1. Top 10 Reasons Why Flipping the Classroom Can Change Education Kathleen Fulton Learning Forward Nashville, Dec. 8, 2014

2. Goals of this Session Go beyond the “what” and “how” of flipping Take a deeper look at the “why” of flipping Get a feel for how you might try flipping Share your expertise with other participants as you discuss flipping issues Learn about resources for going deeper

3. Overview Overview of flipped learning definitions Who am I and why flipping grabbed my attention Discussion of “Top Ten Reasons” (ala Dave Letterman!) Work in small groups to discuss and apply ideas from the session Take home a list of a sampling of resources

4. But First, Who Are You? Teacher K-12 Principal K-12 Superintendent School Board Member Higher Ed Faculty “Other!” (it’s okay….)

5. What do you know about the flipped classroom? http://www.edudemic.com

6. What is your experience with flipped teaching? Heard about it but have never flipped a class Have tried to flip a few classes Am pretty experienced but want to learn more

7. Who Am I ? Long career as a “policy wonk” in Washington Passion: how technology impacts teaching From OTA to NCTAF— Power On! New Tools for Teaching and Learning —and Teachers and Technology —to No Dream Denied and STEM Teachers in PLCs Intro to flipping: Byron High School at Intel Schools of Distinction Awards 2011 Flipping Articles in Ed Journals and Magazines (links on my webpage)

8. Corwin Press June 2014 Corwin.com/books/Book241999 (Book Signing at Corwin Booth in Exhibit Hall after the session)

9. Definitions of Flipped Teaching/Learning/Classrooms “Using technology to deliver asynchronous direct instruction with the intention of freeing up class time for student-centered learning” Troy Cockrum, Flipping Your English Class to Reach All Learners

10. Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter. Ramsey Musallam (www.cyclesoflearning.com)

11. http://onpoint.wbur.org #1 Maximize Class Time

13. What Happens in Class? Direct instruction=explicitly teaching a concept or skill It’s not always lecturing But, teachers always need to “stand and deliver” some instruction, dispensing information some of the time Historically, lecture is dominant form of instruction 90% delivery of info/10% application (Katie Gimbar)

14. With Flipped Teaching….. Teachers move direct instruction out of public space (group learning space) and into the private space & time of individual learning Result: freeing classtime (the group learning space) for more creative, engaging work with students 90% application, 10% delivery/clarification of information (Katie Gimbar) (https://www.youtube.com/watch?v=9aGuLuipTw g)

15. Flipping Bloom This shift corresponds to flipping the triangles represented in Blooms Taxonomy Individual learning tasks (listening, remembering, understanding) move to the private/personal learning space This allows more time for higher cognitive activties (applying, evaluating, analyzing, and creating) in the public learning space of the classroom

16. http://nli2010beijing.wikispaces.com/ Flipping Bloom Individual Learning Tasks Take Place in the Private learning space Higher Cognitive Activities Take Place in the Public learning space

17. Caveats Teachers don’t automatically know how best to apply freed up time for learning It takes time, training, and reflection on what works best with their students

18. #2 Individualize Instruction http://www.asktheblogger.com

19. Individualizing/Differentiating Instruction Asynchronous delivery of content can mean individualizing instruction Mastery learning (Bergmann & Sams:“Flipping 2.0”) becomes a possibility Technology (learning management systems and data analysis tools) can help with complicated delivery & management challenges of mastery learning.

20. One Example: Graham Johnson, High School Math Central Okanagan, BC, Canada Each unit of instruction lists videos to watch, assignments, math labs, journal instructions Students move at their own pace – take online quizzes (formative) when ready – if reach 70% mastery, move ahead – if not, meet with teacher for remediation

21. Typical Day (3 hour blocks, 3-4 times a week) Come in, talk about where the class is, poll on how they feel they are doing, group discussion and brief overview Move into group activities on math projects Then “Flex Time” do whatever they need to do alone(watch lesson video, write in journal, respond to prompts, take a quiz) or work in small group in math “experiments”

22. “Hot seats” in flex time: one-on-one with Johnson He “grills them on content” when they think they have mastered material in unit Ready to take unit test for credit? or study more, get more help, work on (ungraded) mastery quizzes? Students are in control of their own learning

25. Caveats It’s critical to build in regular checks for mastery Training, support, and resources—including appropriate assessments--are necessary for teachers to successfully adopt teaching for mastery learning Demonstrating mastery in multiple ways is great, but traditional assessments and high stakes tests are still required Not all schools are supportive

26. #3 Learning Theory http://blogs.ancestry.com

27. What’s Wrong With Lectures? 1.“Babylonian” hour (base-60 number system?!?) 2.Passive observers 3.Attention fall-off after 10-20 minutes 4.Note taking (seldom taught; no notes=no way to recapture the info.) 5.Barriers to those with disabilities (seeing, hearing, control) 6.Just one “bite of the cherry” (you snooze you lose) 7.Cognitive overload (too much information!) 8.Tyranny of location 9.Tyranny of time 10.Poor presentation Donald Clark, Ten Reasons to Dump Lectures

28. Can Flipping Address These? Length (10-12 minutes max!) Active learning(stop and pause=no attention fall-off) Good note taking, framing questions are critical skills Disabilities can be addressed (sound, zoom in, lighting, pacing control) Many bites of the cherry (stop, rewind) Chunking content, modules Time & location no longer dictated Presentation can be bad—but can be edited!

29. Inquiry Learning/Challenge-based Learning Knowledge centered: start with learning challenges around core concepts or skills in a domain Learner based: each student brings prior understandings & skills to the challenge Assessment centered: solving the challenge demonstrates understanding Community centered: work in teams to solve challenges Video=“inquiry spackle” after setting up the challenge (Ramsey Musallam)

30. Peer Learning and Learning Theory Defend your answer= make thinking explicit Ownership of solutions Builds metacognitive skills To teach others is to learn what you know and don’t know!

32. Assignment Talk as a group and select one lesson that you would like to try via flipped teaching – What would you do first? – Describe the content of the lesson sent home – What would you do in class?

33. # 4 Effectiveness http://datadriveninsights.com

34. Data Thus Far Looks Positive School/classroom data on student achievement are promising E.g. Byron H.S. found 10-12% gains in percent of students reaching proficiency in math E.g. Clintondale H.S. achieved – 19% gains in Freshman percent passing rates in ELA and social studies – 13% gain in math passing rate – 9% gain in social studies passing rate Improvements in behavior, fewer disciplinary actions, higher graduation rates (Clintondale)

35. Caveats No external, large scale studies No “gold standard” research to date No research on which students benefit, under which conditions Send your research studies in!

36. Table Discussion Are any of you collecting data on flipped teaching? Can you share with us what you are finding?

37. #5 Impacts on Teachers

38. Opening Up the Classroom Process and products of flipping can open the “black box” of teaching Teachers watching themselves teach= improving teaching Working as teams in creating and sharing videos and results = powerful teacher learning Social networks of flipped teachers build expertise across schools

39. Table Discussion How often do you get to watch other teachers teaching? How could this be of benefit in your school as you work on new lessons (e.g. Common Core)

40. Taking different paths but working together and building trust

41. #6 Students

42. Students Like Flipping Using technology isn’t just cool; it’s expected Self-pacing brings independence to learners “Rewinding the teacher” is greatly appreciated More activity in class=more engagement More 1 on 1 time with teachers (some don’t like this!) Never miss a lesson (snow days, athletic trips, absences)

44. Caveats Students need to be prepared for flipped classes Teachers need to set up systems to track whether students watch the video lessons Be aware of each student’s learning styles and needs; one size doesn’t fit all The novelty of flipping may wear off

45. Table Discussion What if students don’t watch the videos?

46. #7 Flipping Benefits Parents Too http://www.cms.k12.nc.us

47. Flipping Brings the Classroom Home Benefits: they no longer have to struggle trying to help students with homework! Leave the teaching to the experts—teachers! Open the classroom so parents can see what is taught and how

48. Table Discussion How would you let parents know about flipping instruction?

49. Some Caveats Raised by Flipped Teachers Prepare parents for flipping (Watching videos for homework? Not like the old days!) Show them how to support this approach--Flip Back to School Night! Survey parents for family technology resources and policies Overload on family technologies and dataplans?

51. #8 Resources and Costs http://3.bp.blogspot.com

52. Flipping Makes Effective Use of Resources School tech investments, and teacher and administrator readiness, have made flipped classrooms much more feasible Budgets are tight; BYOD and digital content can stretch school resources Multiple ways of assuring access (flash drives, CD, send tech home, library/classroom/computer lab time)

53. Table Discussion Discuss ways you can assure equity of access to flipped lessons in your school

54. Caveats Schools must invest in infrastructure (broadband, wireless) Teacher training and time are critical and costly investments Equity is always an issue—not just re: access; but also equity of use Quality control, intellectual property and reuse rights are important issues

55. #9 21st Century Skills http://www.tltguide.ccsd.k12.co.u s

56. Flipping Builds 21 st C Skills 21 st C skills are praised but not always embedded in teaching and learning Surveys show students report most of these were developed on the job, not in school Using technology seamlessly, collaborating, finding and evaluating information, taking charge of ones learning are key elements in good flipped teaching and learning

58. #10 Future of Education http://www.unofficialtech.com

59. The Future of Flipping... What's your view? Passing FadMust Have

60. Resources EdWeb Flipped Learning Community (www.edweb.net/flipped)www.edweb.net/flipped Flipped Learning Network (http://flippedclassroom.org)http://flippedclassroom.org Flipped Learning Ning (www.flippedclassroom.org)www.flippedclassroom.org Flipped Learning Institute (http://flippedinstitute.org)http://flippedinstitute.org Twitter (#flipclass)

61. More Resources Educator blogs and videos, e.g. – Educational Technology and Mobile Learning, Med Karbach, on flipped classrooms (http://www.educatorstechnology.com/search/lab el/flipped%20classroom) (http://www.educatorstechnology.com/search/lab el/flipped%20classroom – Turn to Your Neighbor: The Official Peer Instruction Blog (Julie Schell) (http://blog.peerinstruction.net)http://blog.peerinstruction.net – Cycles of Learning, Ramsey Musallam (www.cyclesoflearning.com)www.cyclesoflearning.com – Chinese Educator’s Perspective: Flipped Classroom of Teacher Sun, Yu-Chen (Junyi Academy) https://www.youtube.com/watch?v=rdIFBS_LFew&feat ure=youtu.be https://www.youtube.com/watch?v=rdIFBS_LFew&feat ure=youtu.be

62. Curricular Specific: A Sampling Flipped Social Studies: Tom Driscoll https://www.youtube.com/watch?v=bblZFS2U th0&list=PLRYqm5XDbB2Qte4AQYn_eVMOfkR Ysh-tL&index=2 https://www.youtube.com/watch?v=bblZFS2U th0&list=PLRYqm5XDbB2Qte4AQYn_eVMOfkR Ysh-tL&index=2 https://www.youtube.com/user/FlippedHistor yVideos/videos https://www.youtube.com/user/FlippedHistor yVideos/videos Ken Halla—World History – http://worldhistoryeducatorsblog.blogspot.com/ http://worldhistoryeducatorsblog.blogspot.com/

63. A Curricular Sampling High School English: Cheryl Morris and Andrew Thomasson – http://www.flippedlearningjournal.org/cheryl- and-andrew.htmlhttp://www.flippedlearningjournal.org/cheryl- and-andrew.html – https://www.youtube.com/user/ThomassonMor risInstr/about https://www.youtube.com/user/ThomassonMor risInstr/about French I and II: April Burton http://www.mrsburton.com/?page_id=747 8 th Grade Biology: Hassan Wilson’s Flipped Lab – http://wilsonsflippedlab.blogspot.com/ http://wilsonsflippedlab.blogspot.com/

64. Good Old Fashioned Books Flipping Your English Class to Reach All Learners, Troy Cockrum (Routledge, 2014) Flipped Learning: Gateway to Student Engagement, (ISTE, 2014) and Flip Your Classroom, (ISTE, 2012) Jonathan Bergmann & Aaron Sams And, of course, Time for Learning: Top 10 Reasons Why Flipping the Classroom Can Change Education (Corwin, 2014) Kathleen Fulton—signing in Exhibit Hall this afternoon!

65. Thank you very much! Kathleen Phillipps Fulton kathleenpfulton@gmail.com http://kathleenpfulton.webs.com Twitter: @KathleenFulton6