2014 isacs conference "a beginners guide to the flipped classroom"
DESCRIPTION
In this presentation, participants who teach in middle and high school will be exposed to what the Flipped Classroom model can be, misconceptions of what the Flipped Classroom is, how to get started and examples from my classroom. What has worked and what has not.TRANSCRIPT
George Phillip 5th and 6th Grade
Social Studies TeacherA Beginners Guide to “The Flipped Classroom” Model
@gephillipTWITTER:
EMAIL: [email protected]
WEBSITE:www.reversingsocialstudies.com
PHONE: (574) 303-2758
Q. What keeps you up at night?
Complements of Dr. Julie Schell of the Mazur Group
From: http://rachelpadula.edublogs.org/files/2011/10/hole-in-the-wall-computers-2bwsvxl.jpg
http://dx.doi.org/10.1109/tbme.2009.2038487
What do you see?
From: news.stanford.edu/news/2013/july/flipped-learning-model-071613.html?view=print
–Socrates
“I cannot teach anybody anything, I can only make them think.”
“We are educating people out of their creative capacities.” ~
Sir Ken Robinson
My Schedule/Philosophy
4/5
4/42
1/35
Homework/Group/Review
What is “Flipped Learning?”
“The intentional removal of direct instruction from the
community into the individual space.”
Ramsey Musallam Ed.D
Myth #1 The flipped class is the same thing as Khan
Academy.
Myth #2 All content should be taught through videos.
Myth #3 The teacher can relax during class
Myth #4 The flipped class is the “magic bullet”
for education.
Basics of Flipped Classroom aka Flipping 1.0
• Direct Instruction delivered via video.
• Show up to class to apply information.
• Students no longer passive learners.
• Teacher not a lecturer.
• More 1:1 attention for students.
• Students continue to “master” content.
4 Ways I have “Flipped”
Mastery of Content
Cycles of Learning
Peer Instruction
Reverse Instruction w/o Videos
Mastery of Content: Philosophy
• Students direct their own learning
• Watch videos at home or school and do assignments in class when ready
• Teacher interacts with students as the day goes on
• Students don’t receive zeros for missed work
• Students receive weekly grades
• Students are not allowed to move on until they demonstrate mastery of current content (70%).
Brian Bennett
My Mastery Cycles• Students given videos to watch on Greek and Roman
Civilization. (14)
• Required students to take notes while watching videos.
• Various Labs set up for each video.
• When they were ready, given quiz for each lesson (paper)
• Needed 80% to move onto next lesson
• Class took test at same time.
• Needed 80% to move on to next chapter.
• No increased test scores!
From: http://academicbiz.typepad.com/piloted/2009/02/science-of-education-part-2.html
My Explore-Flip-Apply• Start with a hooking (Explore) activity - Primary
source, map, video, audio, photo, SQ3R, KWLH.
• Watch video at home and fill in gaps (if any) (Flip)
• In class, students either answer critical thinking questions, role-play, read and analyze different primary sources, lead discussion groups, debate, etc. (Apply)
• Reflections: Group projects or test
Brainstorm: What is going on in this video?
What can you tell me about Geography?
5 Themes of Geography Project
• Showed a video over farming
• Brainstormed 5 themes of geography
• Discussions over what theme/themes fall into farming
• Watch vodcast over the 5 Themes of Geography and take notes
• Assign groups to a theme
• Students then created an activity to explain their theme to second graders
Peer Instruction and JiTT
Dr. Eric Mazur Dr. Julie Scheel
How Peer Instruction Works1. transfer of information (out of class) 2. assimilation of that information (in class)
From: Dr. Julie Scheel
Why was Rome’s geographic setting important?
A. Its position was central to Italy and the known Western world.
B. Strong winds brought heavy spring rains to the land.
C. Farmers depended on yearly flooding to plant crops.
From: Dr. Julie Scheel
Peer Instruction in the Classroom
From: Dr. Julie Scheel
Inquiry-Based History (Reverse Instruction w/o Videos)
•Having your students do the work of historians in class.
•Primary/secondary sources about an era/event.
•Analyze past by creating meaning, synthesize information and create their own understanding of past.
•Connection to current events.
•Allows students develop skills are essential to democracy and building deeper understanding.
Fishbowl Example• Meeting of the Minds.
• Divided students based on academic ability.
• Given primary sources and readings about Legalism and Confucianism.
• Worked in groups to digest information, research, and summarize importance of governmental topics. Created a conversation.
• Each group “meet in secret location” and discussed topics relevant to ancient China.
• Outside groups taking notes and will reflect using Paper Blogging concept.
Jackie Gerstein Ed.D.
What Has Changed?• Class time:
• 60/40
• 90/10
• Producers vs. consumers
• Develop skills (21st Century Skills) for future
Tools I use
• Hosting
• Screen-capturing software
• Hardware
• Video inking
• Video sharing
• Reflecting
Video Hosting #1
Video Hosting #2
Screen-capture software: Free
Hardware
Microphone Tablet
Video Inking
Omnidazzle FormulatePro PowerPoint
Video Sharing
Reflecting
w/Flubaroo = self-graded quizzes
Screen-capture Software:iPad
Screenchomp
Showme Explain Everything
EducreationsWhiteboard Apps
Doodlecast Pro
TouchCast
Pre-made video’s
Create
Evaluate
Analyze
Apply
Understand
Remember
Helpful Websites/Blogs/Other
• www.cyclesoflearning.com - Ramsey Musallam - @ramusallam
• www.thethinkingstick.com - Jeff Utecht - @jutecht
• http://usergeneratededucation.wordpress.com - Jackie Gerstein Ed.D @jackiegerstein
• http://kbakerbyodlit.blogspot.com/ - Kate Baker - @KtBkr4
• http://fnoschese.wordpress.com/ - Frank Noschese - @fnoschese
• www.flippingwithkirch.blogspot.com - Crystal Kirch - @crystalkirch
• http://spanishflipping.blogspot.com - Heather Witten - @SraWitten
• #flipclass, #edchat, #isedchat
• Daniel Pink - The Flipped Manifesto - Free Download