Flipped classroom model * Image is taken from this web site:

A class in the 20 th century looked like that Sarah Wike Loyola, in her blog, “The Most Powerful Tool in the Classroom” describe the following situation:The Most Powerful Tool in the Classroom “Historically”, says Sarah Wike Loyola, “ the teacher has been the master presence in just about every classroom in the world. They were the only ones who possessed the all-mighty knowledge which was passed on to their yearning students. Traditionally, pupils were placed in rows directed towards the maestro perched at the front of the room spouting facts that the students madly scribbled in their notebooks. The aforementioned students would then, at a later time, pour over their notebooks attempting to commit these facts to their short-term memory for long enough to get a decent grade on the corresponding test. Then, they would promptly forget most everything they "supposedly" learned.Sarah Wike Loyola For thousands of years, there have generally only been two sources of knowledge in a classroom: 1) The teacher; and 2) The text book.” Sarah Wike Loyola, “The Most Powerful Tool in the Classroom”, The Huffington post, October 20, 2014The Most Powerful Tool in the Classroom

A picture is worth a 1000 words Digital Natives Vs Digital Immigrants

Technology is Schools in the US, % of all schools own computers. 64% of U.S. schools have access to the Internet. 51% of schools have CD-ROM drives. Among 11 th graders, writing stories and papers was the most frequently rated computer use at home and school. Among 4 th and 8 th graders, playing games was the main reason to use computers. Policy information report, Computers and Classrooms- The Status of Technology in U.S. Schools, Princeton, New Jersey 2012,

Eric Larson, “How many teachers use technology in classroom?” Mashable on-line, Feb 05, 2013

The Flipped Mastery Class Principles: Developed by Bergman and Sams Exposing students to the material at home by watching pre-recorded videos. Struggling students can pause the video or rewind it. Use the entire class time to practice the material and help individual students with questions. Aaron Sams explains why and how he flipped his classroom

Pros of flipped classroom Struggling students can work one-on-one with the teachers and ask questions during class time. Students who have to miss a class can watch the videos at home and catch up quickly. Teacher who are absent can still “teach” the lesson by assigning the videos. Parents can be involved in the learning if they choose

Cons of flipped classroom According to the US Census Bureau in 2013 only 83.8% of households owned computers Students may not take homework assignment so seriously and might not watch the videos at home. They will come to class hoping to “catch up” at school. Language learning is based on conversation and conversational skills. Watching recorded videos will not help learning those skills. There are differences between classes, class levels and struggling students. “One video fits all” is the correct answer. Teachers need to be flexible and adjust their teaching to the class. It took Bergman and Sams almost 2 years to record the videos and a lot of dedication. Not every teacher will be willing to produce videos and keep them up-to-date year after year. Not all the students are learning best through videos. Other education styles should be applied too for students who learn through movement or music for example.

Proposed Sunday School Implementation Chanting prayers – Ask students to watch pre-recorded videos of a service or the weekly Parasha at home. Memorize the chanting for their Bar/Bat Mitzvah 5 th grade curriculum – All about the state of Israel – have students watch videos about the state of Israel at home as a background preparation for class activities 7 th grade curriculum – (Partial) Holocaust unit – Assign * specific* videos on Youtube related to the Holocaust as a background to class discussion.

Evaluation methods of Flipped Classroom Split the 5 th grade class into two groups. Assign one group’s homework to watch videos on the state of Israel. Assign the second group to read informational books on the state of Israel. When students come to class ask each group to build a 3-D model of the State of Israel. Check: Which model is closer to reality? Which model looks more colorful and attractive ( as in tourist promotional videos ) Which model indicates more fact about Israel? Show the videos to both groups. Ask students: who feel more emotionally connect to Israel and who would really like to visit the place after watching the videos? * Another option – Assign two students to work together: one is only reading information about a city in Israel; the second only watches videos about the city).

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