The Future of Education Robert White – Bill Sadler –

No Easy Answer…  “A single instructional approach is unlikely to have a major impact on student achievement once the novelty wears off. A combination of well-thought-out strategies that consider student needs, incorporate the characteristics of effective instruction, and develop understanding of mathematical concepts will have the greatest impact on student achievement.” NCTM President Linda Gojac

 ‘Homework’ and Activities Done at School  Time for Discussion to Address Misconceptions  Time for the Student to do Guided Activities to Form Their Own Understanding of the Content  Time for the Teacher to Know What the Students Don’t Know.  ‘Lecture’ and ‘Quizzing’ Done as Homework  Watch Podcast on their Phones  Ever Pause a Lecture? Rewind? Replay Before a Test?  Take Quizzes on their Phones  Student led discussions in and out of the classroom to get the right answer What is Flipped?

The History of Flipped…  Blended learning, flexible, multifaceted  Jon Bergman and Aaron Sams – pioneers of the current flipped movement.  Why are we talking at the students?  How can we have more time for individualized instruction and assessment?  Support at home?  Technology more accessible now.  Learning is done by the learner.

Teacher Process: Out of Class…  Building the MOODLE/Edmodo/YouTube  Monitoring the Forum (message board)  Create working links to podcasts  Student online assessment – quizzes and test  Developing Discovery Activities  Acquiring materials  Writing instructions  Creating questions  Creating Podcasts  Preparation– What do we want to include?  Recording process – have a conversation  Editing for the final cut

Teacher Process: In Class…  Demonstrations/Announcements  Start class with a demo, announcements, etc…  Having Intellectual Conversations  Walking around, correcting methods, asking questions  Monitoring Progress  Mastery Checklist  Setting due dates?  Challenging writing leads to deep learning  Evaluating Understanding  Using Socratic dialogue to guide the learning process

Student Process: In Class…  Come to class prepared to learn  Preview the reading, activity, debate, lab for details  Complete activity with peer and instructor guidance.  Work through stumbling blocks.  Answer questions with peer and instructor guidance.  Using day’s work to acquire conclusions  Form individual understanding of basic principles.  All data, answers, and questions are written into a personal academic journal.  Everything is written down in the journal and reviewed by the instructor periodically.

Student Process: Out of Class…  Go home  Watch podcast and answer any lingering questions.  Use the pause button  Rewind  Take Notes  Take quiz and prepare to ask and answer questions from instructor or peers.  Quiz is taken for mastery (100%)  Questions about quiz or podcast are posted to forum where students and instructor can reply

Why Flip? Teacher Development  Provides opportunities to reach Proficient and Excellent levels of performance in line with PERA  Domain 1 - Planning and Preparation  Domain 2 – Classroom environment  Domain 3 – Student engagement  Domain 4 – Professional Responsibilities

 Student/Teacher Conversations (2A)  Culture of Learning (2B) – ‘going home, to watch pod’  Policies, Procedures, Expectations (2C)  Classroom Management (2D)  Anchor Activity (3A) – tailored to student interest  Podcasts (3B) – quiz, bell ringer, entrance/exit slip, etc.  Questioning for Instruction (3B) – after the podcast  Engagement (3C) – “minds-on” conversations  Assessment (3D) - questioning to assess learning PERA Connections

 Domain #1: Planning and Preparation  Demonstrating Knowledge of Content, Pedagogy, Students, Resources  Setting Instructional Outcomes  Designing Coherent Instruction and Assessments  Domain #4: Professional Responsibilities  Growing and Developing Professionally  Showing Professionalism  Reflecting on Teaching  Participating with Professionals

Why Flip? CCSS and NGSS  Students Who Demonstrate Understanding Can:  Construct arguments…  Predict and relate…  Analyze and interpret…  Evaluate and communicate…  Use models to show…  Modify a design…  Communicate a process…  Plan and carry out an investigation…  Construct a qualitative model…

Mastery Learning Culture of LearningCulture of Testing  Develop a Manageable Mastery Testing Policy  Design Student Centered Projects to Assess  Guided Journaling  Quizzing for Perfection  Creating Lifelong Learners  ‘Do I need to know this for the test?’  ‘When is this due?’  Rote Memorization  ‘How do I get an A in this class?’  ‘What do I have to do to pass your class?’

 Planning – time…time…time…  Teaching is professional work, with both the privileges and obligations conferred by that status. - Charlotte Danielson  Collaboration  Support  Professional Learning Community  Start Simple  Record an Existing Lecture/Lesson  Personalize  There is no ONE flipped classroom  Use what works for your classroom  Constantly evolving – never “done” How to…

 Flipping helps busy students  Flipping helps struggling students  Flipping helps students of all abilities excel  Flipping increases student-teacher interaction  Flipping allows teachers to know their students  Flipping allows for real differentiation  Flipping changes classroom management  Flipping changes the way we talk to parents Great Reasons to Flip

Wrong Reasons to Flip  Because you think it will create a 21st Century classroom: Pedagogy should always drive technology, not vice-versa.  Because you think you will become cutting edge: Flipping isn’t about the newest tools.  Because you think it exempts you from being a good teacher: Good teaching is much more than delivering good content.  Because you hope it will make your job easier: That’s not going to happen and it’s not what the flip is about.

 Contact Us With Questions/Concerns/Ideas:  Robert White –  Bill Sadler – Are There Any Questions? The Future of Education is Here