EDUTECHCONFERENCE

2017FLIPPED CLASSROOM MODEL

PRESENTATIONP R E S E N T E R : C A R O L I N A VA N H E E R D E N

C O M P I L E D B Y : C A R O L I N A VA N H E E R D E N , R O N N I E J A M E S & M A R C B A I L E Y

FLIPPED CLASSROOM MODELINTRODUCTION:With this presentation I will give you, the attendee, an opportunity

to experience the ‘flipped classroom model’

This presentation that you have received prior to the EduTECH

conference presentation will give you an overview on the what,

where and how of the flipped classroom model

The EduTech presentation on the 3rd of October will be an

interactive discussion and the prior knowledge gained from this

presentation will be very helpful to ensure

an engaged discussion.

FLIPPED CLASSROOM MODEL

EduTech Conference 2017 discussion points on the

3rd of October:

1. How to effectively implement a flipped classroom model

2. Identifying the opportunities to implement a flipped classroom model

3. Effectively designing the strategy

4. Rethinking how classroom time should be used

5. The risks and challenges

6. Parent support and student buy-in

7. Will share flipped classroom videos

THIS FLIPPED CLASSROOM MODEL PRESENTATION CONSISTS OF:

1. Definition of flipped learning

2. Why it matters?

3. A traditional classroom vs a flipped classroom model (2 x Videos)

4. Four pillars of F-L-I-P

5. The pros and cons of the flipped classroom model

6. What it is and what it is not

7. 5 Best Practices for the Flipped Classroom

8. Flip outside the box: A Practical approach

9. Flipped without flopping

10. Bloom’s digital taxonomy

11. Flip class: Tech tools

Definition of Flipped Learning:

It is a pedagogical approach in which direct

instruction moves from the group learning

space to the individual learning space and the

resulting group space is transformed into:

❖a dynamic,

❖interactive learning environment

❖where the educator guides students as they

apply concepts

❖and engage creatively in the subject matter.

WHY IT MATTERS

• The primary reason is because it is forcing teachers to reflect on

their practice and rethink how they reach their learners

• It is inspiring teachers to change the way they've always done things

• It is motivating them to bring technology into their classrooms

through the use of video and virtual classrooms like EDpuzzle and

similar tools

• Learning must remain the focus and educators must constantly

reflect and ask themselves if what they are doing is truly something

different, or just a different way of doing the same things they've

always done.

Why should we care so much about the flipped-classroom model?

VIDEO: WHAT IS A FLIPPED CLASS?

VIDEO: FLIPPING THE CLASSROOM~ EXPLAINED

FOUR PILLARS OF F-L-I-P

• Article: What is FLIPPED LEARNING:

http://classes.mst.edu/edtech/TLT2014/BCH120/Abkemeier--

FLIP_handout_FNL_Web.pdf

Flipped learning experience

requires:

• vast amounts of rigor,

foresight,

• deep instructional knowledge,

• creativity, and

• risk-taking

THE FLIPPED CLASSROOM: WHAT IT ISM A R Y B E T H H E R T Z

H S A R T/ T E C H T E A C H E R I N P H I L A D E L P H I A , P AH T T P S : / / W W W . E D U T O P I A . O R G / B L O G / F L I P P E D - C L A S S R O O M - P R O - A N D - C O N - M A R Y - B E T H - H E R T Z

• Reach Every Student in Every Class Every Day

• Learners watch recorded lectures for homework and complete

their assignments, labs and tests in class,

• it is the interaction and the meaningful learning activities that

occur during the face-to-face time that is most important,

• it easier for learners who may have missed class to keep up

because they can watch the videos at any time,

• learners can spend class time working through any gaps or

misunderstandings around the content with the teacher acting as

“guide on the side”.

THE FLIPPED CLASSROOM: WHAT IT ISM A R Y B E T H H E R T Z

H S A R T/ T E C H T E A C H E R I N P H I L A D E L P H I A , P AH T T P S : / / W W W . E D U T O P I A . O R G / B L O G / F L I P P E D - C L A S S R O O M - P R O - A N D - C O N - M A R Y - B E T H - H E R T Z

• Flipped classroom has truly individualized learning for learners

• Learners can now move at their own pace

• The teacher is freed up to work one-on-one with learners on the

content they most need support with

• Professional teaching is one of the pillars of flipped learning, a

testament to the role that teachers play in helping students define,

discern, and discuss new knowledge as it flows across the

information highway

• For teachers, flipped learning is exhilarating and exasperating all

at once - not because it replaces the act of teaching, but because

it releases its most essential parts.

THE FLIPPED CLASSROOM: WHAT IT IS NOT

• Flipped classroom is NOT a synonym for online videos

• It's not about the video

• It’s a mistake to become overly invested in the video’s "wow

factor" at the expense of instructional integrity

• Teachers who embrace flipped learning need to think like

architects, not video producers

•Good technology will never

replace good teaching.

5 BEST PRACTICES FOR THE FLIPPED CLASSROOMA N D R E W M I L L E R

I N S T R U C T I O N A L C O A C H AT S H A N G H A I A M E R I C A N S C H O O LH T T P : / / W E B . U V I C . C A / ~ G T R E L O A R / A R T I C L E S / T E C H N O L O G Y/ F I V E % 2 0 B E S T % 2 0 P R A C T I C E S % 2 0 F O R % 2

0 T H E % 2 0 F L I P P E D % 2 0 C L A S S R O O M . P D F

5 Best Practices for the Flipped Classroom

1. Need to Know

2. Engaging Models

3. Technology 4. Reflection5. Time

and Place

5 Best Practices for the Flipped Classroom

1. Need to Know

How are you creating a need

to know the content that is

recorded?

Just because I record

something, or use a recorded material, does not mean that

my students will want to watch,

nor see the relevance in watching it.

It is still a lecture.

This "need to know" is not

"because it is on the test," or

"because it will help you when you graduate."

If the flipped classroom is

truly to become innovative, then

it must be paired with transparent

and/or embedded

reason to know the content.

2. Engaging Models

3. Technology 4. Reflection5. Time and

Place

Create a desire to learn!

5 Best Practices for the Flipped Classroom

1. Need to Know

2. Engaging Models

One of the best way to create the "need to

know" is to use a pedagogical model that

demands this.

Whether project-based

learning (PBL), game-based

learning (GBL), Understanding

by Design (UbD), or authentic

literacy, find an effective model to institute in

your classroom.

Become a master of

those models first, and then use the flipped classroom to support the

learning.

Example: Master design,

assessment, and

management of PBL; and then look at how you can

use the flipped classroom to support the

process.

It is a great way to

differentiate instruction, or

support students who need another

lesson in a different mode.

Perhaps students

present you with a "need to know," and you answer with a recorded piece

to support them.

This will help you master your role as

"guide on the side."

3. Technology 4. Reflection5. Time and

Place

5 Best Practices for the Flipped Classroom

1. Need to Know

2. Engaging Models

3. Technology

Some of the questions to consider in terms of

technology:

What technology do

you have to support the

flipped classroom?

Will you demand that all students watch

the video, or is it a way to

differentiate and allow choice?

Will you allow or rely on mobile

learning for students to watch it?

Lack of technology

doesn't necessarily close the door to the

flipped-classroom model, but it might require

some intentional planning and

differentiation.

4. Reflection5. Time and

Place

5 Best Practices for the Flipped Classroom

1. Need to Know

2. Engaging Models

3. Technology4.

Reflection

Every time you have students watch a video build in reflective activities to have students think about what they learned, how it

will help them, its relevance, and more.

If reflection is not a regular part of your classroom

culture, then implementing the flipped classroom will

not be as effective.

Learners need metacognition to connect

content to objectives, whether that is progress in a GBL unit, or work towards an authentic product in at

PBL project.

5. Time and Place

5 Best Practices for the Flipped Classroom

1. Need to Know

2. Engaging Models

3. Technology 4. Reflection5. Time

and Place

Do you have structures to support this?

When and where will the learning occur?

If you have a blended learning environment, that

of course provides a natural time and place to watch the videos,

but it will be difficult to ensure all students watch

a video as homework.

Do not make epic videos that

last hours.

Keep the learning within the videos manageable for

students. This will help you

formatively assess to ensure

learning, and it will feel doable to

students.

The flipped classroom is

one way to help move teachers toward better teaching but

does not ensure it.

The should be on

1. Teacher Practice 2. Tools 3. Structures

FLIP OUTSIDE THE BOX: A PRACTICAL APPROACH

Class room & students:

• The critical component of flipped learning occurs in the classroom itself , how

teachers pivot from the video's baseline content to deeper, more expansive

targets and make room for students to: investigate, evaluate, and apply new

knowledge in creative ways.

• Most of the "next generation" videos run between two and five minutes, the

digital sweet spot.

For learners to be successful on their own:

• videos used in the flipped-classroom model must include a variety of approaches

in the same way a face-to-face lesson would, and

• they must also have good sound and image quality so that students can follow

along easily,

• these videos must also match the curriculum, standards and the labs or activities

the learners will complete in class.

FLIP OUTSIDE THE BOXEXAMPLES:

• Flipped learning is a powerful tool for classroom learning, but why stop

there?

• The possibilities can be endless:

• For example: For the school’s ‘Back-to-School Night’ evening you can

release a video preview of classroom procedures to parents several days

before they meet, you can also send a class procedures video to your

students a few days before the first day of school.

• The flipped format allows parents to chew over the information and

generate questions and concerns ahead of time.

• When they arrive, you can create a parking lot for them to leave individual

questions for follow-up (Post-It notes on a white board works well), which

pre-empts that doomsday scenario where one domineering parent hijacks

the entire evening with a personal rant.

FLIP OUTSIDE THE BOX

• By clearing the technical details away, you can spend more time engaged in

nobler discussions about educational philosophy, social-emotional learning,

and long-term goals.

• There are lots of other ways for teachers and administrators to flip outside

the box, including:

Faculty meetings

Communicate all admin ahead of time and use the

time for deeper conversations about teaching

and learning.

Parent-teacher conferences

Prepare learner profiles that offer evidence of student

learning and skill-development then dive into a detailed performance analysis

in the conference space.

Informational sessions

Whether it's news about the athletics programme or the school uniform, try moving the technical details online.

PLAN BACKWARD AND GIVE NOTICE: HOW?

• No matter how amazing we think our lessons might be, they will never compete

with after-school sport practice, piano lessons, tennis clinic, or the host of other

extracurriculars that students enjoy.

• To give significant lead time for students to watch lessons, releasing new content

about 3-4 days prior to the in-class application.

• We need to create a system that will honour the busy lives of learners outside of

school.

• We also need to keep parents in the loop about upcoming new content and due

dates through a communication service that alerts parents to classroom currents.

FLIPPING WITHOUT FLOPPING:

• Keep video lectures short.

• A 10-minute video is an eternity for the viewer. Instead, shoot for five minutes.

• Remember, your learners have homework for five or six other classes each night. It’s not

reasonable to have them watch a 45-minute lecture every night for your class.

• Don’t start from scratch; your time is too valuable to rebuild every lecture slide for this

new venture.

• Require your students to take notes and check those notes for easy homework points

each day at the beginning of class.

• Ensure sure all students can access the clips. Some of your students may not have a

computer, printer, and/or internet access at home.

• Be brave. • Ignore the naysayers and build something great for your learners.

EASY TO DO – BEGIN SMALL

•Create a video

•Share it with students,

reflect

•Spend class time differently

BLOOM’S DIGITAL TAXONOMY

THE FLIPPED CLASS: TECH TOOLS

Content Creation Tools

Screen Casting

These allow the teacher to record whatever is on her

screen while simultaneously recording her audio, and in come cases, her webcam.

Screen casting is an easy entry point for teachers who already utilize slide decks, interactive

white boards, or other presentation software.

Camtasia, Screencast-O-Matic, SnagIt, and Office Mix provides a simple solution for teachers to create instructional videos.

Tablet Software

In the past, only simple whiteboarding apps were available for tablets, but a new generation of content creation apps is emerging.

Tools like Knowmia and Explain Everything allow

the teacher to create content similar to the

videos made using screen casting tools.

Document Camera

Most of the time, these are connected directly to an LCD projector. But a little-known

feature of document cameras is their ability to project the

image onto a computer, usually via a simple USB cable.

When the image on a document camera is on the teacher's

computer, he can use screen casting software mentioned above

to record what he does on the document camera along with an

audio recording.

Standard Camera

Camera-created videos can be as simple as using

the video camera in a smartphone or tablet, or even

a consumer-grade handheld

camera.

Simple guidelines for creating great content

Create a balanced mix of

text, oral communication,

pictures, video and music.

Use enough features to

make your content

engaging without being

distracting

Record in a quiet room

with a decent microphone.

Utilize slide decks that are

not distracting and have

contrasting backgrounds

and fonts.

If using a camera or

device in a picture mode,

record in a well-lit area

without distracting

backgrounds

THE FLIPPED CLASS: TECH TOOLS

Distribution Tools & some challenges

Once your content is created, you need to get it into the

hands of students.

In cases where video hosting and streaming services are

blocked, teachers can upload content directly to their

school's learning management system or website.

But regardless of how you distribute content, you must make sure that all students have access to the content.

Not every student has internet access outside of school.

You probably have students with no home internet access.

That is the number one hesitation about the flipped

classroom concept.

Although access is a legitimate and important concern that

can also be used as an easy out by teachers who aren't

interested in exploring flipped learning, it's not an

insurmountable hurdle.