The Flipped Classroom

Presented by Whitney Isbell, Birdville ISD

The Flipped ClassroomGoals:Introduce the flipped classroom model Answer questions regarding obstacles to the flipped classroomDesign a flipped lessonNormsTake care of personal needs anytimeLunch is from 11:30 12:30 pmAsk questions!Have fun KWLWrite down what you know about flipped learning.

What do you want to learn about the flipped classroom?

As we go through the session, write down any information that you learn that answers your questions.

Real flippers discuss their classrooms

When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.phpThe Flipped Classroom is NOT:About replacing teachers with videos.An online course. Students working without structure.Students spending the entire class staring at a computer screen.Students working in isolation.The Flipped Classroom is NOT:The Flipped Classroom is NOT:A one size fits all model. The flipped classroom will look different depending on the class and the teacher.A means to INCREASE interaction and personalized contact time between students and teachers.An environment where students take responsibility for their own active learning. A classroom where the teacher is not the "sage on the stage", but the "guide on the side".A blending of direct instruction with constructivist learning.A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.A class where content is permanently archived for review or remediation.A class where all students are engaged in their learning.A place where all students can get a personalized education.

http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.phpThe Flipped Classroom IS:What happens at home?Content is delivered at home through appropriate technology in chunks based on grade levelLessons are designed based on the standardsStudents clearly understand what is expected and take ownership of their learningVideosPresentationsWebsitesCollaborative spacesDifferentiated instruction

Graphic OrganizersKWL ChartsFoldablesCornell NotesSummarization

The New HomeworkTutorial StationsCentersCooperative LearningSmall group/individual pull-outsDifferentiationLab/Inquiry LearningFormative Assessment with students recognizing their learning gaps

Flipping Inside the ClassroomVideosPresentationsWebsitesAppsCollaborative spacesDifferentiated instruction

Role of TechnologyObstacles to flipping the classroomWrite down concerns you have about flipping your classroom?

Pair with a partner and share what you wrote.Obstacles to FlippingThe number one concern is student lack of access to technologyStudents wont watch the lessonsHow does this prepare them for the test?I dont have access to computers in my classroom?

What do you do with students who dont have access to the internet?Post the lessons in different formats. Copy the lessons to DVDs for students to watch on DVD players.A lack of access does not provide an out for student learning.The few students I encountered that truly did not have access were able to watch the lessons before and after school, during lunch in the library, or in my classroom on a laptop I set up just for lessons. This became a station and a safe place for students who were unable to watch the lesson without having to provide explanations or excuses.How do I know if my students watched the lesson?Use an interactive WSQ that timestamps when the students enter the information.(I use google documents for this)Use a road map to provide flexibility for students to go at their own pace. Have the students take Cornell Notes in their journals and take a notes gradeWhat about students who dont watch the lesson?The lesson is a critical component of instruction. There is no out to watching the lesson.Have access in the classroom for students who need to watch the lesson. This will take away from their tutorial, lab, and practice tutorial time.Because students are using a road map they have some flexibility in their pacing.How long are the videos?The lesson needs to be no longer than 10 minutes for middle school and 20 minutes for high school.Students prefer the information chunked into smaller objectivesDo I still give homework?The lesson may include the WSQ and the content.The class time is used for practice, tutorials, and reinforcing understanding of the content. The purpose of the flipped classroom is that homework is now done in class with the teacher as a guide.How do you get student buy in?The flipped classroom is not a magic solution for all students. There will always be reluctant learners.Introduce the flipped model and use class time to walk the kids through the process. Over time the students will begin to move towards interdependence in their learning.How do I have the time to create the lessons?A flipped lesson takes about an hour to complete.Be realistic in your technology comfort and start slow. Use tools that you are comfortable with.Have the students share apps and presentation ideas. They are tech savvy and love to share ideas.Bounce ideas off of other teachers that are flipping their classroom. Dont reinvent the wheel when you are starting out.Spend time on the road map before you start a unit. The students will appreciate an outline of what they are learning.

Letshttp://www.screencast-o-matic.com/

http://camstudio.org/

http://www.technologywithintention.com/2011/09/screencasting-apps-for-the-ipad/

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ScreencastingKhan Academy

Discovery Streaming

YouTube

TeacherTube

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Digital MediaSophia.orgSchoolwiresEdmodoMoodleYouTube Hosting your lessons

Sample Blog and LessonSample Blog and ActivitiesGet help:Schoolwires Site Manager>How do I?>Blog

Schoolwires Blog SiteLesson Design with Clarity, Focus, and Connectivity

8th Grade Science teacher in Birdville ISD, Whitney IsbellMaximizing Time for InstructionWhat is an obstacle to student learning in your classroom?How are students able to access the content in your classroom?How are students able to remediate if they do not understand the SE?Flipped Classroom Model: Start with the Standards

Cognitive Rigor: What should students be doing? Analyze: to examine methodically by separating them into parts and studying their interrelationsFormulate: to state as or reduce to a formulaSolve: to work out the answer or solution to (a mathematical problem)Content: What concepts will the students need to analyze, formulate, and solve?Problem situations, Equations and inequalities, and ProblemsContext: In what context will they analyze problem situations, formulate equations and inequalities, and solve problems?Exponential functionsSample Assessment Item:

Flipped Classroom Model: Start with the Standards

Flipped Classroom Model: 8th Grade Science

6.8A States of Energy: Flipped LessonWSQ Form: Teacher's ViewFocus of classroom activity: Teacher reviews WSQ responses in the morning to determine what needs to be clarified at the start of classStudents work in small groups to design and implement a lab to compare and contrast potential and kinetic energyTeacher works with small groups and individuals to address their questions and diagnose whether certain students need further instruction

Design TimeChoose an SE ; I chose the Physics Unit because this was where students typically scored lowest on standardized testingBreak the SE apart into what students need to know and be able to do to master the SECreate assessment items and then create a flipped lesson based on what students need to know and do (Kilgo)

The technology I chose was purposeful and intentional; which type of technology would have the most meaning for students.Every lesson includes note taking skills, summarization skills, academic reading, academic writing and higher level questioning skills.

Design TimeWhy did these teachers decide to flip?Students learn at different paces (slow, medium, fast).Students were missing important pieces of information from class even though they were present. We wanted a student-centered classroom and to be able to do more engaging activities.Students are absent sometimes (sick, sports, etc.) and miss critical lessons.

Why did these teachers decide to flip?Students not completing homework fully at home because they forgot how to do it from class (or simply copying from a friend).Teacher spending most of class time giving direct instruction and not giving students a lot of practice on their own with support.Teachers spending many extra hours tutoring and re-explaining to students who didnt get it during class.Students working in class in groups allows teachers to make higher order thinking activities/assignments.

Responsibility for learning flipped from teachers hands to students handsFace to face time flipped from teacher-centered to student-centeredFocus of class time flipped from lower-order to higher-order thinkingWhat changes for your classes when you flip?

What do our students say?

What do our students say?

What do our students say?

What do our students say?

What do our students say?

What do our students say?

http://youtu.be/dl-NbbCvdKk

What students have to say.

(11.36)What do our students say?

ImplicationsI found that most students have access to the internet. Students have a misconception about what a virtual classroom is. I ask them how they are able to post on facebook and explain they are able to access the lessons using the same medium. Many of my students used their cell phones to access the lessons.ImplicationsMy classes went from over 200 zeros in one six weeks to 1 student with zeros in the flipped unit. Students were coming in to watch the videos or asking questions outside of school regarding what they were learningClass time was focused on practice and individualized instructionThe lecture was focused and purposeful without interruptions or distractionsClassroom behavior was focused on learning and discipline became almost non-existentStudents who were absent were able to make up gaps in learning without becoming frustrated or discouragedTutorials before and after school became obsolete as students were getting individualized instruction during class.