commitment. externalized your answer. moved from answer/fact to reasoning. became emotionally invested in the learningprocess. 13. Correct Answer?When the plate is uniformly heated, thediameter of the hole increases. 14. Explain 15. Explain 16. From Questions to Concepts 17. DiscussWhat strategies does Mazur advocate forbuilding better understanding?What instructional shifts must take place inorder to implement a process such asMazurs? 18. You can forget facts but youcannot forget understanding.Dr. Eric Mazur 19. Explore, Explain, Apply Model Explore: community activity Mid-range cognitive level Building background knowledge Explain: individual learning Low cognitive level Direct instruction Apply: community activity High cognitive level Transfer of knowledge and skills 20. Flipping and BloomsCreateEvaluateAnalyzeApplyUnderstandRememberCreateEvaluateAnalyzeApplyUnderstandRememberCreateEvaluateAnalyzeApplyUnderstandRemember 21. Traditional ModelCreateEvaluateAnalyzeApplyUnderstandRememberHomeClass 22. Flipped ModelCreateEvaluateAnalyzeApplyUnderstandRememberHomeClass 23. Why "Explore"? Builds backgroundknowledge Raise questions Open-ended Meaningful Create interest Be provocative Stimulate thinking Reflection What ifExplore 24. Introduction to Mass and Density 25. DiscussRemember that we have been learning aboutmass and density What questions about mass and density doesthis video raise?or What went wrong for Indiana Jones? Design a way Indiana could have successfullyreplaced the gold statue using sand. 26. Why "Explain"? Teach concept Input phase First best instruction Address misconceptions Re-teaching Explain 27. Why "Apply"? Higher cognitivedomain Greater depth ofknowledge Transfer from facts tounderstandingApply 28. The problem with educationis not one ofengineering, but one ofdesign.Farbood Nivi, grockit.com 29. Your Turn: 5 minutes1. Save a copy of the Flipped ClassroomPlanning Document to your Google account:http://goo.gl/hYkDt2. Think about explore activity that is relevantto your grade level and subject area3. Identify purpose and cognitive level foractivity 30. Resources for Explorehttp://ctap10.org/flipExplore Apply 31. ScreencastingA screencast is a digital recording of computerscreen output often containing audionarrationsometimes called a video screencapture. 32. ScreencastingFlip instruction by exploring and/or contentPre and post assessmentOther software tutorialsSlideshows or other studentprojects Explain 33. Screencasting 34. Why Screencast?Increased contact time between students andteachersStudents take responsibility for their ownlearningAbsences dont leave students behindContent is archived for review or remediationStudent engagement in learningStudents can get a personalized education 35. Screencast-o-maticvs.EducreationsFour Ways to Multiply Example-ScreencastFour Ways to Multiply Example-Educreations 36. Edmodohttp://www.edmodo.com 37. Using Edmodo 38. Using Edmodo 39. Vehicle to the Future 40. DiscussHow is Flipped Classroom different for theseteachers from the "flavor of the month"initiatives they mentioned? 41. Resources for Direct InstructionExplain 42. Resources for Direct InstructionExplain 43. Resources for Direct InstructionExplain 44. Lunch 45. The Flipped Classroom is Not... 46. Reflection DiscussionNow that youve explored the flipped model inmore depth, how would you define flippedclassroom to other teachers at your site? 47. Google FormsExplain 48. Google Forms Your Turn!Apply 49. Lesson Plan TemplateExplain Apply 50. Final Considerations Explaining to administration Explaining to parents Access, equity, and accessibility 51. Parent Concerns Flipping is not abdication of teaching Flipping is not expecting parents to teach 52. Engaging Parents in Flipped Model Engagement with child to watch videotogether Higher level, academic conversations withtheir child based on the flipped lesson Like CCSS ELA shift in questioning fromtext, parents can question from video Meaningful and purposeful academicdiscussions 53. Administration Concerns Flipping is not abdication of teaching Students who do not have access at home Ensuring that students do the flippedhomework 54. Evaluation Please help us make this workshop better!http://ctap10.org Professional Development Workshop Evaluations 55. Thank you for your participation!