1. Flipped classrooms David Birbeck
Some people see the old lady…some the young one ….Whether you see a new approach or an old one ….it is just another approach to T and L
Its no magic bullet its just an approach ..it doesn’t replace stripling….its just another arrow in your quiver

2. What people are trying to do with it
What it is
What people are trying to do with it
How to do it
Plan a session , just one around it
We want to model
We know not everyone will have done it
Structures to support the tutorial but not give a free ride to those who have not
TIP: don’t fix it for those that didn’t leads t why in future would they? And for those that did the work..why in future would they?

3. A link was sent out with 2 focus questions
Your impressions of how you felt about doing / not doing the preparatory work

4. How would you describe the flipped classroom?
Think about this for a minute
Use think pair share to demonstrate relationship building and not reteaching something that was sent out.

5. How would you describe the flipped classroom?
Think / Pair
Introduce yourself!
Use think pair share to demonstrate relationship building and not reteaching something that was sent out.

6. How would you describe the flipped classroom?
Think / Pair / Share
Introduce yourself!
Use think pair share to demonstrate relationship building and not re-teaching something that was sent out.
Many different models, no right way
Probably been doing this for years, not new.
Imperative : it is when students do the preparation via watching things like lectures OUTSIDE and INSIDE the class they debate, argue, find meaning.

7. Bloom’s Taxonomy Anderson’s Taxonomy
In a tradiional space lower order happens in session ..higher order out of session
Flipped classroom is the reverse. Higher order happens in the room, lower order outside

8. Stop for a minute
Consider and write down 3 sessions in
your teaching where you think
this might work for you
You will need this later

9. So what is the fuss about?
Another approach you can use and you probably already do!
Two reasons for the renew of this type of teaching: The vast array of resources ‘out there’ and that face to face time is decreasing meaning we had better use it as best we can
But it isn’t a magic bullet…….it has to be fit for purpose and is really just one more approach of T and l you can use if you think its appropriate….
I think of as arrows in aquiver ..the more arrows you have the more options
Tomasz Bidermann / Shutterstock.com

10. Some people see the old lady…some the young one …
Some people see the old lady…some the young one ….Whether you see a new approach or an old one ….it is just another approach to T and L
Its no magic bullet its just an approach ..it doesn’t replace stripling….its just another arrow in your quiver

11. A dangerous looking lecturer choosing flipped classroom from their quiver of teaching approaches
Here I am choosing flipped classroom from my quiver looking very dangerous. Note there are many arrows all may be useful. Flipped classroom is just one.

12. hadn’t done the reading? How did it feel if you had?
I want to emphasise that peer`pressure is more powerful

13. With all the discussion I sometimes forget that……………………

14. Don’t forget.
When we are talking about flipped classroom we are talking about challenging a very old and traditional notion of teaching. It is likely, even probable that you already use flipped or something like it.

15. Planning Teaching Don’t tell me it doesn’t work!!!!
Its just a method….they all work if done at the right place and properly
Planning and execution are inseparable
I don’t see enough emphasis on How to teach it…lots on planning ..very little on HOW
See
Teaching

16. Teaching Keys to teaching: high level pass
Control towards influence
Grouping strategies: report backs…planning and timing
Relationship building
Considered risk taking
Ownership
Keys to teaching: high level pass
You don’t control students you influence. You stir, you agitate you challenge ..you don’t control
Care with group work: 5 maximum and you need grouping strategies and a report back mechanism
No report back: potential for misunderstanding and harm
Build educative relationships: not friendly ones. Unconditional positive regard (Carl Rogers) : means what ever they do / don’t do you treat them positively and is if they could.
Want risk taking but needs to be seen as risks against being considered. We want students to think not just jump in mindlessly. Context is everything and this is not a static situation..ie some places are safer than others.
Share ownership of the learning environment and students OWN their own learning.

17. Planning Learning Objective / purpose Outside Inside Relevance Culture
Focus
Time
Accessibility
Choice=ownership
Inside
You need a question or a ?
You need a strategy to enact the activity (exactly what will they do and what will you do)
You need plan B
You need oversight
REPORT BACK!
Form follows function.; What do you need to achieve: what do they need to learn. Clarity of learning purpose.
Outside…..what will you give them in terms of ‘setting the up’
Inside: provocation ..what will you do with them? What will they do with each other?
How will you know?
How will they know what they have learned?
Need plan B
Detailed plans of the mechanism you will use not of the timing or content

18. Outside
Video
Reading
Interview
Your podcast
Someone else’s podcast
????
Inside
PMI
Y chart
KWL chart
6 Hats
Some others you have already used
Minute paper

19. Stripling Lots of ways to use SRIPLING
Flipped values that learning linked to thinking and communication
INSIDE Investigate / construct / express
OUTSIDE Reflect connect and question
Having said that. Connect is something I prefer to do with each other (inside) but doesn’t have to be.

20. Here are the tasks
We want you to explain the thinking tool at your table to the group:
connected to stripling: Where might you use this tool?
2. Go back to your 3 ideas:
choice : own, pair on in groups develop a flipped plan with timing and
structures: we want to collect these and put them ‘up’
Lastly think about sharing your thinking with the whole group at the end..
as an idea or points comes into your mind write it down on your cloth so you don’t forget: