Daniel Lipin 7 th & 8 th Grade Science Teacher Hackley School, Tarrytown, NY

Summary of this Session What is ‘Flipping the classroom’ My story Start-up process Advantages of ‘Flipping the Classroom’ Challenges of ‘Flipping the Classroom’

What is flipping the classroom? Aaron Sams and Jonathan Bergmann Leading voices of the flipping the classroom movement What is flipping? ?

My Story My classes before flipping: 1. Lecture 2. Application (discussion, activity, lab). 3. Homework LectureApplicationHomework

My Story My classes were frustrating for three reasons: 1. Lecture: 1. Kids understood the material at different speeds. Lecture Kid 1: I got it first time. Hurry up. I am bored. Kid 2: I like your pacing. Don’t rush please. Kid 3: I got lost on slide 1. Please explain.

My Story My classes were frustrating for three reasons: 2. Application: 1. Never enough time! Experiments & Activities I want to make fun, interesting experiments and activities. Lectures often run long due to questions and so I have to cut activities short. I want a chance for the kids to reflect about what they do.

My Story My classes were frustrating for three reasons: 3. Homework: 1. Kids can get confused! Homework My options to help them are not great: 1.Grade and give corrections – takes time. 2.Extra help – takes time. 3.Go through it in class – takes time. Kids get stuck on harder questions. Kids cheat/ask friend for answers rather than ask teacher for help.

What happened next I learned about flip classroom theory. Flipped Learning Workshop, Pace, August Book: Flip your classroom by Sams and Bergmann. Twitter: #flippedclass, Internet: flippedclassroom.org.

I Started With One Section 7 th Grade Evolutionary Biology: Traditional. 8 th Grade Human Biology: Flipped. Initial flipping was simple: 1. Record my existing PowerPoint lectures using Camtasia Studio 2. Use/expand existing activities + homework for class time

Use Google Drive as Host All videos, worksheets, links and other materials were uploaded to the Cloud using Google Drive. A Google site was created to organize all materials in blog format.

How are you doing so far? Question: What was one of the frustrating things about my class from a homework perspective? If I pick her… … how do I know if these two guys understand? There is a way…

How are you doing so far? Show me how you are doing by taking this quick online quiz:

Videos and Accountability I needed a way to make sure that my students were watching my videos and were gaining a basic understanding of the material. Answer: Students take an online test after watching each video to show me (and themselves) that they understand the basic concepts. Quia Online testing software Quia quizzes count for 5% of student’s class grade

Advantages of Flipping the Classroom Better direct instruction Used Camtasia Studio to record 5-6 minute videos. Presentations are shorter, explanations are concise. Used laptop camera Used external microphone Camtasia Studio for Mac

Advantages of Flipping the Classroom Kids get more from my direct instruction: Notes are neater. Kids can move through videos at their own pace. Kids can re-watch parts of the video that they don’t understand. Kids can watch videos AGAIN prior to tests. Don’t get it. Now I get it.

Advantages of Flipping the Classroom SO MUCH MORE CLASS-TIME No lectures means I need to come up with something to do for about 50% of my usual class. It’s like I am a new teacher all over again. Yay and Aaaaah!!!!!!!!

What to do with all this time? Do homework in class Two options: 1. Hand out assignments as they are. 2. Tweak assignments to allow students to work in groups, do activities, use equipment etc. Advantages of doing HW in class Less cheating See what you are missing Judge your own HW

What to do with all this time? Spend more time on lab activities Add variables. Give students opportunity for self-exploration. Have longer class discussions about the results.

Explore-Flip-Apply Pedagogical technique developed by Ramsay Musallam (high school chemistry teacher Explore: Activity where students try and solve a problem related to the topic you are about to cover Explore: Activity where students try and solve a problem related to the topic you are about to cover Flip: Give direct instruction to the students to support what they have discovered with established knowledge Flip: Give direct instruction to the students to support what they have discovered with established knowledge Apply: Have students apply their discovery + established knowledge to solve challenges Apply: Have students apply their discovery + established knowledge to solve challenges

Example: Explore Flip Apply I used this technique to help students understand blood typing by have them do experiments similar to those by the discoverer of blood types: Karl Landsteiner.

Karl Landsteiner Before 1900, humans who got blood transfusions from other people would often die. Karl was working at the time as a research scientist. Karl’s research focused on looking at different blood types from different people. Karl Landsteiner (1868 – 1943) Figure 3 OLD WAY OF TEACHING

Karl’s Experiments Karl took blood from different people and mixed them together. Sometimes, mixing the blood would result in CLUMPING of red blood cells. Figures 4, 5, 6 Person 1 Person 2 Person 3 CLUMPING OLD WAY OF TEACHING

Karl’s Experiments Karl took blood from different people and mixed them together. Sometimes, mixing the blood would result in CLUMPING of red blood cells. Figures 4, 5, 6 Person 1 Person 2 Person 3 NO CLUMPING OLD WAY OF TEACHING

Clumping is BAD This causes blockages of capillaries. Blocking capillaries cuts off cells from oxygen. ArteriesCapillariesVeins Types of Blood Vessels Figure 8 Blood cell from heart GOOD OLD WAY OF TEACHING

Clumping is BAD This causes blockages of capillaries. Blocking capillaries cuts off cells from oxygen. ArteriesCapillariesVeins Types of Blood Vessels Figure 8 Blood cell from heart BAD OLD WAY OF TEACHING

What Karl Found: There were four types of blood that a person could have: A, B, AB, O. AB Patient Receiving Transfusion AB Blood Donation No Clumping AB A A B B O O OLD WAY OF TEACHING

Karl Landsteiner Before 1900, humans who got blood transfusions from other people would often die quite horrible deaths. Karl was working at the time as a research scientist. Karl’s research focused on looking at different blood types from different people. Karl Landsteiner (1868 – 1943) Figure 5 EXPLORE FLIP APPLY

Karl’s Experiments Karl took blood from different people and mixed them together. Sometimes, mixing the blood would result in CLUMPING of red blood cells. Figures 6-8 Person 1 Person 2 Person 3 CLUMPING EXPLORE FLIP APPLY

Karl’s Experiments Karl took blood from different people and mixed them together. Sometimes, mixing the blood would result in CLUMPING of red blood cells. Figures 6-8 Person 1 Person 2 Person 3 NO CLUMPING EXPLORE FLIP APPLY

Clumping is BAD Causes blockages of capillaries. Blocking capillaries cuts off cells from oxygen. ArteriesCapillariesVeins Types of Blood Vessels Figure 8 OXYGENATED BLOOD FROM HEART GOOD OXYGEN DIFFUSES INTO CELLS DEOXYGENATED BLOOD GOES BACK TO HEART EXPLORE FLIP APPLY

Clumping is BAD This causes blockages of capillaries. Blocking capillaries cuts off cells from oxygen. ArteriesCapillariesVeins Types of Blood Vessels Figure 8 CLUMPED OXYGENATED BLOOD FROM HEART BAD BLOOD STUCK. CELLS DIE WITHOUT OXYGEN NO BLOOD MAKES IT BACK TO THE HEART EXPLORE FLIP APPLY

Karl’s GOAL Find out what is causing the clumping so you can safely give a blood transfusion to someone without killing them. Blood Transfusion Bag Figure 4 Circulatory System Figure 9 Hooray! I have new blood and I haven’t died from asphyxiation! EXPLORE FLIP APPLY

Repeat Karl’s Experiments Karl found people have ONE of FOUR types of blood. Your task is to see what blood types can be safely infected into people with specific blood types. 1 1 Patient Receiving Transfusion Blood Donation No Clumping Clumping No Clumping Clumping EXPLORE FLIP APPLY

Challenges of Flipping the Classroom A lot of work. Time needed to learn how to use new technology. Time needed to record videos. 50% more class time means 50% more work. Lots of self-reflection – what works/does not work. Some students may be resistant. One year of work = The investment is TOTALLY WORTH IT!!!

Why is it worth it Teaching is more fun. Most students like it. More time with students during class. Videos can be used in future years.

Possible Things I Can Do Record a video with Camtasia. Create a Quia quiz. Show how I modified homework for use in class. Give more examples of Explore- Flip-Apply.