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BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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Page 1: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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Page 2: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015
Page 3: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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Page 4: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

Brian S. MillerLa Salle High School Pasadena, CA

30 Year Science Educator

(Chemistry, Biology, Physics, Anatomy, Environmental

Science)

SMART Board Consultant

Socratic Chemistry Founder

SOPHIA Featured Teacher

NSTA & CSTA Presenter

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Page 5: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

• Graduate Credit for Professional

Development from Brandman

University pD-E

• Resources Page -p80

• Notes -p82

• Evaluation – p89

• Page Notations

Page

Page 6: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

OUR DAY 8:00 – 8:30 - Arrival

8:35 – 9:00 - Introductions and Housekeeping

9:00 – 10:00 - The Essentials of Flipping

10:00 – 10:15 - Break

10:15 – 10:45 - Stepping Stones to Flipping

10:45 – 11:15 - Creating Accountability

11:15 – 11:45 - Starting With Online Videos

11:45 – 1:00 - Lunch

1:00 – 2:00 - Lets Make a Resource

2:00 – 2:10 - Break

2:10 – 2:50 - Back to Your Classroom

2:50 – 3:00 - WPA’s and Closure

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Page 7: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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2

Objectives

By the end of the day you should be able to

• Explain how you could get started in implementing a successful flipped

classroom for your science discipline.

• List tools for using mobile technology to create “flipped” learning

experiences for your students

• Design effective flipped science lessons with highly effective apps and

other tech tools to meet the needs of your students

• Identify Step-by-step techniques for using the flipped classroom to

effectively teach rigorous science skills and concepts, including those

aligned with the Next Generation Science Standards

Page 8: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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2

Objectives

By the end of the day you should be able to

• Explain how to create a more accessible learning environment for all

students

• Identify creative ways to reach students in their world through online tools

and media they already use

• Initiate innovative, student-centered strategies to implement the flipped

classroom in secondary science classes

• Identify Low-cost and no-cost ideas for flipping your classroom for

science.

Page 9: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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2

Objectives

By the end of the day you should be able to

• Evaluate what is new in educational technology, including apps and

outstanding software that are ideal for differentiated learning in a flipped

classroom

• List ways to fully involve ALL of your students during in-class learning

• Step-by-step instructions for creating effective videotaped lessons that

can be used to pre-teach, re-teach and strengthen understanding

• Identify Proven techniques to involve students in “seeing and doing”

science with effective video clips that enhance your science instruction

Page 10: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

INTRODUCTORY QUESTIONS

1. After looking over the objectives, what questions do you feel are most

important for your purposes in attending today’s seminar?

2. Are there any other questions or concepts that are not represented in

the objectives that you would like to see addressed?

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3

Page 11: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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ER

4

THE PARABLE OF THE STONES

A man was out walking in the desert when a voice said to him, "Pick

up some pebbles and put them in your pocket, and tomorrow you

will be both happy and sad."

The man obeyed. He stooped down and picked up a handful of

pebbles and put them in his pocket. The next morning he reached

into his pocket and found diamonds, sapphires, rubies and

emeralds.

And he was both happy and sad.

Happy he had taken some - sad that he hadn't taken more.

Page 12: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015
Page 13: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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Page 15: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

Four Essential

Elements of the

Flipped Classroom

• Student Centered Environment

• Teacher as Learning Facilitator

• Content Delivery Resources

• Higher-Order Questions

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Page 16: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

Student Centered

Environment

Page 17: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

Student Centered

Environment

Page 18: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

The Teacher as Facilitator

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Page 19: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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Page 20: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

The Teacher as Facilitator

Page 21: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

Content Delivery Resources

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Offer Choice

Provide Opportunity

Maintain Equal Footing

Page 22: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

Higher Order Questions

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Page 23: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

Higher Order Questions

Page 24: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

Higher Order Questions

Page 25: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

5-11

Higher Order Questions

Page 26: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CHECKPOINT QUESTIONS

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12

• Where are you at currently, in regards to using the flipped lesson

format?

• What do you need to do to begin/increase/continue your flipped

learning classroom? What are the obstacles you need to

overcome?

• What has fueled your interest in the flipped learning format?

Page 27: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015
Page 28: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015
Page 29: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

[email protected]

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ER

@SMARTERTEACHER or

NGSS

STEM

STEAM

Page 30: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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Page 31: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

[email protected]

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Page 32: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

[email protected]

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ER

@SMARTERTEACHER

Page 34: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

[email protected]

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@SMARTERTEACHER or

@ScienceRoom229

Page 35: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

[email protected]

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ER

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Page 36: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

[email protected]

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ER

@SMARTERTEACHER or

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Page 37: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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Page 38: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

13-18

7 STEPPING STONES TO

A FLIPPED CLASSROOM• BRAINSTORM

• CREATE

• DESIGN

• PREPARE

• SET OUTCOMES

• BUILD A LIBRARY

• CREATE A PORTAL

Page 39: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

7 STEPPING STONES TO A FLIPPED CLASSROOM

B R A I N S TO R M C R E ATE

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Page 40: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

7 STEPPING STONES TO A FLIPPED CLASSROOM

D ESI GN PR EPA R E

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13-18

Page 41: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

7 STEPPING STONES TO A FLIPPED CLASSROOM

SET OU TC O M E S

B U I LD A

L I B R A RY

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Page 42: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

7 STEPPING STONES TO A FLIPPED CLASSROOM

C R E AT E A P O R TA L S TA R T F L I P P I N G

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Page 43: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

19-24

CREATING ACCOUNTABILITY IN THE

FLIPPED CLASSROOM

• C - CHOICE

• A – ACCOUNTABILITY

• N – NO EXCUSES

• T – THREE BEFORE ME

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19-24

C - CHOICE

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Page 45: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

19-24

A - ACCOUNTABILITY

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Page 46: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

19-24

A - ACCOUNTABILITY

Page 47: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

19-24

N – No Excuses

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T – Three Before Me

Page 49: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CHECKPOINT QUESTIONS

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25

• How do you see student accountability and the flipped lesson

format playing a role in your classroom environment?

• What methods do you currently utilize to hold students

accountable in your traditional classroom? How can these be

adapted to the flipped lesson format?

• What methods do currently utilize in your use of the flipped

lesson format to maintain and encourage student accountability?

Page 50: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

BENEFITS OF THE FLIPPED CLASSROOM

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• Students can take ownership of their learning.

• Teachers can create or select educationally entertaining videos to

capture student attention, instead of having students absorb through

textbooks and homework problems.

• The classroom becomes a student centered learning environment,

rather than teacher directed a content driven.

• Students receive instant feedback in class as they are problem

solving.

Page 51: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

BENEFITS OF THE FLIPPED CLASSROOM

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• Students are not as frustrated because they can ask questions

immediately and work through confusion.

• Teachers can revisit concepts that trip-up students and reform the

pace of the lesson plan based on feedback.

• Students do not have to rely on parents, tutors or potentially

inaccurate internet sources to work through tough problems.

• Teachers can provide options to students with different learning styles

and offer more one-on-one time.

Page 52: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

BENEFITS OF THE FLIPPED CLASSROOM

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• Students who are absent or miss class due to school activities have

access to the content delivery outside of the classroom.

• Administrators, colleagues and parents have access to the content

being delivered in your classroom.

• More time to allow for student involvement in Project Based Learning,

Inquiry Based Learning, and Gamification.

• Development of Critical Thinking, Communication and Collaborative

skill sets through increased interaction between students and

teachers in the classroom.

Page 53: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

POSSIBLE DRAW-BACKS

OF THE FLIPPED CLASSROOM

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• Not all students have access to at-home technology.

• Not all teachers are tech savvy enough to master the flipped

classroom model, and schools may need to adopt additional hiring

criteria for new teachers.

• The method relies on students watching the videos and potentially

fails if they do not.

Page 54: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

POSSIBLE DRAW-BACKS

OF THE FLIPPED CLASSROOM

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• Teachers may be at a loss as what to do with in-class time. Teachers

are more reliant on student feedback and questions to drive daily

interaction.

• With the emphasis on out of class lessons, some ask why we need

teachers, and insist the flipped classroom too closely resembles a

hands-off online learning environment.

• Educators need time to develop online content and create a student

centered learning environment, through Inquiry and Project Based

Learning methods.

Page 55: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CHECKPOINT QUESTIONS

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25

• What online resources do you currently utilize to find, use, and

introduce media, for your flipped lesson format?

• What format are you currently using to share your flipped lessons with

your students for your classroom environment?

Page 56: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015
Page 57: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

START FLIPPING WITH VIDEOS ONLINE , NOW!!!

29-35

Page 58: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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29-35

Page 59: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

[email protected]

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Page 60: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

MAKING A FLIPPED DIGITAL RESOURCE

48-55

http://www.screencast-o-matic.com

Page 62: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

START FLIPPING WITH VIDEOS ONLINE , NOW!!!

29-35 [email protected]

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IF IT AIN’T BROKE DON’T FIX IT!!!

VIEW BEFORE ASSIGNING

• CONTENT

• VOCABULARY

• LEARNING GOALS & OBJECTIVES

• GRADE LEVEL

• SAFETY

Page 63: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CREATING YOUR OWN VIDEOS?

KEEP IT SIMPLE, STUPID!!!

37-43

K

I

S

S

Page 64: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CREATING YOUR OWN VIDEOS?

SHORT

37-43

ONE (1) MINUTE PER GRADE LEVEL.

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Page 65: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CREATING YOUR OWN VIDEOS?

INTERESTING

37-43

WOULD YOU WATCH YOUR VIDEO?

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Page 66: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CREATING YOUR OWN VIDEOS?

MEANINGFUL

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Page 67: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

MEANINGFUL

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Page 68: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CREATING YOUR OWN VIDEOS?

PLANNED

37-43

STORY BOARD

ON PAGE 44

Page 69: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CREATING YOUR OWN VIDEOS?

LEARNING TOOL

37-43

Page 70: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

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Page 71: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

CREATING YOUR OWN VIDEOS?

EXCITING

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Page 72: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

PLANNING THE VIDEO LESSON

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Introduction - Introduce the puropose of the video. Identify the

concept and create a connection to previous knowledge if necessary.

Objectives - Identify 1 or 2 objectives or standards that will be

addressed in the video. Whenever possible list Common Core or State

Standards or Next Generation Science Standards met by the concepts

in the video.

Overview - Provide a brief explanation of the concept that will be

modeled in the lesson. Include new vocabulary, skills necessary and

other related materials.

Page 73: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

PLANNING THE VIDEO LESSON

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Examples - Model concept providing as many examples as possible.

Keep in mind lesson link. If necessary make more than one video to

provide additional examples and solutions.

Self Assess – Provide opportunities troughout the lesson for students to

check their understanding. Encourage students to pause the lesson in

order to answer questions, think about the concept or complete a

sample problem.

Page 74: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

PLANNING THE VIDEO LESSON

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Going Further – Provide opportunities for students to continue to explore

the concept through additional sample problems, further research, articles,

websites or additional videos to add to the knowledge base. Add higher

order questions to help students synthesize the content into a knowledge

base that can transition back to the classroom.

Closure – Bring the lesson to a close by revisiting the objectives or

standards that were demonstrated in the video lesson. There is no need to

summarize or repeat the key concepts as this will only increase video time.

Students always have the option to re-watch any part of the video as many

times as may be necessary.

Page 75: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

The more organized and prepared you are, the less re-

takes and editing you will have to do later.

The editing process can deplete your energy and waste

your valuable time.

37-43

Page 76: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

SOFTWARE FOR FLIPPING

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FIND ONE OR TWO THAT

WORK FOR YOU.

Page 77: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

SOFTWARE FOR FLIPPING

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YOU CAN KEEP IT

SIMPLEOR YOU CAN

PRODUCE EPICS, WHAT

ARE THE NEEDS OF YOUR

STUDENTS.

Page 78: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

SOFTWARE FOR FLIPPING

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Page 79: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

MAKING A FLIPPED DIGITAL RESOURCE

48-55

http://www.screencast-o-matic.com

Page 80: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

SAMPLE VIDEO

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Page 81: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

SAMPLE VIDEO

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Page 82: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

TECHNOLOGY

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“You can be a good teacher and never use technology and

technology will never turn a bad teacher into a good one.

However, a good teacher who uses technology well, can make great

things happen.”

- Rushton Hurley

Page 83: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

BACK TO THE CLASSROOM

TAKING IT BEYOND THE CONTENT

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Four basic models of the flipped classroom include:

• Traditional Flipped Model

• Inquiry Based Approach

• The Flipped Mastery Approach

• Project Based Learning

Page 84: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

BACK TO THE CLASSROOM

TAKING IT BEYOND THE CONTENT

71-75

• Traditional Flipped Model

Page 85: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

BACK TO THE CLASSROOM

TAKING IT BEYOND THE CONTENT

71-75

• Inquiry Based Approach

Page 86: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

BACK TO THE CLASSROOM

TAKING IT BEYOND THE CONTENT

71-75

• The Flipped Mastery Approach

Page 87: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

BACK TO THE CLASSROOM

TAKING IT BEYOND THE CONTENT

71-75

• Project Based Learning

Page 89: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015
Page 90: BER Workshop- "FLIP" Your Science Instruction -Southern California February 2015

Pick up your certifictes on the registration table.