1. SIMPLY FLIPPED Using technology to maximize class time and increase student-teacher interaction Mrs. Maggie Ochsner Immaculate Heart of Mary

2. WHAT DOES A FLIPPED CLASSROOM LOOK LIKE? Notice that the majority of the time switched from lecture and homework to discussion, practice, and activities.

3. IF YOU WERE TO REMOVE LECTURE AND DIRECT INSTRUCTION FROM YOUR CLASSROOM, WHAT WOULD YOU LIKE TO PUT IN IT’S PLACE? ACTVITIES? DISCUSSIONS? LABS?

4. AIDES THE BUSY STUDENT: - Absent students, students in a pull-out scenario, or even on vacation can access the video to keep them up to date on what s happening in the class - Use resources to find the answers to the questions you have. - Absent teachers can use videos to ensure that learning continues even with a substitute present. - Creates more time in class to give direct support and do activities using manipulatives Pros of Flipping… AIDES THE BUSY TEACHER:

5. FLIPPING ALLOWS INCREASED STUDENT-TEACHER INTERACTION - With the “boring stuff” happening at home with direct instruction, the teacher is made available during class to interact with students during the practice stages of learning. - Immediate feedback - Both positive and redirection

6. FLIPPING ALLOWS STUDENTS TO PAUSE, REWIND AND REPLAY THEIR TEACHERS AND LESSONS Students can pause to take their time to write down responses. Students can rewind to ensure they heard a step correctly. Students can replay to review a concept before a test or quiz.

7. FLIPPING EDUCATES PARENTS Parents have the ability to watch along with their child to ensure they are using the same vocabulary you do in your classroom. How many parents have said “I don’t know how to do what you’re teaching them”? Now, they can learn it!

8. OTHER THINGS TO FLIP Work station directions  No need to repeat yourself.  Only tell them what they need to know as they go from station to station School wide information  Tutorials on website usage/access  Classroom information to refer parents to throughout the year  Consistent information

9. THE BASICS OF CREATING A FLIPPED LESSON 1) Choose lesson content 2) Choose video content 1) Choose material that will be easily translated 2) This is anything that you would normally be standing and teaching whole group 3) Choose activities to engage students in following the material 3) Create/Find Video 1) Record the lesson on your computer 2) USE SOMEONE ELSE’S!! There are TONS of videos out there. 4) Post video 1) On your school website? 2) On a Google Drive, Office 365, or other shared drive students could have access to. 5) Organize and assign materials 1) Make students aware of how the lessons are organized if there will be more than one. I have folders by Trimester, Unit and lesson just like their textbook. 6) Assess the unit 1) Formative: Bellringers 2) Allow students to give feedback. What did they like/not like in the beginning.

10. What a flipped lesson looks like: Foldable/Direction: Algebra- Systems of equations foldable Lesson: Algebra 6.5a Multiplying Polynomials I also created a flipped lesson on how to create a flipped lesson !! It is on the Public Drive under Video Notes. There are additional resources here as well

11. WHY I CREATE INSTEAD OF REUSE…  Trust:  Student trust  YouTube as a substitute teacher  Stranger danger  My eye contact > front row seat in class  Accountability  Parents still see me as the expert instead of outsourcing  Personailaztion  Refer to school, classroom, inside jokes/terms  Empowerment  You own it! You said, they know you’ll remember the experience and be accountable

12. TOOLS YOU MAY ALREADY HAVE: laptop or tablet with camera and microphone Tools you already have : SmartBoard Software or Powerpoint, Snipping Tool, online textbook resources, your computer’s built-in-microphone, and the public drive or your school website FREE and simple tools : Screencast-o-matic (screencast- o-matic.com)

13. TOOLS YOU MAY ALREADY HAVE: Choose a single lessen to have students complete in class. Create any powerpoint or smartboard presentation as you would if you were teaching a normal class period to a large group. Start Screencast-o-matic and record your lesson. Remember to be yourself Have students watch and complete first lesson in class with you. Describe that they will be simply watching a video of the teaching instead of listening to you in class. They can pause it and ask questions if needed. I recommend having some type of guided notes or final question they need to answer to go along with the video.

14. TOOLS YOU MAY ALREADY HAVE: Reflect on the process Have students begin class with either A summary of the notes writing a question that they had while watching (can be shared as whole group or “think, pair, shared”) Performing a task or answering a simple questions based off the notes (bellringer). Ask students what they liked/didn’t like. Remind them they can replay a lesson whenever they’d like! Too long/short? Technical issues? *One student requested that cool things happen with sound effects whenever I uncovered a response * THEN TRY IT AGAIN! Tweak things