Flipping out for Flipped Classrooms

Flipping out for Flipped Classrooms

Lisa Rubenstein, Ph.D.Ball State University

Southern Indiana Education Center, Jasper, INMarch 14, 2014

Helpful Information

Name

Position

Current level of knowledge of flipped classrooms

1: No Understanding

2: Definitional Level

3: Experimental Level

4: Expert Level

What is the purpose of education?

What are the many, varied, and unusual purposes of teachers?

Introduction to Flipped Learning

The Struggle of Delegation

Can we trust someone else to do what we do?

Who would benefit?

Traditional Structure

In ClassLectures

HomeworkPractice

Defining the Flipped Classroom

In ClassPractice

HomeworkLectures

Four Pillars from FLN

Flexible Environments

Shift in Learning Culture

Intentional Content

Professional Educators

Is it a wise investment?

What is the truth?

What could cause this variance?

Possible Variables?

Teacher Variance (teacher’s ideal teaching methods and comfort)

Students Variance (developmental level, SES, support, outside demands)

Implementation Variance (quality of independent content, quality and design of in class experiences, time, available support and resources)

Successful flipped classrooms are founded on sound educational

practices.

Possible Benefits

Student Control (Pace, Repeat as Necessary, Depth)

Content Differentiation

More Time for Exploration and PBL Experiences

More Support Outside the Classroom

More Directed Help Inside the Classroom

Scientist Teacher

Deliberate Content Purposeful Classroom Experiences

Clarity of Curricular Goals Awareness of Students+

Designing Flipped Classrooms

Agenda9-10 Introduction and Clarity of Instructional Objectives

10-10:30 Student Pre-Assessment

10:30-11:30 Teacher Developed Content

11:30-12 Exploration of Existing Content

12-12:30 Lunch

12:30-1:00 Designing Organizational Systems

1:00-2:45 Purposeful Classroom Experiences

2:45-3:00 Design Sharing and Questions

Deliberate Content Purposeful Classroom Experiences

Clarity of Curricular Goals Awareness of Students+

Designing Flipped Classrooms

Clarity of Curricular Goals

Clarity of Curricular Goals

Rubenstein Bakery

Clarity of Curriculum Goals

What Should Students: Know, Be Able to Do, Understand

Are you able to separate them?

Can you differentiate them?

What can they do on their own? Where will you make the most difference?

How will you assess them?

Constitution

Water Cycle

Biodiversity

Awesome Activities Copious Content

Sins of Curriculum Development

Big Ideas

Systems: System components affect each other. When one

piece is out of balance, it affects the others.

What is the effect of an imbalanced system?

Biodiversity

Constitution

Water Cycle

Big Ideas

Essential Questions Enduring Understandings

Perspective, Change, Relationships, Systems...

What affects one’s perspective?

History involves interpretation; historians may

disagree.

Understanding

Sample: Biodiversity

Text/IN Objectives: Explain the value of biodiversity. Identify the factors that affect biodiversity. Name some human activities that threaten biodiversity. List some ways to protect biodiversity.

CCS: Informational Texts, 6.7 Integrates information presented in different media or formats to develop a coherent understanding of a topic or issue.

To Know, Be able to Do, Understand

Sample: Biodiversity

Text/IN Objectives: Explain the value of biodiversity. Identify the factors that affect biodiversity. Name some human activities that threaten biodiversity. List some ways to protect biodiversity.

CCS: Informational Texts, 6.7 Integrates information presented in different media or formats to develop a coherent understanding of a topic or issue.

KnowledgeProcessUnderstanding

Concept: SystemsEQ: How does the diversity of

life affect survival?

Objectives.

Pick a standard or a lesson. Think about the goals.

Know:

Be Able to Do:

Understand:

Share and Evaluate Objectives

Are your understandings...

...aligned with standards?

...overarching (to promote transfer) and topical (specific enough to focus teaching, learning, and assessment)?

...not obvious or true by definition?

...thought provoking and arguable?

Evaluate when these objectives should be addressed.

Is this something they could do on their own?

Where do student misconceptions normally occur?

How is your time best spent?

Awareness of Students

Deliberate Content Purposeful Classroom Experiences

Clarity of Curricular Goals Awareness of Students+

Designing Flipped Classrooms

Awareness of Students

Pre-assessments: Instructional levels and needs, access to technology, and interests

How much responsibility can students take for their own learning? Can you increase it over time?

Contextual component of learning (access and support)

Differentiation

Readiness = Growth

Interest = Motivation

Learning Profile = Efficiency

Exit/Entrance Cards

Stoplight Learning Video

Exit Tickets Video

Biodiversity Pre/Post-Assessment

What is biodiversity?

What factors influence biodiversity?

How are humans influencing biodiversity?

Why is biodiversity important? What happens if biodiversity decreases?

Process Assessment: Provide 2 sources to integrate.

Interest: What environmental issue concerns you the most? In which endangered species are you most interested?

Assessment

How will you know what your students need?

What might an entrance/exit card look like for your students?

Deliberate Content

Deliberate Content Purposeful Classroom Experiences

Clarity of Curricular Goals Awareness of Students+

Designing Flipped Classrooms

Deliberate Content

Teacher Developed Teacher Compiled

Student CompiledStudent Developed

Teacher Developed Content

Why might you want to develop your own content?

Teacher Developed Content

Benefits...

Connections with students, parents, administrators, and teachers

Demonstrates your knowledge of subject and care for the students

Controllable level of depth

Awareness of...

Perfectionism

Time

Khan Academy

Fractions

What works within this video?Could you improve it?

Ted-Ed

One is one or is it...

What works within this video?Could you improve it?

What videos do you watch for information?

What makes them good?

What makes them bad?

$100 a word

Is it as simple and concise as possible?

Others...

Content: concise, accurate, useful, bias free, stated/met objectives, content presentation, learner application, learner reflection

Technical Production: video, audio, and visual quality

Design a 3-minute (or less) content outline.

What are your options?

Face + Screen (Powerpoint or others...)

Face + Whiteboard

Whiteboard Only

Voice Only

Screen Only

Try and share with partner...

What worked?What didn’t?

Design Options...

What do you want?

Face + Screen OR Just Screen = Screencastomatic

Face + Whiteboard = iMovie or Windows player + actual whiteboard

Whiteboard = iPad app like Educreation

Voice Only = Podcasting

Screencast-o-matic

FREE for 15 minute clips

$15 a year for pro, unlimited recordings...

Captures screen and self

Posts to accessible formats like youtube or google drive

Simple to set up.

Let’s try it...

Try and share with partner...

What worked?What didn’t?

Other Options

Educreation: ipad drawing app (voice and drawing)

iMovie or Windows Movie Player (video of self only)

Camstudio

Other NOT FREE Options: Camtasia, Screenflow...

Existing Content

What are the benefits of using existing content?

Teacher Compiled Content

Benefits

Multiple perspectives

Real world connection

Possible differentiation

Saving time???

Awareness needed...

Time required

Watch the entire video

TED-ED, Khan, and Other Outsourced Content

Bill Nye the Science Guy

TED: Sylvia Earle

MIT/Universities

Khan Academy

TED-ED: Dino Martins

Student Designed or Compiled

Teach the students how to develop and find content

More ownership and potential for learning

Organizational Options

TED ED CourseSites

Two Free Management Systems

Presenting Content using TED-ED

Go to Ted-Ed. Create account.

Click on “Find and Flip”.

Choose the video you want to present.

Add in discussion questions and details.

Share with students.

Serves as an exit and entrance card.

Free CourseSites from Blackboard

Organize course content and materials.

Let’s check it out!

Others?

Your Own Youtube channel

Sqworl account

Others???

Deliberate Content Purposeful Classroom Experiences

Clarity of Curricular Goals Awareness of Students+

Designing Flipped Classrooms

Balancing Content and ExperiencesTypical Timeline

10 minutes: Review notes35 minutes: Work15 minutes: Be distracted. :)

5 minutes: Warm up35 minutes: Lecture10 minutes: Practice/Interact5 minutes: Wrap Up

1 class hour 1 home hour

1 class hour 1 home hour

Flipped Timeline or Shifted Timeline

5 minutes: Directed questions15 minutes: Review content30 minutes: Practice/Interact5 minutes: Wrap Up

20 minutes: Watch content videos.20 minutes: Work on problems.10 minutes: Prepare questions.10 minutes: Be distracted. :) Maybe with class content?

Purposeful Classroom Experiences

Deliberate Content Purposeful Classroom Experiences

Clarity of Curricular Goals Awareness of Students+

Designing Flipped Classrooms

Purposeful Classroom Experiences

Student Driven Questions

Addressing Misconceptions

Reflections

Critical and Creative Thinking Projects

Purposeful Classroom Experiences

Student Driven Questions

Addressing Misconceptions

Reflections

Critical and Creative Thinking Projects

Purposeful Learning Experiences

Simulations

Choice Projects

Socratic Seminars

Gilded Age

Hurricane Katrina

Oil Spill

Sample Simulations

What makes a simulation a simulation?

Simulations

Vary in length, intensity/complexity, and authenticity

Adopt the role of a practicing professional

Inherently answers the question: Who cares?

Commercial Simulations

Interact Units

Online Simulations

Dissecting frogs online: http://

frog.edschool.virginia.edu/Frog2/Dissection/Incisions/skin3_sep.html

Lollipop Mystery: http://

www.pbslearningmedia.org/asset/tdc02_int_creatednafp2/

Simulation: RAFTs

Role

Audience

Format

Topic

Simulation: RAFT Example

Role: Scientist

Audience: Grant Reviewers

Format: Grant Proposal

Topic: A Research Study Examining Biodiversity

Simulation: RAFT Example

Role: Oceanographers

Audience: United Nations Symposium

Format: Speech/Presentation

Topic: Promoting and protecting biodiversity

83

Sample RAFT StripsRole Audience Format Topic

Semicolon Middle School Diary Entry I Wish You Really Understood Where I Belong

N.Y. Times Public Op Ed piece How our Language Defines Who We Are

Huck Finn Tom Sawyer Note hidden in a tree knot

A Few Things You Should Know

Rain Drop Future Droplets Advice Column The Beauty of Cycles

Lung Owner Owner’s Guide To Maximize Product Life

Rain Forest John Q. Citizen Paste Up “Ransom” Note

Before It’s Too Late

Reporter Public Obituary Hitler is Dead

Martin Luther King TV audience of 2010 Speech The Dream Revisited

Thomas Jefferson Current Residents of Virginia

Full page newspaper ad

If I could Talk to You Now

Fractions Whole numbers Petition To Be Considered A Part of the Family

A word problem Students in your class Set of directions How to Get to Know Me

Lang

uage

Arts

Scie

nce

Hist

ory

Mat

h

Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

Self Portrait RAFTHigh School Art

Students willKnow:

! ! Characteristics of self portrait! ! Appropriate use of artistic materials

! ! Principles of Design! ! Definition of artistic expression

Understand:! ! Each artist has a personal style.

! ! Personal style reflects the individual’s culture, time, and personal experiences. ! ! Use of materials and style are related.

Be Able to Do:

! ! Analyze an artist’s personal style and use of materials! ! Create a facsimile of an artist’s personal style and use of materials

Self Portrait RAFTRole Audience Format Topic

Norman Rockwell

Masses Illustration What You See is What You

Get

Van Gogh Self Oil Painting Can I Find Myself In

Here?

Andy Warhol Someone you want to know the true you

Photograph Now you see Me, Now you

Don’t

Rueben Self Oil Painting Props Make the Person

Goya School Charcoal On the Side, but Central

Design a RAFT.

Choice Projects

Menus

Choice Boards

Sternberg Intelligences

Choice Projects: Menus

Menu Sample

Learning Contract—Menu Planner-- FantasylandDestination: Fantasyland Due: 2 weekMain Dish: (Complete all)q Select one fairy tale. Read it

q to yourself

q to one other person ______________________(name)

q Complete a story map (to show characters; setting; problem; solution).

q Find five new, interesting words. Write a sentence for each word.Side Dish – Learning Centers (Choose 1 or more)

q Comparing center: Compare this fairy tale to another story you have read. How are they alike? How are they different? Choose your design: trifold, flip book, or mini-book.

q Tape Center: Record your favorite part of the fairy tale on the recorder.

q Art Center: Illustrate the most important event in your fairy tale.Dessert

q Listening post: Listen to a fairy tale tape of your choice. Title:__________________________________

q Library corner: Find another fairy tale to read. Title:__________________________________

Choice Projects: Choice Boards

Novel Think Tac-Toe basic versionDirections: Select and complete one activity from each horizontal row to help you and

others think about your novel. Remember to make your work thoughtful, original, accurate, and detailed (Tomlinson, 2003).

Create a pair of collages that compares you and a character from the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking

Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the characters are alike and different. Be sure to included the most important traits in each poem.

Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.

Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why.

Make a model or map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.

Make 2 timelines. The first should illustrate and describe at least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.

Using books of proverbs and/or quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.

Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough.

Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.Th

eme

S

ettin

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Char

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Choice Projects: Sternberg

Triarchic Theory of Intelligence: Creativity, Practicality, and Analysis

Migration Example• Analytical – Find two animals that share a similar migration pattern. Chart their similarities and differences. Be sure

to include information on each animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include an explanation as to why you think they share this pattern.

• Practical – National Geographic has asked you to research the migratory habits of _________ (your choice). They would like you to share your findings with other scientists AND to offer them recommendations about the best manner of observing in the future. Be sure to include information on the animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a “How To” checklist for future scientists to use in their research pursuits of this animal.

• Creative – You have just discovered a new species of ____________. You have been given the honor of naming this new creature and sharing the fruits of your investigation with the scientific world via a journal article or presentation. Be sure to include information on this newly-discovered animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a picture of the animal detailed enough that other scientists will be able to recognize it.

Kristi Doubet (2005)

Design a Triarchic Choice.

PracticalCreative Analytical

Socratic Seminars

Paideia Approach (www.paideia.org)

Example of Paideia in Action

What did you learn from the classrooms in the video?

How would you prepare students for a seminar?

ParticipantsFacilitator

Text

Questions

ESSENTIAL COMPONENTS OF A SEMINAR

Ideas&and&Values&

Degree&of&Challenge&

Curricular&and&Personal&Relevance&

Ambiguity&

Evalua=on&of&Text&

CHIMAMANDA ADICHIE

WOULD THIS BE AN APPROPRIATE TEXT?

WHAT ABOUT THIS TEXT?

I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.

Where else could you find a text?

Types of ContentPoem, Fictional Story, Essay

Multi-Media Presentation

Work of Art

Picture, Graph, Map, Diagram, or Chart

Word Problem or Scientific Experiment

Primary Source Documents

Paideia Format

PreContentProcess

PostContentProcess

Thoughtful

Big Ideas

Clear

Open

EVALUATION OF QUESTIONS

Pre-SeminarContent: What is the relevant information? (You may want to give the students an

opportunity to think about this at home or overnight.)Process: What should we work on as a group and as individuals to make this a good

seminar?Seminar

Opening: What is the speakers’ purpose? What would be a good title for this talk? (Make sure the students are supporting their answers.) What is the speaker’s passion? What is the most important idea?

Core: What is meant by…? Is this the appropriate solution? What is the difference between this speakers’ approach and…? How do you think this speech would be viewed by… ? Did the speaker support his or her ideas? Is any of the information misleading? What further experiments might be completed to support this perspective?

Closing: What does this speech teach us about…? How do these ideas relate to our curriculum? What are the barriers to the implementation of this solution or idea? Why is this important? What are other related questions? What did you learn from the other participants? Do you have any ideas for improving the speaker’s ideas?

Post-SeminarProcess: What did we do well during our discussion? Content: What are your new ideas?

General Outline

QUICK WAYS TO MOVE THE DISCUSSION

Add on...

Rephrase...Agree or

disagree...Revoice

• ChooseaFormat

• FindanAppropriateText

• CreateQues6ons

Though8ulPrepara6on

• EnsureAppropriateStudentBehavior

• FosteraSafeEnvironment

• AskFollow‐upQues6ons

MeaningfulInvolvement • ConsiderStrengthsand

Weaknesses

• MakeNotesforFutureSeminars

• GiveStudentsFeedback

DeliberateEvalua6on

Acknowledge and explore student misconceptions.

Recognize and acknowledge student connections, even outside of seminar.

After

FACILITATOR’S ROLE

Amy Tan and Questions

“[Life experiences] led me to my big questions. And they are the same ones that I have today. And they are: Why do things happen and how do things happen...How do I make things happen.”

“But I go back to this question of, how do I create something out of nothing? And how do I create my own life? And I think it is by questioning.”

Stephen Hawking and Questions“...questions I would like to talk about are: One, where did we come from? How did the universe come into being? Are we alone in the universe? Is here alien life out there? What is the future of the human race?”

“All of my life I have sought to understand the universe and find answers to these questions. I have been very lucky that my disability has not been a serious handicap; indeed, it has probably given me more time than most people to pursue the quest for knowledge.”

If questions are at the beginning of all knowledge, why aren’t we teaching students to ask them?

Analyze questions.

What makes a question good?

What makes it bad?

Is it an inquiry, clarifying, critical thinking, or inference question? When should you use different types of questions?

Teaching Students to RespondUse students’ names.

Ask for reasons or clarification.

Support other students’ ideas with examples or counterexamples.

Honestly evaluate ideas. Be willing to change your mind.

Refer to the text.

Engage with all students.

ParticipantsFacilitator

Text

Questions

ESSENTIAL COMPONENTS OF A SEMINAR

RECLAIM TEACHING!

Deliberate Content Purposeful Classroom Experiences

Clarity of Curricular Goals Awareness of Students+

Flipping Classrooms

Additional Information

Friday Institute: FIZZ (https://www.fi.ncsu.edu/project/fizz/)

Katie Gimbar’s videos on Youtube (http://www.youtube.com/watch?v=g1MKpyVPilI&list=PLB632EC24182B4D40)

Flipped Learning Network (http://flippedlearning.org)

SEIC Flip Day

April 4, 2014#SEIC14Flip

Challenge: By April 4, 2014, implement a flipped lesson. Experiment! Then tweet what worked, what didn’t, and/or what you will do in the future!

Questions, Experiences, Thoughts?

lmrubenstein@bsu.edu

Twitter Account: rubensteingted