Presented by Whitney Isbell, Birdville ISD

Goals: Introduce the flipped classroom model Answer questions regarding obstacles to the flipped classroom Design a flipped lesson

Take care of personal needs anytime Lunch is from 11:30 – 12:30 pm Ask questions! Have fun

Write down what you know about flipped learning. What do you want to learn about the flipped classroom? As we go through the session, write down any information that you learn that answers your questions.

Real flippers discuss their classrooms Real flippers discuss their classrooms

 When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important. The Flipped Classroom is NOT:

 About replacing teachers with videos.  An online course.  Students working without structure.  Students spending the entire class staring at a computer screen.  Students working in isolation.

 A one size fits all model. The flipped classroom will look different depending on the class and the teacher.

 A means to INCREASE interaction and personalized contact time between students and teachers.  An environment where students take responsibility for their own active learning.  A classroom where the teacher is not the "sage on the stage", but the "guide on the side".  A blending of direct instruction with constructivist learning.  A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.  A class where content is permanently archived for review or remediation.  A class where all students are engaged in their learning.  A place where all students can get a personalized education. The Flipped Classroom IS:

 Content is delivered at home through appropriate technology in chunks based on grade level  Lessons are designed based on the standards  Students clearly understand what is expected and take ownership of their learning

 Videos  Presentations  Websites  Collaborative spaces  Differentiated instruction  Graphic Organizers  KWL Charts  Foldables  Cornell Notes  Summarization The New Homework

 Tutorial Stations  Centers  Cooperative Learning  Small group/individual pull-outs  Differentiation Differentiation  Lab/Inquiry Learning  Formative Assessment with students recognizing their learning gaps Flipping Inside the Classroom

 Videos  Presentations  Websites  Apps  Collaborative spaces  Differentiated instruction Role of Technology

 Write down concerns you have about flipping your classroom?  Pair with a partner and share what you wrote.

Obstacles to Flipping 1.The number one concern is student lack of access to technology 2.Students won’t watch the lessons 3.How does this prepare them for the “test”? 4.I don’t have access to computers in my classroom?

 Post the lessons in different formats.  Copy the lessons to DVD’s for students to watch on DVD players.  A lack of access does not provide an “out” for student learning.  The few students I encountered that truly did not have access were able to watch the lessons before and after school, during lunch in the library, or in my classroom on a laptop I set up just for lessons. This became a station and a safe place for students who were unable to watch the lesson without having to provide explanations or excuses.

 Use an interactive WSQ that timestamps when the students enter the information.(I use google documents for this)  Use a road map to provide flexibility for students to go at their own pace.  Have the students take Cornell Notes in their journal’s and take a notes grade

 The lesson is a critical component of instruction. There is no “out” to watching the lesson.  Have access in the classroom for students who need to watch the lesson. This will take away from their tutorial, lab, and practice tutorial time.  Because students are using a road map they have some flexibility in their pacing.

 The lesson needs to be no longer than 10 minutes for middle school and 20 minutes for high school.  Students prefer the information chunked into smaller objectives

 The lesson may include the WSQ and the content.  The class time is used for practice, tutorials, and reinforcing understanding of the content.  The purpose of the flipped classroom is that homework is now done in class with the teacher as a guide.

 The flipped classroom is not a magic solution for all students. There will always be reluctant learners.  Introduce the flipped model and use class time to walk the kids through the process. Over time the students will begin to move towards interdependence in their learning.

 A flipped lesson takes about an hour to complete.  Be realistic in your technology comfort and start slow. Use tools that you are comfortable with.  Have the students share app’s and presentation ideas. They are tech savvy and love to share ideas.  Bounce ideas off of other teachers that are flipping their classroom. Don’t reinvent the wheel when you are starting out.  Spend time on the road map before you start a unit. The students will appreciate an outline of what they are learning.

   /2011/09/screencasting-apps-for-the- ipad/ /2011/09/screencasting-apps-for-the- ipad/  Screencasting

 Khan Academy  Discovery Streaming  YouTube  TeacherTube  NASA.gov Digital Media

 Sophia.org  Schoolwires  Edmodo  Moodle  YouTube Hosting your lessons

 Sample Blog and Lesson Sample Blog and Lesson  Sample Blog and Activities Sample Blog and Activities  Get help: Schoolwires Site Manager>How do I?>Blog Schoolwires Blog Site

8 th Grade Science teacher in Birdville ISD, Whitney Isbell

Maximizing Time for Instruction  What is an obstacle to student learning in your classroom?  How are students able to access the content in your classroom?  How are students able to remediate if they do not understand the SE?

Cognitive Rigor: What should students be doing? Analyze: to examine methodically by separating them into parts and studying their interrelations Formulate: to state as or reduce to a formula Solve: to work out the answer or solution to (a mathematical problem) Content: What concepts will the students need to analyze, formulate, and solve? Problem situations, Equations and inequalities, and Problems Context: In what context will they analyze problem situations, formulate equations and inequalities, and solve problems? Exponential functions Sample Assessment Item:

6.8A States of Energy: Flipped Lesson WSQ Form: Teacher's View Focus of classroom activity: 1.Teacher reviews WSQ responses in the morning to determine what needs to be clarified at the start of class 2.Students work in small groups to design and implement a lab to compare and contrast potential and kinetic energy 3.Teacher works with small groups and individuals to address their questions and diagnose whether certain students need further instruction

Design Time  Choose an SE ; I chose the Physics Unit because this was where students typically scored lowest on standardized testing  Break the SE apart into what students need to know and be able to do to master the SE  Create assessment items and then create a flipped lesson based on what students need to know and do (Kilgo)

 The technology I chose was purposeful and intentional; which type of technology would have the most meaning for students.  Every lesson includes note taking skills, summarization skills, academic reading, academic writing and higher level questioning skills. Design Time

 Students learn at different paces (slow, medium, fast).  Students were missing important pieces of information from class even though they were “present”. We wanted a student-centered classroom and to be able to do more engaging activities.  Students are absent sometimes (sick, sports, etc.) and miss critical lessons.

 Students not completing homework fully at home because they “forgot” how to do it from class (or simply copying from a friend).  Teacher spending most of class time giving direct instruction and not giving students a lot of practice on their own with support.  Teachers spending many extra hours tutoring and re-explaining to students who didn’t “get it” during class.  Students working in class in groups allows teachers to make higher order thinking activities/assignments.

 Responsibility for learning flipped from teacher’s hands to student’s hands  Face to face time flipped from teacher- centered to student- centered  Focus of class time flipped from lower- order to higher-order thinking

What students have to say…. (11.36)

 I found that most students have access to the internet. Students have a misconception about what a virtual classroom is. I ask them how they are able to post on facebook and explain they are able to access the lessons using the same medium. Many of my students used their cell phones to access the lessons.

 My classes went from over 200 zero’s in one six weeks to 1 student with zero’s in the flipped unit.  Students were coming in to watch the videos or asking questions outside of school regarding what they were learning  Class time was focused on practice and individualized instruction  The lecture was focused and purposeful without interruptions or distractions  Classroom behavior was focused on learning and discipline became almost non-existent  Students who were absent were able to make up gaps in learning without becoming frustrated or discouraged  Tutorials before and after school became obsolete as students were getting individualized instruction during class.