Reaching More Learners Through

Flipped Learning: Infusing Technology

Dr. Michele PinnockSam Sharpe Teachers’ College, Vice Principal

Current Status

• We face a challenge of teaching to the middle without challenging learners at either ends of the spectrum

• Great Diversity among Learners – interest; cognitive abilities; preferences; developmental levels

• Large class size

• Many disengaged learners

What’s a Flipped Learning Experience?

• Learners are first exposed to new material / knowledge prior to class using videos of lectures, reading assignments on handouts for example.

• Valuable class time is then used to engage learners in assimilating the content being presented, perhaps through problem-solving, discussion, or debates.

Video to introduce flipped classroom idea

http://vimeo.com/70893101

Showcasing Flipped Classrooms in Action

• https://www.youtube.com/watch?v=63urHGx3ItU&feature=youtu.be

• https://www.youtube.com/watch?v=7seuXKZNdp0

Suitable for Diverse Learners – gender, age; abilities; capabilities, background etc

Cultivating Independent Thinkers Through Flipped Learning - Hamlet

Teacher’s Perspectives on Flipped Learning

• "[In the current model], one student goes home to educated parents who can help him/her with homework, while another student goes home and gets no help,“

• "In the flipped model, both learners come back to the classroom after receiving the content, and now all of the help with the homework is given by the expert in the field."

Perspective from Researchers

• When using the flipped classroom, instructors allow students to investigate the concepts introduced during the video lecture in the way that makes them comfortable- for example group work or independent reading, while focusing on gaining content knowledge (Lage, Platt and Treglia, 2000).

Better Days Ahead for HomeworkTraditional Classroom Flipped Classroom

Student gets frustrated and gives up Teacher able to assist learners when they get

stuck

Teacher reviews homework in class Students able to review their work in class

with peers and teacher

Struggling students afraid to ask for help –

often they don’t complete assignment

Teacher able to identify students as they

struggle with content and immediately provide

feedback and help

Students do not read the comments placed on

graded assignments

Teacher able to immediately provide feedback

and help

History of Flipped Classroom

• In 2007 two High School Chemistry teachers Jonathan Bergman and Aaron Sams posted lectures online

Theoretical Framework

Bransford and colleagues assert that

“To develop competence in an area of inquiry, students must:

a) have a deep foundation of factual knowledge,

b) understand facts and ideas in the context of a conceptual framework, and

c) organize knowledge in ways that facilitate retrieval and application” (p. 16).

Theoretical FrameworkBy providing an opportunity for students to use their new factual knowledge while they have

access to immediate feedback from peers and the instructor, the flipped classroom helps

students learn to correct misconceptions and organize their new knowledge such that it

is more accessible for future use.

The immediate feedback that occurs in the flipped classroom also helps students recognize and

think about their own growing understanding

Although students’ thinking about their own learning is not an inherent part of the flipped

classroom, the higher cognitive functions associated with class activities, accompanied by the

ongoing peer/instructor interaction that typically accompanies them, can readily lead to the

metacognition associated with deep learning.

Educational Technology

• Capture key content – access their own content at their convenience – LEARNER CONTROL

• Able to Pause/ rewind/ Replay – Learner Control

• Present Learning materials in a variety of formats

• Multisensory

• Excellent for Reviewing information at Assessment Time

Graphical Representation of the Theoretical Framework

Key Elements of the Flipped Classroom

• Provide an opportunity for students to gain first exposure prior to class.

• Provide an incentive for students to prepare for class. Task associated with points

• Provide a mechanism to assess student understanding.

• Provide in-class activities that focus on higher level cognitive activities.

Four Pillars of F-L-I-P Bergman & Sams

Flexible Environment

Learning Culture

Intentional Content

Professional Educator

Flexible Environment

• Educators can create flexible spaces in which students choose when and where they

learn.

• Educators who flip their classes are flexible in their expectations of student timelines

for learning and in their assessments of student learning.

Learning Culture

• The Flipped Learning model deliberately shifts instruction to a learner-centered approach

where class time is dedicated to exploring topics in greater depth and creating rich

learning opportunities. Students are actively involved in knowledge construction as

they participate in and evaluate their learning in a manner that is personally meaningful.

http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99

Intentional Content

• Educators continually think about how they can use the Flipped Learning model to

help students develop conceptual understanding and procedural fluency.

Educators use intentional content to maximize class time in order to adopt

methods of student-centered, active learning strategies.

Professional Educator

• Professional educators continually observe their students, providing them with

feedback relevant in the moment and assessing their work.

• Professional educators are reflective in their practice, connect with each other

to improve their instruction, accept constructive criticism and tolerate

controlled chaos in their classrooms.

• http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99

Roles & Responsibilities of Students and Teachers

Teacher and students engaged in

• concept exploration

• making meaning of content

• Students take responsibility for their own learning

Teacher acts as Coach/ Mentor/ Guide

• Teacher helps students

• Access Information

• Process information

• Develop critical thinking skills needed to problem solve

• Set and monitor goals

This aids in the development of skills needed by

the 21st century worker

Thinking in the Flipped Classroom

• Outside of class students are engaged in lower levels of cognition (gaining knowledge and comprehension)

• Inside of the class they are focused on higher forms of cognition (application, analysis, synthesis, and/or evaluation) as they are supported by their peers and teacher.

Flipped Learning Experience

Downloaded from http://www.knewton.com/flipped-classroom/

Traditional Classroom vs Flipped ClassroomOLD

(BEFORE THE FLIP)

NEW

(AFTER THE FLIP)

Before

Class

Students assigned something to read Students guided through learning module that

asks and collects questions.

Instructor prepares lecture. Instructor prepares learning opportunities.

Beginning

of Class

Students have limited information about what

to expect.

Students have specific questions in mind to

guide their learning

Instructor makes general assumption about

what is helpful.

Instructor can anticipate where students need

the most help.

During

Class

Students try to follow along. Students practice performing the skills they are

expected to learn.

Instructor tries to get through all the material. Instructor guides the process with feedback

and mini-lectures.

Table downloaded from https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped

Dr. Sacha Kopp

Traditional Classroom vs Flipped Classroom

OLD

(BEFORE THE FLIP)

NEW

(AFTER THE FLIP)

After

Class

Students attempt the homework, usually

with delayed feedback.

Students continue applying their knowledge skills

after clarification and feedback.

Instructor grades past work. Instructor posts any additional explanations and

resources as necessary and grades higher quality

work.

Office Hours

Students want confirmation about what

to study.

Students are equipped to seek help where they

know they need it.

Instructor often repeats what was in

lecture.

Instructor continues guiding students toward

deeper understanding.

Table downloaded from https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped

Dr. Sacha Kopp

Benefits of Flipping Your Classroom

• Provides opportunity for differentiated learning

• Students become independent learners

• Promotes Active Learning- focused on developing higher order skills

• Promotes peer interaction and collaboration

• Individuals interact with content prior to class time

• Learners get an opportunity for individualized attention

• Learning becomes more prominent compared to teaching

• Increased efficiency - maximizing class time

Benefits of Flipping Your Classroom

• Time becomes available for students to collaborate with peers on projects, engage

• more deeply with content, practice skills, and receive feedback on their progress. Teachers can devote

• more time to coaching their students, helping them develop procedural fluency if needed, and inspiring and

• assisting them with challenging projects that give them greater control over their own learning.

Arguments Against Flipping

• Too much homework –

• Lectures on video are monotonous

• Not all students have access to technology outside of school

• Not all students will complete their activity before class

Sample of flipped classroom

• https://www.youtube.com/watch?v=7seuXKZNdp0

Cultivating Independent Thinkers Through Flipped Learning - Hamlet

The Four Phases of a Flipped Classroom

• Experiential Engagement: The Activity

• Concept Exploration: The What

• Meaning Making: The So What

• Demonstration: The Now What

The Flipped Classroom Model

Experiential Exercise

• Hands-on Activity that engages the student

• They are engaged in making connections between their experience and creating meaning

• Interest heightens because of experience – Desire to learn more

• Content rich videos – Khan Academy; Teacher Tube etc

Creating a Flipped Classroom

• http://www.youtube.com/watch?v=pkWSR9JJOsA

Ted Ed

Assessment in a Flipped Classroom

• An incentive is offered for students who come to class prepared

• Vary Assessments - online quizzes to worksheets to short writing assignments,

• Immediate and meaningful feedback

• Grading for completion and understanding rather than effort

• Diagnostic Information collected by the teacher

Deciding Which Lesson to Flip

• First, teachers should choose a topic that can be explained in 15 minutes or less.

• The flipped classroom approach works best with topics that students can understand relatively well on their own.

• Teachers can use a variety of free resources to create and upload videos of their lessons, or they can turn to free, existing videos that explain their chosen topic.

Flipped Classrooms at Sam Sharpe Teachers College

• https://www.schoology.com/group/90405311

Mrs. Michele McFarlane

• https://www.schoology.com/course/87893239/materials

Ms. Monica Campbell

Resources

• www.youtube.com.edu

• www.knowmia.com

• www.ted.ed

WEBQUEST

• www.zunal.com

• http://www.knowmia.com/watch/lesson/32443

• Video notes http://www.videonot.es/edit/0B-rJVITyt9uPQUU1SW1qaVhIdkE

Tips on Preparing Videos

• The teacher must have a good grasp of the content

• Must understand his/her audience – their needs and preferences

• Must be able to make connections – relevance

http://www.knowmia.com/browse/all-other-subjects/all-other-lessons

Windows moviemaker

No Experts Needed just Committed & Experienced Teachers

Let’s be resolute that we will

Maximize our Teaching Opportunities in order to Ensure that

Our Learners Understand!

“Be the change that you wish to see in the world.” Mahatma Gandhi

I Thank You

Contact Information

Email - michele.pinnock@gmail.com

Telephone- 876-405-8195

Together We Can Make the World a

Better Place !

Just You and Me

Reference

Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to creating an inclusive learning environment. Journal of Economic Education, 30-43.

• Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved March 4, 2013, from Center for the Integration of Research, Teaching and Learning Network (CIRTL): http://www.cirtl.net/node/7788

• White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4, 2013, from Hybrid Classroom: http://hybridclassroom.com/blog/?p=819

• Flipped Learning. Retrieved March 2, 2013. http://flipped-learning.com/?p=1073#more-1073

• The Innovative Educator. Retrieved March 1, 2013. http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html

Reference

Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to creating an inclusive learning environment. Journal of Economic Education, 30-43.

• Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved March 4, 2013, from Center for the Integration of Research, Teaching and Learning Network (CIRTL): http://www.cirtl.net/node/7788

• White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4, 2013, from Hybrid Classroom: http://hybridclassroom.com/blog/?p=819

• Flipped Learning. Retrieved March 2, 2013. http://flipped-learning.com/?p=1073#more-1073

• The Innovative Educator. Retrieved March 1, 2013. http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html

Flipped Learning Resources • http://blogs.ubc.ca/centre/tag/flipped-classroom/

• http://uwstoutmobilelearning.wikispaces.com/Flipped+Classrooms

• http://www.flippedlearning.org/research

• http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/LitReview_FlippedLearning.pdf

• https://www.youtube.com/watch?v=21BR6vqYWC8&list=UU8oHpCxTqt2HmATxM5pvUPg&index=1&feature=plcp

• http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/HigherEdWhitePaper%20FINAL.pdf

• http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/FLIP_handout_FNL_Web.pdf

• http://net.educause.edu/ir/library/pdf/ELI7081.pdf

Flipped Learning Resources • http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-

model-a-full-picture/

• http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?sequence=1

• https://www.uwstout.edu/soe/profdev/resources/flippedclassroom.cfm

• http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

• http://www.edweb.net/michelepinnock_1790832/userSettings

• http://www.watchknowlearn.org/Video.aspx?VideoID=24965&CategoryID=6092

• https://www.udemy.com/online-video-to-flip-the-classroom/

Articles

http://net.educause.edu/ir/library/pdf/ELI7081.pdf

http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/FLIP_handout_FNL_Web.pdf