The Flipped Classroom Enhancing the Writer’s Workshop by devoting more class time to inquiry, collaboration, and sustained writing Dayna DiVenere

Are you prepared for class? If students are not able to access technology at home, they can come in for lunch, stay after school, or come in early in the morning. Flexible, remember? ;)

For +/- five minutes... Please make a list of about 3 potential mini-lessons (concepts) you would teach during a writing unit i.e. how to analyze and apply technique of a mentor text or applying transitional words and phrases

Writer’s Workshop Model The teacher acts as a mentor author, modeling writing techniques and conferring with students as they move through the writing process. Direct writing instruction takes place in the form of a mini-lesson at the beginning of each workshop and is followed by a minimum of 45 minutes of active writing time. Each workshop ends with a sharing of student work. - Lucy Calkins Sharing Out Mini-lesson Writing Time Writing Time Check Point

So what is a “Flipped Classroom”? The flipped classroom is a model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions. We all know (esp in unit 4 we get 46 mins) that there isn't enough time to not only cover concepts but to ask and answer questions, collaboration, and application. A flipped classroom, especially in the writers workshop, can open up the “minilesson” timeslot for collab time before the students write for the majority of the class period.

Blooms Taxonomy

Don’t get it twisted Homework is bad, so a flipped lesson is bad Yay, opportunity for worksheets in class Videos are just recorded lectures Students must have internet access at home A flipped class results in a one-size-fits-all education The role of the teacher becomes diminished

Some Modifications Flipped Fridays! Various screencast lessons accessible in classroom during the writing process (Thanks Ellen) No need to reinvent the wheel, visit www.khanacademy.org or TeacherTube for over 2,000 screencasts

For +/- twenty minutes... Please pair up with 1-2 other people with a similar interest in mini-lessons (concepts) choose one minilesson, pull up microsoft powerpoint (or any variation of a presentation software), and screencast-o-matic Get started on a screencast! Modification: If you are making a screencast video for your 2nd multimodal project, utilize this time to work on that (I wont tell anyone)

My Contentions… Student driven classrooms allow more time for reflection, inquiry, individualized lessons, and collaboration during the allotted time for the mini-lesson The flipped classroom flips not only the mentality of the classroom, but the role as well When using the flipped method, you can allow even more time for sustained writing in the classroom The flipped classroom lends itself to standards based grading Technology and and peer-collaboration can increase the level of engagement Standards Based Grading: The mastery of defined learning targets instead of the accumulation of points

Supporting Theories... Time (or lack there of): We all know know that there’s never enough time to do all that what we want or expected to do. Now we have to add more time for the writing process? What does this “more time” mean for a classroom? It may require a change in our perception of what it means to teach the writing process Dean, Deborah. What Works in Writing Instruction: Research and Practices. Urbana, IL: National Council of Teachers of English, 2010. 139. Print. Ownership: Twenty-first writing instruction can and should take student writers toward independence-- toward greater control over their writing and the process by which they create it. Such independence can occur only when process is personalized, shaped to fit the writer-- because process at its best, at its most functional, is different for every person Dean, Deborah. What Works in Writing Instruction: Research and Practices. Urbana, IL: National Council of Teachers of English, 2010. 143. Print.

Supporting Theories (cont.) Structured Management: What these teachers need is not more structure; they need more control. A teacher telling everyone what to do every moment of the day is actually a very low-structured classroom Ray, Katie Wood, and Lester L. Laminack. The Writing Workshop: Working through the Hard Parts (and They're All Hard Parts). Urbana, IL: National Council of Teachers of English, 2001. 14. Print. Inquiry: If students really do have thoughtful questions, we can’t, as I’ve sometimes done, worry more about finishing the planned lesson than about answering their questions Dean, Deborah. What Works in Writing Instruction: Research and Practices. Urbana, IL: National Council of Teachers of English, 2010. 123. Print.

Unsupportive Theories Unsupportive Theories?... Only because she has never flipped her classroom :O Being Teacher Centered: Many focus lessons have no student input in them at all. The teacher simply talks, shows, and explains the lesson, and students watch and listen Ray, Katie Wood, and Lester L. Laminack. The Writing Workshop: Working through the Hard Parts (and They're All Hard Parts). Urbana, IL: National Council of Teachers of English, 2001. 149. Print. Getting Students Involved in the Lesson: The key to using student involvement (other than listening) in the actual focus lesson is time. We must stay focused and timely when we solicit student talk or we will easily fall into the trap of spending too much in this whole class gathering Ray, Katie Wood, and Lester L. Laminack. The Writing Workshop: Working through the Hard Parts (and They're All Hard Parts). Urbana, IL: National Council of Teachers of English, 2001. 150-151. Print.

Standards CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others. CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. CCSS.ELA-Literacy.SL.8.1.a Come to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion. CCSS.ELA-Literacy.SL.8.1.c Pose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

Let’s Talk How does this method change your thinking about…. Student engagement and involvement Time management The structure of your classroom (student led) Student accountability