flipped uta final
TRANSCRIPT
Follow along…
• www.slideshare.net
Today’s Objectives:
• Examine the components of a flipped classroom and varieties of those components.
• Discuss the research and benefits of the flipped classroom model.
• Consider solutions to FAQ about the flipped classroom.
Parking Lot
• Got Questions?• https://todaysmeet.com/FlippedoutUTA
A brief overview of the research:
Suggestions for getting started…
• Join a PLC– www.edweb.com– www.flippedlearning.org
– Resources– Webinars– Blogs
• Become Flipped Certified!
• http://www.sophia.org/flipped-classroom
The Flipped Classroom Defined
The Flip model is described as:“teacher created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class. Class becomes the place to work through problems, advance concepts, and engage in collaborative learning. Most importantly, all aspects of instruction can be rethought to best maximize the scarcest learning resource-time” (Tucker, 2012).
“Founder” of the Flipped Classroom
Jon, along with Aaron Sams, is considered a pioneer in the Flipped Class Movement. He spent 24 years as a middle and high school science teacher before becoming the lead technology facilitator for a school district in the Chicago suburbs. Today Jon is dedicated to writing, speaking and otherwise promoting the flipped classroom concept. Jon helped found the Flipped Learning Network, a non-profit organization which provides resources and research about flipped learning.
http://jonbergmann.com/
Why did I flip?
• Smallest class was 32 students• Changed the sequence of classes• No time! (43 minute classes)• Was he even here today?• Students weren’t turning in work, and just
weren’t getting it• Too many kids in tutoring
How did I start?Pre-Flip• Spoke with admin.• Took a technology survey
and established a student contract/expectations.
• Sent a letter home to parents.
• Got the students excited!
Beginning stages• Recorded for students that
were absent • Recorded a lesson for a sub• Modeled how to watch
videos• Changed the way I did test
reviews• Flipped a full chapter!
What did the average day look like?
The day before:• Students picked up the
guided notes• Students watched the video
at home• Students developed 2-3
questions about the video/topic
The next day:• Students completed a
warm-up• Time to grade previous
day’s work and ask any last questions
• Application• Practice time• Students picked up new
notes when applicable
Did it work??? Yes!!
• Parent access to materials at home• More time in class to explore concepts in depth• More homework turned in- improved grades-
improved scores• Students can ask questions to get the help they
need• Students typically resistant are now engaged• Teaches responsibility
Benefits for students:
Did it work??? Yes!!
• Individualized instruction- The teacher knows the needs of every student
• Gives you back your scarcest resource…Time!• Once it is done, it is done• Transitioned to a facilitator more than a
lecturer
Benefits for teacher:
Theirs or Mine?
Teacher Created Videos• Students hear a familiar
voice/teaching style• Content is aligned exactly to
our standards• You control everything
• What I recommend
Videos created by others• Different teaching styles,
voices, etc.• Khan Academy, Knowmia,
LearnZillion, Sophia, etc.• Usually not aligned to Texas
standards• Dependent on other servers,
sites, etc
• Use for extra practice/additional resource
Making a great video:
• Team Teach• 1 minute per grade level• What you would normally do for whole group
instruction- Examples• Include places to reflect/practice• Don’t be boring!• Test it first!• Make it so you can reuse it!
It’s simple!
• Screenchomp (What I am using today)• Other devices: Promethean boards, Mobi,
Mimio, Ladibug, some doc cams, screen capture on your desktop
Where to put your videos
• www.edmodo.com• www.sophia.org• Create your own YouTube channel• Class website through the district
FAQS
• What about students with no access? – Burn DVDs- great 2nd year!– Travel drives– Keep devices in your room- set up a “viewing
corner”– Provide access to a lab or library before/after
school– Be understanding and flexible
FAQS
• What if they don’t watch?
• How long are the videos?– About 1 minute per grade level– About 1 minute per year in age– Keep it simple!
