Flipped Learning

By: Kristi DeRoche

What is flipped learning?

• The Flipped Classroom

Flipped learning is the strategic reversal of the traditional classroom.

Initial student exposure or exploration of learning content happens outside of the classroom in order to

allow for clarification and active engagement of learning content inside of the classroom.

Source:http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/Speak%20Up%202013%20Survey%20Results%20Flipped%20Learning%20Network.pdf

Source: http://flippedlearning.org/domain/46

Four Pillars of Flipped LearningFlexibleEnvironment:

Provide students with different ways to learn content and demonstrate mastery. Allow students to chose their learning space.

Learning Culture:Give student opportunities to engage in meaningful activities without it being teacher centered.

Intentional Content:Prioritize concepts used for direct instruction for learners to gain quick access on their own.

Professional Educator:Make yourself available to answer questions. Conduct on going formative assessments for quick feeaback.

• Students can rewind, pause, or re-watch videos if needed

• Most of class time is spent on application of the content

• Less class time is spent on delivery of the content

• More time to differentiate and work with each group/child based on their need level

• Self-paced• Remediation-looking back at older videos

• Working ahead-when ready to move forward

Benefits of Flipped Learning

• Urban school in Detroit• Low-income area• Pass rate for courses were low• Tried flipped learning with an at risk Freshman Social Studies class and all

students passed• Decided implementing flipped learning in all classes• Teachers videoed their lessons using screenshot technology usually using a pen

on the screen• Students watched videos at home for homework• In class teachers worked with students on individual assignments and

facilitated learning groups• 82% of students used their own devices at home• Labs were available before and after school for any student who needed a

computer

Source: http://assets.pearsonschool.com/asset_mgr/current/201317/Clintondale_casestudy.pdf

http://flippedlearning.org/domain/41

Case Study #1

Source: http://assets.pearsonschool.com/asset_mgr/current/201317/Clintondale_casestudy.pdf

Case Study #1- Results

• Rural school in Manchester

• 30% of students were rated as proficient in Math

• Budget cuts left no money for new textbooks

• Teachers began writing their own units of curriculum

• Posted videos during the summer

• Began implementing flipped learning in a few classes

• After seeing success all Math classes began flipped learning

• Learning would still go on during snow days

• Eventually the entire district adopted flipped learning

Case Study #2

Source: http://assets.pearsonschool.com/asset_mgr/current/201320/Byron_standalone_casestudy.pdf

• # of students scoring proficient or above• In Algebra 2 increased by 12 percentage points

• In Pre-Calculus increased by 11 percentage points

• In Calculus 1 increased by 9 percentage points.

• “The increase in Calculus 1 proficiency is a testament to flipped learning, since students are coming in with significantly lower test scores but are out performing students who have learned Calculus the old way. More students are now taking higher-level Math courses because their overall proficiency has increased.” -Mr. Faulker(head implementer or flipped learning at Byron High School)

Case Study #2- Results

Source: http://assets.pearsonschool.com/asset_mgr/current/201320/Byron_standalone_casestudy.pdf

• Kristen Doyle, 5thgrade math teacher Barkley Elementary, Kentucky

• Flipped Learning for 2 years

• Made videos and put on Schoology

• Students watched videos & took notes

• Took a short quiz

• Math meeting to answer questions

• Rest of class was spent in small groups

• “I loved that I was able to differentiate easily since many students came to class with a good foundation for the concepts. Knowing before class starts which students “got it” and which ones need extra help.” –Kristen Doyle

Teacher Interview

• Students do not watch the videos

• Easier for lower students to slip through the cracks because they are not asking questions or watching videos.

• Technology access

Drawbacks of Flipped Learning

• Use videos from Khan Academy or begin to record your own videos

• Common tools used for creating content videos:

• Model what students should be doing when they watch videos. Show them how to properly take notes

• Begin implementing watching videos before class

• Collect data on implementation of flipped learning

Source: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/aboutacrl/directoryofleadership/sections/is/iswebsite/projpubs/tipsandtrends/2014spring.pdf

Putting Flipped Learning into Action

• How can flipped learning work in a variety of subject areas?

• Flipped Classroom Video Tour

Putting Flipped Learning into Action