Three ways to flip

  • Published on
    08-Jul-2015

  • View
    1.417

  • Download
    2

Embed Size (px)

DESCRIPTION

The presentation used to facilitate the TCI webinar on Flipping Classrooms on 5/1/13.

Transcript

Getting Started with the ISN

3 Ways to Flip Your Classroom

Brian Thomas, Social Media/Acct. Mgrbthomas@teachtci.com @Brian_ThomasTCI1PreviewWhats Flipping?

Preview PollUse the chat box to answer the following question:How many of you have implemented principles of flipped instruction?

Never

Rarely have done it once or twice

Sporadically

RoutinelyPress F5 or enter presentation mode to view the pollIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:http://www.polleverywhere.com/multiple_choice_polls/LTE2MjQ1Mzg4MTI

If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.4Way 1:CommunicateCommunicateThe infrastructure of a flipped classroom is communication. Students need ways to get links from you as well as message you, and ideally a way to communicate with each other (in projects).

http://www.wikispaces.com/

http://www.edmodo.com/?language=en&auto_selected_lang=true&logout=trueWikispaces & EdmodoCommunicate

Way 2:ResourcesContent Resources

Example

KJ teaches American Government to High School students. Shes covering the topic of Public Opinion and the Media as it relates to election cycles.1. She assigns her students to read section 5 of chapter nine from Government Alive! Power, Politics, and You.

Example

KJ teaches American Government to High School students. Shes covering the topic of Public Opinion and the Media as it relates to election cycles.2. KJ then shares the link for the website, The Living Room Candidate with the students via a custom Twitter hashtag she created for her class.

Example

Brian teaches elementary social studies. Hes been teaching about the Civil War but wants to include Patricia Polaccos Pink & Say as part of his Language Arts integration.1. Brian gives his students a word cloud of some of the vocabulary from the text they are about to start reading. Students are to circle at least three words they dont know, find them, draw a line from the word to a sentence describing/defining it.

Example

Brian teaches elementary social studies. Hes been teaching about the Civil War but wants to include Patricia Polaccos Pink & Say as part of his Language Arts integration.2. Brian shares with his students the link to http://visuwords.com Students are able to use this tool to help them complete and check some (not all) of the words provided.

Way 3:In-Class StrategiesIn-Class Strategies

http://www.teachtci.com/social-studies-teaching-strategies.htmlExample

KJ teaches American Government to High School students. Shes covering the topic of Public Opinion and the Media as it relates to election cycles.3. As students enter class, they respond to an entrance question using their laptops, tablets, or smartphones via padlet.com.

Example

KJ teaches American Government to High School students. Shes covering the topic of Public Opinion and the Media as it relates to election cycles.4. During class, students work in partners to identify persuasive techniques in other election pieces stretching back to the 19th century.

Example

KJ teaches American Government to High School students. Shes covering the topic of Public Opinion and the Media as it relates to election cycles.5. For outside work, students in groups are assigned a fictional candidate for President and must create an advertisement using the techniques they learned from the lesson. KJ has her students use tools like Mozilla Webmaker and Animoto. Students collaborate together on celly and lino.it.

Example

Brian teaches elementary social studies. Hes been teaching about the Civil War but wants to include Patricia Polaccos Pink & Say as part of his Language Arts integration.3. Brian creates a placard for each word. As students enter the room, they are encouraged to stand by one that they covered out of class. In small groups, students share what they learned. They then listen to other groups who represent words they did NOT do. The teacher filters the information.

Example

Brian teaches elementary social studies. Hes been teaching about the Civil War but wants to include Patricia Polaccos Pink & Say as part of his Language Arts integration.4. The class is divided into reading quads. As groups read a chapter, they are responsible for preparing a quick Act-it-Out to show what happened/what was important. The act-it-outs should include appropriate vocabulary from the book, simple props, and visuals to bring it to life. Its not necessary to have a script but it should show what they know.

Example

Brian teaches elementary social studies. Hes been teaching about the Civil War but wants to include Patricia Polaccos Pink & Say as part of his Language Arts integration.5. Outside of class, students are challenged to write an obituary for Pinkus that might have appeared in a newspaper. To make it seem realistic, Brian provides the site http://fodey.com to his students to make a news clip look real.

22

http://teachtci.com/trial

23