@flipdiff #flipdiff Differenang the Flipped Classroom: A...

9/20/16

Differen.a.ngtheFlippedClassroom:AFlexibleApproach

toEngagingStudentsEricM.Carbaugh,PhD-carbauem@jmu.edu

Presenta.onDesignedWithCo-AuthorKris.naJ.Doubet,PhD-

doubetkj@jmu.edu

DepartmentofMiddle,Secondary,andMathEduca.onJamesMadisonUniversity–Harrisonburg,VA

@flipdiff#flipdiff

SessionOverviewl  Aflippedinstruc.onalmodelallowsteachers,throughtechnology,toproac.velyrespondtodiversestudentneeds.Byrecordinglecturesforstudentstoviewathome,teacherscandedicateclasstofacilita.ngsmallgroup/individualac.vi.es,monitoringstudentprogress,andprovidingappropriatefeedback.Properlydesigned,aflippedclassroomcaneffec.velysupportdifferen.a.on.Todaywewill:l  Inves.gatebestprac.cesfordigitallearningl  Exploretheflexibilityprovidedbydigitallearningbothathomeandatschool

l  Evaluatetoolsforflippingbaseduponinstruc(onalpurpose.

PlickersPre-AssessmentOurAgendal  FramingQues.ons

l  Quali.esofDifferen.a.onandFlipping

l  ClassroomCommunity

l  Forma.veAssessment

l  Differen.a.onBasedonReadiness

l  Differen.a.onBasedonInterest

l  Pu^ngitAllTogether:TheFLPTemplate

9/20/16

Today’sMeetChat:ShareYour“Take-Aways”l Peopletotheledofcenter(yourled):

l Peopletotherightofcenter(yourright):

l Aderyouscrollthroughsomeoftheideasshared,chatwithyourtableandtryandsummarizeyourthinking.

PushingPauseisNoLongerEnoughl  TheFlippedLearningNetworkhasar.culated11indicatorswhicheducatorscanusetoself-assesstheirflippedlearningeffortsorprogress.Theseindicatorsincludemarkerssuchas:l  Iprovidestudentswithdifferentwaystolearncontentanddemonstratemastery

l  Ipriori(zeconceptsusedindirectinstruc(onforlearnerstoaccessontheirown

l  Iconductongoingforma(veassessmentsduringclass(methroughobserva(onandbyrecordingdatatoinformfutureinstruc(on(Yarbro,Arfstrom,McKnight,&McKnight,2014).

OurFramingQues.ons:l Howcantechnologyassistinaddressingstudentdifferences?

l Howcanteachersharnessthepoten.aloftechnologytomeetthesediverseneeds?

l Takeafewminutesto:1.  Considerpossibleideastotheseques.ons2.  Generateyourownpersonalques.onsyouwouldliketohaveaddressed

OurGuidingPrinciplel Manyofthetoolsreferencedtodaycanhelpfacilitatedifferen.a.onbothathomeandatschool.

l Ifwearetrulyembracingthefullpoten.aloftheFlippedclassroom,wemustconsidermethodstodifferen.ateforstudentsbothathomeandatschool.

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Pu#ngitinAc+on:AtHome

Image:hop://printhut.co.uk

l  Askingstudentstorewindandrewatchisnotenoughtoensureac.veprocessing,orafocusonintendedlearningoutcomes.

l  Requirestudentstodemonstrateevidenceofinterac.ngwiththevideo.

l  Whenpossible,includeopportuni.esforpeerinterac.onwhenini.allyprocessingcontent.

l  U.lizebothprintandonlinesources.l  GraphicOrganizersl  JournalPrompts

Pu#ngitinAc+on:AtSchool

Image:hop://printhut.co.uk

•  Ac.vi.esshouldrespondtoorextendat-homelearning.

•  Grouping/Meaningfulinterac.onswithpeersortheteachershouldbeincluded.

•  Whatisproducedduringtask(s)?Isitdifferen.ated?

•  Forma.veassessmentsshouldbeincludedearlyinlessonstocheckforunderstandingaboutwhatwaslearnedat-home,aswellasduring/attheendofclass.

TheDifferen.ated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

Ac.veProcessing

Forma.veAssessment

Proac.veResponseToStudentNeeds

(Readiness/Interest)

FlexibleGroupingAtH

AtSchool

FlippedResources:Crea.onToolsComputer-Based

l www.screencast-o-ma.c.coml Screencas.fy(GoogleChrome)

l  Jingl OfficeMix(PC) PublishingTools

l www.youtube.coml www.teachertube.coml MostLMSs(Schoology)

Appsl Doceril  showmel Periscopel  iMoviel educrea.ons

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iMovieTrailerTeacherUse

l Useacombina.onofvideosandtexttouseasasummary,ahook,oratransi.oninalessonorunit

StudentUsel Students–individuallyoringroups–createandcombinevideosandtexttodemonstratemasteryoflearninggoalsinasuccinctformat

hops://www.youtube.com/watch?v=F_VZqH008WY&feature=youtu.be Ready-MadeandPersonalizedVideos

Ready-MadeThesevideosarereadyforyoutoprovidetoyourstudentssimplybysharingthelinks(ordownloadedifinternetaccessisaproblem).

l  www.khanacademy.com

l  www.teachertube.com

l  www.youtube/edu

l  iTunesU

l  www.Learnzillion.com

Personaliza.onHowever,itisimportantthatready-madevideosselectedforflippingalignwithyourdesiredlearningoutcomes.

Onewaytobeoeralignvideosisthroughcontentpersonaliza.on,addingimages,text,andques.onsintothevideos.

l  www.playposit.com(formerlyeducanon)

l  www.zap.on.com

l  Ed.ted.com

TheDifferen.ated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

Ac.veProcessing

Forma.veAssessment

FlexibleGroupingAtH

AtSchool

LogforStudentBlog-PostInterac.ons

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.22

9/20/16

Collabora.oninanOnlineEnvironmentl AstudyatCornellfoundthatstudentswhowererequiredtointeractinalanguage-learninggame(versusstudentswhohadtheop.ontocollaborate)spentmore.mecommunica.ngwithotherplayersandconsequen.allylearnedmorewords(inthiscase,Japanese).

l  Culbertson,G.,Anderson,E,White,W.,Zhang,D.,&Jung,M.(2016).Crystallize:AnImmersive,Collabora(veGameforSecondLanguageLearning.Proceedingsofthe19thACMConferenceonComputer-SupportedCoopera.veWork&SocialCompu.ng.Pages636-647.

Promo.ngClassroomCommunityandaGrowthMindsetl  Teachersmustempathizewiththeirstudentsandmakeeveryefforttodevelopcaringrela.onships—teacher-to-studentandstudent-to-student—withintheclassroom(Sousa&Tomlinson,2011).

l  Teachersshouldseektofosterposi.veinterac.onswithstudentsandbetweenstudents,thusraisingthefrontallobe’sabilitytosupportmemory(Sousa&Tomlinson,2011).

l  Afindingfromthe2012ProgramforInterna.onalStudentAssessment(PISA)citesevidencetosupportthevalueofself-efficacy(growthmindset):“Prac.ceandhardworkgoalongwaytowardsdevelopingeachstudent’spoten.al,butstudentscanonlyachieveatthehighestlevelswhentheybelievethattheyareincontroloftheirsuccessandthattheyarecapableofachievingathighlevels”(Organisa.onforEconomicCo-opera.onandDevelopment2012,p.21).

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.

Promo.ngClassroomCommunityandaGrowthMindsetFamousFailuresVideo:hops://www.youtube.com/watch?v=dT4Fu-XDygw

Aderwatching,teacherscanaskstudentstoconsider:“…a.mewhenyoufailedatsomethingini.ally,butthenwitheffortbecamemoresuccessful.Ifyoucan’tthinkofa.me,picturesomethingthatyouarestrugglingwithnow.Whatstepsmightyouneedtotaketobecomemoresuccessful?”

FollowupTaskStudentsworkindividuallyorinsmallgroupstocreatetheirown“famousfailures”videosfilledwithpersonalexamples.

TheImportanceofMindsetl Mindsetisthemostimpac{ulonstudentswhenteachers“walkthewalk.”Saiddifferently,teachersmustspeakandactastheybelieve.

l Considerhowyoumightusesomeoftheseresourceswithyourteacherstohelpthemcometoviewalltheirstudentsascapablelearnersandactaccordingly.

9/20/16

ClassroomCommunityl  GoogleFormsareanexcellentwaytocommunicatewithyourstudents

l  GoogleFormsdifferfromGoogleDocsinthattheyofferaconfiden.alwaytoshareinforma.on.

l  Googleformsarecreatedasandfunc.onmuchlikeanonlinesurvey.

l  Asyouwatchthefollowingclip,thinkaboutl  Theprosandconsofthisapproachl  Howyouwouldencouragetheuse/adap.onofthisinyourschool

OtherFlippedResources:Interac.onTools

l www.kidblog.coml www.livejournal.coml www.todaysmeet.coml Backchannelchat

Thesetoolscanalsobeusedas“Flipped”PDtoolstoencourageteacher-

teacherorteacher-admincommunica.onand

reflec.on.

Polleverywherel WhyisCommunitysoimportantinanonlinelearningenvironment?

TheDifferen.ated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

Ac.veProcessing

Forma.veAssessment

FlexibleGrouping

AtSchool

9/20/16

Forma.veAssessmentl  Encourageteacherstobeproac(veindiscoveringstudents’learningneedsandinplanningtoaddressthoseneeds.

l  Thisiswherethetypicalapproachtotheflippedclassroommodelmayfallshortintermsofdifferen.a.on,andintermsofteachers’abilitytomanagemee.ngavarietyofneedsinannontradi.onalse^ng;flippedclassroomsodenoperateonastrictlyreac.onarybasis,whichcanleadmanyteacherstofeelthinlyspread.

l  Forma.veAssessmentdatacanbecollectedbothathomeandatschool;ineithercase,itrequiresproac.veplanning(T)andac.veprocessing(ss)

SourceReliabilityAt-HomeGraphicOrganizer

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.29.

InaFlippedModel,EntranceQues.onsmayreplaceExitQues.onsName 3 narrative techniques a writer can use to show what a character is like (pull from those discussed in last night’s video). Use 2 of these techniques to briefly describe yourself List 1 technique you hope the teacher will discuss in more detail in today’s class.

ORTeachersMayUseaCombina.onofBoth

AtHome

AtSchool

9/20/16

Forma.veAssessmentTools

l www.socra.ve.coml www.polleverywhere.coml www.forma.ve.orgl  flipgrid.coml  padlet.coml  Kahoot.itl Quizlet.coml  Nearpod.coml  Plickers.coml  SmartNotebookl  GoogleForms,Blogs,backchannels(see“Interac.onTools”slide)

Usethesetools–andotherslikethem–tocheckforunderstandingduringandaderaflippedlesson.Evenwhile“at

home,”studentscanalerttheirteacherstotheirmisconcep.onsandques.ons.

Inaddi.on,manyofthecontentpersonaliza.ontoolsdiscussedallowyoutoembedvariousquizzesanddiscussion

prompts.

Forma.veAssessmentPauseforamomentandconsiderthefollowingques+on:

hop://padlet.com/carbauem1/VASCDSW

l  Whatisonebenefitofforma.veassessmentfortheteacherorthestudent?

l  ScantheQRcodetotherighttobringupourPadletpageonyourphone.

l  Typeinabriefresponsetotheques.on.

TheDifferen.ated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

Ac.veProcessing

Forma.veAssessment

FlexibleGrouping

AtSchool

Differen.a.onBasedonReadiness

l  “Yourstudentsarewellawareoftheworldbeyondtheclassroom,andtheroleplayedbytheirschoolinginpreparingforthefuture.Studentsvaluebeinghelpedtoachieveindependenceandautonomy,andappreciateteacherswhocanconnectthenewwiththefamiliar,canconveycomplexno.onsinsimpleterms,whoac(velyrecognizethatstudentslearnatdifferentrates,andneedvaryinglevelsofguidance,feedback,andinstruc(on”(Ha^e&Yates,2014,p.31,emphasisadded).

l  Atitscore,readiness-baseddifferen.a.onisaboutmovingstudentsforwardfromtheirindividualstar.ng“zones”toachieve+1growthinlearning(Ha^e,2012).

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UseForma.veAssessmenttoAdjustInstruc.onl “GroupHuddles”forsmallgroupsofstudentswhoneedextrasupportorchallenge

l Graduatedlevelsofques.ons,resources,organizers,etc.forat-schoolprocessing

l Interest-basedprocessingprompts(athome)

ReadinessBasedQues.onsandPromptsl  Though{ulplanningandimplementa.onofclassroomques.oningandpromp.ngcan…raisethelevelsofpar.cipa.onandachievementamongallstudents(Marzanoetal.,2001).

l  Toaddressthevariousreadinessneedsofstudents,teachersofadifferen.atedflippedclassroomshouldemployeffec+veques+oningandpromp+ngstrategiesbothathomeandinschoolthatengagedifferentcogni+velevels.OneframeworktohelpteachersconceptualizethisprocessbasedonWebb’sDepthofKnowledgeLevels(Webb,2002).

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom.ThousandOaks,CA:CorwinPress.

MiddleSchoolMath:YellowGroup

MiddleSchoolMath:BlueGroup

9/20/16

TieringtheText

FromCarbaugh&Doubet(2016).TheDifferen*atedFlippedClassroom:APrac*calGuidetoDigitalLearning.Corwin.

CompleteTheFollowingGraphicOrganizerWithAPartner

Flipping/Differen+a+ngTool WhyandHowIMightUseIt(Specifically)

Forma.veAssessmentTool(s):

Community/MindsetTool(s):

ReadinessTool(s)/Strategies:

Flipping/Differen+a+ngTool WhyandHowIMightUseIt(Specifically)

PadletAnotherForma.veAssessmentTool:________________________

UsePadletasaformativeassessmentwhenstudentsenterclassafterviewingavideoonplatetectonicsfromthenightbefore.I’llusethistodeterminehowmuchIneedtoreviewandto;inalizemygroupingsfortheday.Newtool-HowUsed:

ToolsforCommunity/Mindset(Kidblog,Livejournal,TodaysMeet,etc.)

Uses(Thinkabouthowyoucanuseoneormoreofthesetoolstohelpstudentsinteractwithoneanotherandfosteragrowthmindset):

ToolsorStrategiesforReadiness(Graphicorganizers,.eredques.ons,.eredresources,etc.)

Howmightyouprovidedifferent“levels”oftasksorresourcestostudents?

CompleteTheFollowingGraphicOrganizerWithAPartner

TheDifferen.ated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

Ac.veProcessing

Forma.veAssessment

FlexibleGrouping

AtSchool

9/20/16

Differen.a.onBasedonInterestl  “Ge^ngstudentstospendmore.mestudyingorlearningcanbeatallorder,especiallywhenfacedwithatopicthattheydonotseemuchneedforknowing.Thus,unlessastudentisintrinsicallymo.vatedtoexplorethelessonmaterial,itwillbeanuphillbaolefortheteachertogetthemtodosowithoutsupervision.Putsimplyandinthecontextoftheflippedclassroom,simplyforcingstudentstoviewalessonathomebeforealessoninclass,orrewardingthosewhodo,justwon’twork”(Lam,2014).

l  Bothbrainresearch(e.g.,Jensen,2005;Willis,2007)andeduca.onalresearch(e.g.,Bransford,etal,2000)revealthatstudentsperformbeoerwhentheyseesomeconnec(onbetweenthecontentandthemselvesand/ortheworldaroundthem.

Interest-BasedPrompts:AtHome

l  Researchhasshownthatappealingtostudentinterest–eveninsmallways-canincreasestudentinvestmentandachievement(Walkington,2013).Considerthefollowingexamplel  CCSS.MATH.CONTENT.6.SP.B.5.CGivingquan.ta.vemeasuresofcenter(medianand/ormean)andvariability(interquar.lerangeand/ormeanabsolutedevia.on),aswellasdescribinganyoverallpaoernandanystrikingdevia.onsfromtheoverallpaoernwithreferencetothecontextinwhichthedataweregathered.

l  Studentscanselectoneofthefollowingop.onsontorespondtoaderviewingthisvideofromKhanAcademy:hops://www.khanacademy.org/math/probability/descrip.ve-sta.s.cs/central_tendency/v/mean-median-and-mode?v=k3aKKasOmIw

Walkington,C.A.(2013).Usingadap(velearningtechnologiestopersonalizeinstruc(on:Theimpactofrelevantcontextsonperformanceandlearningoutcomes.JournalofEduca(onalPsychology,105(4):932-945

Interest ProblemText

TraditionalAsampleoftenmiddleschoolstudentswasaskedtocountthenumberofwritingutensilsthattheyown.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8•  Whatisaverageofthesetnumbers?•  Whatisthemedianofthesetofnumbers?•  Createa“;ive-numbersummary”ofthedataanddisplayitinboxplotformat•  Whatpatternsdoyouseeinthedata?

VideoGames

Asampleoftenmiddleschoolstudentsthatplayvideogameswasaskedhowmanyhourstheyspendplayingeachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:

5,4,2,10,6,14,8,5,1,8[samequestionsastraditionalproblem]

SocialMedia

AsampleoftenmiddleschoolstudentsthatuseFacebookwasaskedhowmanystatusupdatestheyposteachweek.Theirresponsesarerepresentedinthefollowingsetofnumbers:

Sports Thegirl’sbasketballcoachwasfrustratedwiththeamountofplayersfoulingout.Forthenext;ivegames,thecoachkeptarecordofeverytimeaplayercommittedafoul.Thenumbersbelow

representeachplayer’stotalamountoffoulsovera;ive-gameperiod.

Adjus+ngAlgebraProblemstoAppealtoStudentInterest

TriMindHistoryPrompts:AtHomeorAtSchool

FromCarbaugh,E.M.&Doubet,K.J.(2016).Thedifferen*atedflippedclassroom.ThousandOaks,CA:CorwinPress.p.76.

9/20/16

LearningMenus–HowtheyWorkl  Learningmenusoutlineavarietyofinstruc.onalop.onstargetedtowardimportantlearninggoals.

l  Studentsareabletoselectthechoiceswhichmostappealtothem.

l  Theteacherdirectsthemenuprocess,butthestudentisgivencontroloverhis/herchoiceofop.ons,orderofcomple.on,etc.

l NOTE:Idealforuseinclassasanchorac.vi.esforstudentstoworkoniftheyhavecompletedothertasksoriftheteacherisworkingwithasmallgroup

RAFTscanbeusedinthesamemanner,bothattheLessonLevel(GrammarRAFT…)

…andattheUnitLevel,likethisScienceNaturalResourcesRAFT

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PauseForReflec.on:AlongWithanElbowPartner,SelectOneOfTheFollowingPromptsToDiscuss

l Thinkofa.mewhenyouorateacheryouworkedwithadjustedinstruc.onorassessmentforstudentinterests.Whatworkedwell?Whatdidn’tworkwell?Whatnewideasmightyousharewithteachersadertoday?

l You’vebeenaskedbyacolleaguetoexplaininterest-baseddifferen.a.oninaflippedclassroom.Whatmightyoutellthem?Howdoesthisalignwithyourconcep.onspriortotoday’swork?

TheFLP

KahootQuiz

9/20/16

BooomLine“Take-Away-s”l  Letkidsinteractwithideasathome!Usetheresourcespresentedinthissessiontodoso.

l  RequirestudentstoPROCESSathomeandtoreturntoclasswithevidenceofwhatthelearnedandwhatiss.llfuzzy(graphicorganizers,Sternbergprompts,discussionboardposts,etc.).

l  Allow.meinclasstosynthesizestudentprocessing(perhapsdifferen.atedbasedonreadinessorinterest)andtakeittothenextlevel.

l  Buildinstructurestoensureflexibilityandencouragecon.nuedprocessing(differen.atedbasedonreadinessorinterest).

l  Alwaysemphasizethinkingandtransferalignedwithyourlearninggoalsandstandards.

TheDifferen.ated

FlippedClassroom

TechnologyasaTOOL

topromote…

ClassroomCommunity

SocialProcessing

Ac.veProcessing

Forma.veAssessment

FlexibleGrouping

AtSchool

ToExploreAddi.onalIdeas:l hop://flippedclass.com/tools/

l hop://edtechteacher.org/tools/

@flipdiff

9/20/16

Referencesl  Bransford,J.D.,Brown,A.L.,andCocking,R.R.(Eds.)(2000).Howpeoplelearn:Brain,mind,experience,andschool.Washington,

D.C.:Na.onalAcademyPress.

l  Carbaugh,E.M.&Doubet,K.J.(2016).Thedifferen(atedflippedclassroom:Aprac(calguidetodigitallearning.ThousandOaks,CA:CorwinPress.

l  Ha^e,J.(2012).Visiblelearningforteachers:Maximizingimpactonlearning.NewYork:Routledge.

l  Ha^e,J.,&Yates,G.(2014).Visiblelearningandthescienceofhowwelearn.ThousandOaks,CA:Corwin.

l  Jensen,E.(2005).Teachingwiththebraininmind(2ndEdi(on).Alexandria,VA:ASCD.

l  Lam,E.(2014).Whatistheroleofcontentinflippedclassrooms?Edudemic.Retrievedfromhop://www.edudemic.com/content-in-flipped-classrooms/?utm_source=hootsuite&utm_campaign=hootsuite

l  Organisa.onforEconomicCo-opera.onandDevelopment(2012).PISA2012ResultsinFocus:What15-YearOldsKnowandWhatTheyCanDoWithWhatTheyKnow.Paris:OECD.

l  Sousa,D.A.,&Tomlinson,C.A.(2011).Differen(a(onandthebrain:Howneurosciencesupportsthelearner-friendlyclassroom.Bloomington,IN:Solu.onTreePress.

l  Walkington,C.A.(2013).Usingadap.velearningtechnologiestopersonalizeinstruc.on:Theimpactofrelevantcontextsonperformanceandlearningoutcomes.JournalofEduca(onalPsychology,105(4):932-945.

l  Willis,J.(2007).Theneuroscienceofjoyfuleduca.on.Educa(onalLeadership,64.Retrievedfromhop://www.ascd.org/publica.ons/educa.onal-leadership/summer07/vol64/num09/The-Neuroscience-of-Joyful-Educa.on.aspx

l  Yarbro,J.,Arfstrom,K.M.,McKnight,K.,&McKnight,P.(2014).ExtensionofareviewofFlippedLearning(literaturereview).Washington,DC:PearsonandtheFlippedLearningNetwork.Retrievedfromhop://researchnetwork.pearson.com/wp-content/uploads/613_A023_FlippedLearning_2014_JUNE_SinglePage_f.pdf

@flipdiff #flipdiff Differenang the Flipped Classroom: A...

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