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Classrooms 101Peggy LawsonCoordinator of Instructional TechnologySE Cornerstone Public School Division

If I didn’t have to directly teach/lecture

my students on

[fill in your topic here]

I would use that time together in class

to. . .

What is the Flipped Classroom?

Moving instructional content

like

lectures to homework time and

…

Using that extra class

time for

MORE

IMPORTANT

STUFF

Inquiry Activities

One-on-one support

Project-based learning

Class Discussions

Individualized instruction

. . .

Things you want to do with your

students but don’t have (enough) time

for

Brief History

2007 – Chemistry teachers Jonathan Bergman &

Aaron Sams, Woodland Park High School in Woodland

Park, CO.

Original intention for students who missed class

Close relative of blended learning, where content is

posted online for students to access 24/7

Mastery learning – students can move at their own

pace through a class thanks to the developed

repository of learning materials

What does it look like?

Lectures and other direct instruction may

be converted to short video lessons – the

new homework (but not always video)

Classroom time shifts from inactive to

action

Classroom environment may shift from

this . . .

Teaching for Tomorrow:

http://youtu.be/4a7NbUIr_iQ

Flipped Learning

What are some benefits of flipping?

• Classrooms can become student-centered

rather than teacher-directed

• Teachers can provide immediate feedback as

students complete their “homework”

• Students can listen/watch the lesson as often as

needed. Pause & Rewind.

• Students have more time to reflect on the lesson

& synthesize content, and more time with other

students & the teacher for discussion & support

• Encourages students to become more

responsible for their own learning

And . . .

Students who miss class – illness, sports, travel –

can easily catch up on content

Families can learn together; parents can learn

how to help support their children

EAL students (and their parents & siblings) can

listen to the material at a more suitable pace

Substitute teachers. ‘Nuff said.

Mastery Learning

Once a full set of materials has been posted,

students are more able to progress through a

class at their own pace, go deeper into topics

of interest

Potential Pitfalls My Students Don`t have Equity of

Access Not all students can watch lessons at home

Solutions: Be sure technology is available to students at

school during “off hours” – before and after school, lunch time

Burn videos and other content to CD.

Provide student with a loaner laptop to take home

Be sure these students get one of the free extra school computers when they are decommissioned from the school

Personal phones, iPads, etc. often have Internet access

Potential Pitfalls My students are too young

Age and grade appropriate – flipping is often

most useful for high school, and less so for

middle years

Benefits for younger students are for different

reasons than for high school students

KEEP IT SHORT

Especially important if several classes flip –

pay attention to total homework time

A Teacher’s Story

http://goo.gl/wgbVJj

Does it improve learning?

Clintondale High School in Michigan saw the

failure rate of its 9th grade math students drop

from 44 to 13 percent after adopting flipped

classrooms (Finkel, 2012).

Educational Leadership, March 2013 | Volume 70 | Number 6

Do’s and Don’ts

Don’t …

Think that you have to flip every lesson.

Create long recordings. 5 – 10 minutes or

less; shorter for younger students.

Expect students to suddenly flip for flipping

– it will take time for them to adjust

Expect your classroom to suddenly become

student-centered – this work is up to you

Do’s and Don’ts

Do

Be sure to replace the “lecture” time and

textbook reading with quality learning and

instruction

Rich discussions

Labs & Hands-on activities

Collaborative projects

Project-based learning

Differentiated individualized instruction

Do’s and Don’ts

Do … Use videos, readings, other

activities as lesson starters interest developers points to ponder

Work collaboratively

Do’s and Don’ts

Do

Start small. Keep it manageable.

Build up a library of resources over

time

Expect problems. It’s technology –

why would you expect it to work

smoothly as planned every time?

Tips

With elementary students, and even middle

school, begin by creating centers in your

classroom where students can experience the

process of learning by video with your support.

For older students, consider building a frequently

asked questions video library that focuses on

particular trouble-spots for your students rather

than trying to recreate all of your content from

the beginning.

http://www.edudemic.com/2013/08/flipped-classroom-issues-solutions/

Getting Started

Where to Begin

Begin with the end in mind –

How will you

redefine your class time?

What should I flip?

Science 6

The 4 forces of flight

Research on Canadian contributions of space

technology Spend class time on evaluating those contributions

Videos of vertebrates – come class prepared with

questions

Electricity – characteristics & applications of

static electrical charges, conductors, insulators,

switches & electromagnetism

How do I create a flipped lesson?

The New Homework

Typical class time content Videos of lectures Audio podcasts Screencasts of lesson not PowerPoints

Discussion starters Examples Exemplars Student created and/or curated

Do I need to create my own videos?

Use existing resources

YouTube Ted Ed Discovery Ed Khan Academy Teacher Tube iTunes U

Or Create Your Own

Video record your lessons

Video cameras, flip cameras,

smartphones

Create, organize, post content typically

presented during class

Screencasting

Jing

Screenr Screencast-o-matic Camtasia Studio

($179) Snagit ($29.95)

SMART Board

Educreations Screen Chomp ShowMe Ask3 Inkflow Replay Note ($4.99) Knowmia

iPad PC

Where will my content live?

Many apps have their own hosting sites – link

or embed code into your own CornerNet or

Blackboard class, blog, wiki, . . .

Upload to

You Tube

iTunes U

Teacher Tube

Where will my content live?

You Tube

iTunes U

Teacher Tube

Google Drive - http://goo.gl/d9EFzM

Vimeo

Presentation Tube

Many apps have their own hosting sites – link or

embed code into your own CornerNet or

Blackboard class, blog, or wiki

Editing Video

Do I need to edit my video?

Adobe Premiere Elements

Windows Movie Maker

YouTube Video Editor

A good discussion of production techniques - I Flip, You Flip, We All Flip –

http://youtu.be/ZRvmjjeZ9CA

Tips

Start small with a few lessonas Keep recordings short Only use videos if they are the right

tool Begin with the end in mind - Prepare

for your extra class time! This is the most valuable aspect of flipped instruction

Communicate with Parentshttp://blog.iste.org/ready-flip-5-ways-ensure-successful-flipped-learning/

Other Things to Flip

School staff meetings Parent preparation for 3-way

conferences – classroom highlights

Let’s get to work

http://goo.gl/DNLkFY

References & Resources

Clintondale High School - http://www.flippedhighschool.com/

Flipped Learning – http://jonbergmann.com/

Flipped Learning Network –http://www.flippedlearning.org/

Flipped Leaning Network Ning – http://flippedclassroom.org/

Edudemic. The Teacher’s Guide to Flipped Classroomshttp://www.edudemic.com/2013/08/flipped-classroom-issues-solutions/

Edudemic. The 10 Best Web Tools For Flipped Classrooms http://www.edudemic.com/2013/04/web-tools-for-flipped-classrooms/

http://www.eschoolnews.com/2013/07/30/does-research-support-flipped-learning/

References & Resources

I Flip, You Flip, We All Flip - http://youtu.be/ZRvmjjeZ9CA

“In this short (24 min) video clip, Keith talks in details about the fundamental idea behind the concept of flipped classroom and he also provided some important tips and tools on how teachers can use video lessons with their students.”

The video gives a good quick explanation regarding the actual filming & production of videos. Good for more advanced “flippers”

References & Resources

http://blendmylearning.files.wordpress.com/2011/12/lessons-learned-from-a-blended-learning-pilot4.pdf

http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx

Canada Education. 2013. Biology teacher’s Flipped Classroom: ‘A simple thing, but it’s so powerful’ 54(3) http://www.cea-ace.ca/education-canada/article/biology-teacher%E2%80%99s-flipped-classroom-%E2%80%98-simple-thing-it%E2%80%99s-so-powerful%E2%80%99

Extras

A Teacher’s Story

“My design for the Flipped Classroom evolved over the

year. For the first semester I thought, oh, I’ll just give

them all these choices and I’ll be free and oh, this will

be great. That did not work at all! Students are not

ready for a leap into a whole class of self-directed time.

They didn’t know how to do that. They’re used to being

controlled by teachers and dependent on the

homework”

Biology teacher Carolyn Durley, Kelowna BC

“So the second semester I structured it differently.  I

started with 10 minutes of what I call "flex time" (where

students are invited to make choices) and we grew that

time to 20 minutes to 30 minutes to 40 minutes until at

the end of the semester students could self-regulate and

get engaged in the learning all on their own for the entire

class.

I also did a little bit of “stand and deliver” because I

found that some students were angry at me when they

showed up in Grade 12 and said, “What do you mean

you’re not going to teach me. That’s what you do. Come

on.” They needed proof that I was still their teacher, that

I do know the content, I still can entertain.”

“I think that’s still a big part of what students like

about being direct-taught, and that’s part of what

makes you a good direct-instruction teacher: you’re

very good at entertaining kids, and I was good at that.

So it was a bit of a loss, a grieving process for me to

let go of that persona. It was a change that I had to

work with them to buy into and demonstrate to them

that I was still their teacher, and then slowly let go of

the old role. Students didn’t notice that by the end of

the year I wasn’t doing any direct instruction, that they

were in charge, that the classroom was run by them

and that I was really just a facilitator.”

How do students respond to the Flipped Classroom style of learning?

It’s funny. A lot of people say the flipped classroom is

probably only good for high-end students, and not good for

struggling learners. I find the reverse is true. Students that

are most angry or frustrated with this change at first are

high-end students, the ones best at “playing school,”

regurgitating exactly what you said yesterday back to you.

They are really good at playing school but they are not

necessarily connected to their own learning. They have the

most to lose, because they’ve always done really well at

the old system. They don’t want to take risks because

they’re the perfectionists – girls, a lot of them.  They want

the 96, the 97 and if they don’t get it, it really upsets them.

So you have to spend time appeasing their anxieties.

http://goo.gl/WDKaYR

Does it improve learning?

In one survey of 453 teachers who flipped their

classrooms:

67% reported increased test scores, with

particular benefits for students in advanced

placement classes and students with special

needs

80% reported improved student attitudes

99% said they would flip their classrooms again

next year (Flipped Learning Network, 2012).