1. The Future of Education Robert White – rwhite@bbchs.org Bill Sadler – bsadler@bbchs.org

2. 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

3.  ‘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?

4. 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.

5. 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

6. 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

7. 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.

8. 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

9. 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

10.  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

11.  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

12. 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…

13. 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?’

14.  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…

15.  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

16. 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.

17.  Contact Us With Questions/Concerns/Ideas:  Robert White – rwhite@bbchs.orgrwhite@bbchs.org  Bill Sadler – bsadler@bbchs.orgbsadler@bbchs.org Are There Any Questions? The Future of Education is Here