FLIPPING YOUR CLASSROOM? WHY AND HOW!

ATLE 2012 - EdmontonAll images are from flikr creative commons licensed for use in this presentation unless otherwise indicated

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Why are you here?

Looking for the answer to what flipping is?

Looking for solutions to meeting students needs?

Juggling more than one course combined?

Need more classroom time to differentiate?

What is a flipped classroom?

Then…… Now!!!!

http://www.knewton.com/flipped-classroom/

Theory

http://www.knewton.com/flipped-classroom/

http://www.knewton.com/flipped-classroom/

http://www.knewton.com/flipped-classroom/

http://www.knewton.com/flipped-classroom/

Short Example of a Flipped Classroom

http://www.youtube.com/watch?v=QRevpLhw06w

Results!

http://www.knewton.com/flipped-classroom/

Clintondale High SchoolWhat do students say?

Clintondale Data

9th grade failure results in 4 core subjects – Blue before, Orange after flipped

So what do you do?

David Truss: http://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/

3 Keys to a flipped classroom 1. Homework One of the biggest challenges I faced as a teacher was getting

all my students to do their homework. If you expect that students are getting the lesson at home, but some students don’t do their homework and watch your ‘flipped’ lesson at home, well then what is your strategy for getting them up to speed?

The reality is that not all students complete their homework. Not all students understand a one-way lesson where they can’t raise their hands and ask questions. Not all students will find this approach engaging. Not all students will see this single strategy as meeting their learning needs.

How do you engage the students that struggle with the flipped classroom approach? How do you meaningfully meet these students’ needs?

David Truss: http://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/

3 Keys to a flipped classroom

2. Lesson Quality There are two aspects we’ll examine here: a) Depth vs Breadth No student is going to accept a barrage of 1 hour long lessons that they have to

view at home on a regular basis. How much do you give them to watch online, at home? How deep do you go? How do you balance what students need to know and how much you put in your videos and screen-casts?

Also, how much does your flipped classroom either teach/promote higher order thinking skills or provide the scaffolding for higher order thinking skills in your class after students have viewed the lesson at home? This point relates to the other aspect of lesson quality below.

b) How vs Why Are students just being given direct instruction on how to follow an algorithm or

are they learning why that algorithm works? Here is a small example to illustrate the point: I can give students the ‘rules’ for multiplying positive and negative integers, but teaching them ‘why’ is critical for their understanding of the mathematical concept.

Are you using the flipped classroom to teach both the how and the why? Which is better to be delivered at home, rather than in class? Which do you give the students first, (and is this true for all students or all concepts)?

David Truss: http://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/

3 Keys to a flipped classroom 3. Production Quality Dr. Scott Morris advises, ”The key is to not get too bent out of shape about

production quality; just bang it out. It is more important to get it out there and online than that it be perfect.”

Katie Gimbar’s video on creating flipped videos http://www.youtube.com/watch?v=Icn8kMoH28Y

I think that if you are going to produce 1,2 or even 5 of these kinds of lessons in a 13 week course, then Dr. Morris’ advice might be valuable. However, if this is something you are going to do week after week, if it is something that delivers a critical amount of the syllabus, then production quality becomes vitally important.

I also think it’s great that Leanne Kuluski gives advice to, “…embed… funny parts, with jokes and silly accents and things which surprise and amuse her students.”

I’m not saying we have to be entertaining but I am saying that we need to be engaging. Let’s face it, if a lesson in class isn’t engaging, you might still be able to hold a student’s attention by way of them being in your classroom. Producing a boring, uninteresting or bland lesson that you expect a student to watch at home, with a few hundred more distractions than a typical classroom… well, that seems pretty counterproductive to me.

We expect students to produce great work for us, we should do the same for them.

David Truss: http://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/

Teacher turns flipped instruction on its headA middle-school teacher in Amherst, N.Y., has adopted the flipped instructional method -- with a twist. Rather than creating instructional videos for his students, Rob Zdrojewski has his students use screencasting technology to create instructional videos for teachers. In the videos, which serve as professional development for teachers, students offer instruction on technology, such as using Gmail and Google Drive. Each video is 90 seconds or less. T.H.E. Journal

Go to one of these sites and view a lesson.

Flipped Learning Networkhttps://flippedlearning.eduvision.tv www.khanacademy.org

Math Planethttp://www.mathplanet.com/

What did you see? Why do you think this is different? How could you use it?

What can we use?

Where do you share for students?

More data to support!FlippedLearning

http://www.technapex.com/2012/09/learning-from-the-flipped-classroom-infographic/http://edudemic.com/2012/06/survey-results-67-educators-report-flipped-classroom-improves-test-scores/

What do I do with the time?

What do I do with the time?

What are my easiest options? 1. Take advantage of ready-to-use

content available 2. Don’t just show them. Make them do

something with that information that requires higher order thinking.

3. Use the flipped model to create a student centered classroom!

Catlin Tucker: http://catlintucker.com/2012/04/flipped-classroom-beyond-the-videos/#comment-13042

7 Easy Steps

http://hybridclassroom.com/blog/?p=819

Communities of Practice

• http://flippedclassroom.org/

• http://flipped-learning.com/

Sharing Area:

Join and post! Keep the dialogue going! We will monitor

1/2 hr Online follow up! How is your learning community liking being flipped?

http://learning.arpdc.ab.ca

Contact me!

Pat Bohnet pbohnet@carcpd.ab.ca http://edtechtoday.edublogs.org/ twitter: patrickbohnet Ken Hakstol ken.hakstol@sapdc.ca twitter:@kenhakstol Todays presentation can be found at:

http://arpdcworkshops.pbworks.com