"FLIP" Your Science Instruction Atlanta GA ss

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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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@SMARTETEACHER or @ScienceRoom229


• Graduate Credit for Professional

Development from Brandman

University pD-E

• Resources Page -p80

• Notes -p82

• Evaluation – p89

• Page Notations

Page

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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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


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2

Objectives


• 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.


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2

Objectives


• 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


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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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.

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http://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning

http://www.ted.com/talks/ramsey_musallam_3_rules_to_spark_learning


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Four Essential

Elements of the

Flipped Classroom

• Student Centered Environment

• Teacher as Learning Facilitator

• Content Delivery Resources

• Higher-Order Questions

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5-11

Student Centered

Environment

5-11

Student Centered

Environment

5-11

The Teacher as Facilitator

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http://youtu.be/iG9CE55wbtY?t=3m40s

http://youtu.be/iG9CE55wbtY?t=3m40s


5-11

The Teacher as Facilitator

5-11

Content Delivery Resources

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Offer Choice

Provide Opportunity

Maintain Equal Footing


5-11

Higher Order Questions

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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?


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@SMARTERTEACHER or

CCS

NGSS

STEM

STEAM


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http://www.sophia.org

http://www.sophia.org

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@SMARTERTEACHER or


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@SMARTERTEACHER


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http://www.sophia.org/tutorials/ch-10-chemistry-empirical-formulas?playlist=chemistry-chapter-10c-empirical-and-molecular-form

http://www.sophia.org/tutorials/ch-10-chemistry-empirical-formulas?playlist=chemistry-chapter-10c-empirical-and-molecular-form

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http://youtu.be/R8bAqGj4nlQ

http://youtu.be/R8bAqGj4nlQ

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http://youtu.be/tLGNfAX0woI

http://youtu.be/tLGNfAX0woI

13-18

7 STEPPING STONES TO

A FLIPPED CLASSROOM• BRAINSTORM

• CREATE

• DESIGN

• PREPARE

• SET OUTCOMES

• BUILD A LIBRARY

• CREATE A PORTAL

7 STEPPING STONES TO A FLIPPED CLASSROOM

B R A I N S TO R M C R EATE

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13-18



D ESI GN PR EPA R E

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13-18



SET OU TC O M E S

B U I LD A

L I B R A RY

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13-18



C R E AT E A P O R TA L STA R T FL I PP I N G

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13-18


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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19-24

A - ACCOUNTABILITY

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19-24

A - ACCOUNTABILITY

19-24

N – No Excuses

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19-24 [email protected]




T – Three Before Me



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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?


BENEFITS OF THE FLIPPED CLASSROOM

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27

• 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.



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27

• 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.



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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.


POSSIBLE DRAW-BACKS

OF THE FLIPPED CLASSROOM

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28

• 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.


POSSIBLE DRAW-BACKS

OF THE FLIPPED CLASSROOM

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28

• 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.



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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?


START FLIPPING WITH VIDEOS ONLINE , NOW!!!

29-35

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29-35


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http://youtu.be/-CDkJuo_LYs?t=1s

http://youtu.be/-CDkJuo_LYs?t=1s


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http://youtu.be/LU8DDYz68kM

http://youtu.be/LU8DDYz68kM

MAKING A FLIPPED DIGITAL RESOURCE

48-55

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

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//localhost/Users/bmiller/Desktop/BER Materials/BER Flipped Presentation/Bohr's Atom BER SOM.notebook

//localhost/Users/bmiller/Desktop/BER Materials/BER Flipped Presentation/Bohr's Atom BER SOM.notebook

START FLIPPING WITH VIDEOS ONLINE , NOW!!!




ER

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IF IT AIN’T BROKE DON’T FIX IT!!!

VIEW BEFORE ASSIGNING

• CONTENT

• VOCABULARY

• LEARNING GOALS & OBJECTIVES

• GRADE LEVEL

• SAFETY


CREATING YOUR OWN VIDEOS?

KEEP IT SIMPLE, STUPID!!!

37-43

K

I

S

S


SHORT

37-43

ONE (1) MINUTE PER GRADE LEVEL.

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INTERESTING

37-43

WOULD YOU WATCH YOUR VIDEO?

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MEANINGFUL




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MEANINGFUL




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MEANINGFUL




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PLANNED

37-43

STORY BOARD

ON PAGE 44


LEARNING TOOL

37-43

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https://www.youtube.com/watch?v=joOU0g2Yuws

https://www.youtube.com/watch?v=joOU0g2Yuws


EXCITING




ER

PLANNING THE VIDEO LESSON





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.







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.







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.


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.

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SOFTWARE FOR FLIPPING





FIND ONE OR TWO THAT

WORK FOR YOU.







YOU CAN KEEP IT

SIMPLEOR YOU CAN

PRODUCE EPICS, WHAT

ARE THE NEEDS OF YOUR

STUDENTS.


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STUDENT PRODUCED VIDEOS


http://youtu.be/zc4J0e7cpNk

http://youtu.be/zc4J0e7cpNk

http://youtu.be/MXCUjgv5KNc

http://youtu.be/MXCUjgv5KNc





SAMPLE VIDEO

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TECHNOLOGY





“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


BACK TO THE CLASSROOM

TAKING IT BEYOND THE CONTENT





Four basic models of the flipped classroom include:

• Traditional Flipped Model

• Inquiry Based Approach

• The Flipped Mastery Approach

• Project Based Learning




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• Traditional Flipped Model



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• Inquiry Based Approach



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• The Flipped Mastery Approach



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• Project Based Learning

http://youtu.be/v2VB3LjpsPc

http://youtu.be/v2VB3LjpsPc

Please complete the Evaluation on page 89.

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"FLIP" Your Science Instruction Atlanta GA ss