ESS Conference Monday, June 6, 2011 The Flipped Classroom ESS Conference Monday, June 6, 2011 Good morning. My name is Deb Wolf and most years I am a chemistry teacher at Roosevelt High School. But this year, I am the coordinator of a technology grant for 35 middle/high school math and science teachers.

But first, bear with me for a moment while I set up a scenario for you. It’s my job to teach you to ride a bike: I give you a lecture over bicycling, demonstrate how to ride and give you 2 weeks to learn how to ride the bike. At the end of the two weeks, I come back and I give you a test on your biking skills. (You’re doing pretty well, but you’re having a little trouble with left turns and stopping.)

Snapshot “TEST” Alrighty now that we’ve all learned how to ride a bike, we’re moving on to…

Unicycles. Now, as ridiculous as that sounds…isn’t that what we do?

Traditional Classroom Lecture Homework (Practice) (Snapshot) Exam We lecture, give students an opportunity to practice, give another lecture, give some practice, another lecture and practice and then give the students a “snapshot” exam. And no matter what kind of scores students get: 80, 85%, 90%, or even 95%...the class moves on to the next topic. And even that 95% student, what was the 5% that they didn’t know. Is that information essential to understand what is coming next? I think that by doing this, students wind up, over time, with a sort of “Swiss Cheese” understanding of content. Even some very good students early on, if the holes in their understanding are of important enough content, begin to struggle. “I understood how to add and subtract positive numbers, but I’m a little rough on what to do with negative numbers, especially if we’re subtracting.”

“The Factory Model of Education does not work.” -Steve Hargadon TIE Conference April 2011

Frustrations with Traditional Model Swiss Cheese Understanding Students “working” the system Other students unchallenged Absenses No TIME!!!! to facilitate rich creative learning

What’s the best use of class time? A question asked by these teachers is “what is the best use of class time?” Again, I want you to think about a traditional math class. The teachers spends a majority of the period explaining the new material for the day and then sends the students with their homework of “practicing” that material. However, what happens when the student gets home? How do they handle it when they get stuck on the homework? They MAY wrestle with it, they may ask their parents, they may call a friend, they may wait until the next day and stop in before school to ask their teacher. They MAY do these things if they have good study habits. But mostly likely, they will just be “stuck.” They need the practice, but cannot practice. What if…instead…class time was used for the practice and the homework were the dispensing of information?

The Flipped Classroom Students watch recorded lesson (video podcast) as “homework” Class: practice, labs, collaboration, to create, to communicate. If Mastery: Students must master at 80% before moving on. (Sort of self paced) Let’s start with the extreme: The chemistry teachers at RHS and WHS, a physics teachers at LHS, an algebra teacher at RHS and the AP environmental science teacher at LHS have all flipped their classes. Homework becomes watching lecture.

What do you need? Software Microphone A way to “write” TIME!!!!!!

Software Good Better Best JING (free download) Screencast-o-matic (free) Better SmartRecorder on Smartboards Best Camtasia

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

Smart Recorder - Better If you have a Smartboard…

Camtasia Studio - Best http://www.techsmith.com/camtasia.asp Version 7.0 $$$$

Microphone Good (< $20.00) Best (< $150.00)

Wireless Writing Tablet Tablet PC Writing Device Smartboard Wired Writing Tablet Wireless Writing Tablet Tablet PC

Wacom Bamboo Tablet

Wireless Tablet

Propagation (Where do I put my video?) Building/District Server Blog Youtube.com State media server

TIME Prep!

Network and Support Sal Khan – The Khan Academy TED Talk March 2011 (Fantastic!!!!!) The Flipped Classroom NING

Questions & Comments

What is Mastery Learning Work at own pace (sort of) Must achieve 80% to move on to next concept. Frequent evaluations

Benefits Learning - Understanding Relationships Cheating doesn’t pay! Differentiation

Students take responsibility for their own learning. The VERY BEST Thing! Students take responsibility for their own learning. Freedom Control -Steve Hargadon (TIE 2011)

How does this work? Packet Packet is “order of worship” Frequent Evaluations 80% Mastery

Typical Day Demonstrations Practice Quizzes Tests Lab

Lecture This student got sick for an extended period. He did not miss a single lecture. He had all the resources he needed to get caught up.

Demonstrations We perform demonstrations for 3 or 4 students, not for a whole class.

Labs 2 or 3 students complete a lab together. Ideally, once they have finished, they meet with one of us to discuss their understandings.

Practice, Quizzes & Tests Ideally, practice is for development of understanding. They do “enough” practice to master. There’s no reason to copy, because if you don’t understand, you don’t move on.

A Typical Day

Questions & Comments

Hurdles Access Time Chaos Technology

Resolving Issues Student Access to Vodcasts Server Spaces Streaming Video (bandwidth)

Contact Information Deb Wolf Deb.Wolf@k12.sd.us