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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.