The Flipped ClassroomEnhancing the Writer’s Workshop by devoting more class time to inquiry, collaboration, and sustained writing

Dayna DiVenere

Are you prepared for class?

For +/- five minutes...

Please make a list of about 3 potential mini-lessons (concepts) you would teach during a writing unit

i.e. how to analyze and apply technique of a mentor text or applying transitional words and phrases

Writer’s Workshop Model

Sharing Out

Writing Time

Check Point

Writing Time

Mini-lesson

The teacher acts as a mentor

author, modeling writing

techniques and conferring with

students as they move through

the writing process. Direct

writing instruction takes place

in the form of a mini-lesson at

the beginning of each workshop

and is followed by a minimum

of 45 minutes of active writing

time. Each workshop ends with

a sharing of student work.

- Lucy

Calkins

So what is a “Flipped Classroom”?

The flipped classroom is a model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.

Blooms Taxonomy

Don’t get it twisted

● Homework is bad, so a flipped lesson is bad

● Yay, opportunity for worksheets in class

● Videos are just recorded lectures

● Students must have internet access at home

● A flipped class results in a one-size-fits-all

education

● The role of the teacher becomes diminished

Some Modifications

● Flipped Fridays!

● Various screencast lessons accessible in

classroom during the writing process (Thanks

Ellen)

● No need to reinvent the wheel, visit

www.khanacademy.org or TeacherTube for over

2,000 screencasts

For +/- twenty minutes...

1. Please pair up with 1-2 other people with a similar interest in mini-lessons (concepts)

2. choose one minilesson, pull up microsoft powerpoint (or any variation of a presentation software), and screencast-o-matic

3. Get started on a screencast!

Modification: If you are making a screencast video for your 2nd multimodal project, utilize this time to work on that (I wont tell anyone)

My Contentions…● Student driven classrooms allow more time for reflection, inquiry,

individualized lessons, and collaboration during the allotted time for

the mini-lesson

● The flipped classroom flips not only the mentality of the classroom,

but the role as well

● When using the flipped method, you can allow even more time for

sustained writing in the classroom

● The flipped classroom lends itself to standards based grading

● Technology and and peer-collaboration can increase the level of

engagement

Supporting Theories...Time (or lack there of):

We all know know that there’s never enough time to do all that what we want or expected to do. Now we have to add more time for the writing process? What does this “more time” mean for a classroom? It may require a change in our perception of what it means to teach the writing processDean, Deborah. What Works in Writing Instruction: Research and Practices. Urbana, IL: National Council of Teachers of English, 2010. 139. Print.

Ownership:Twenty-first writing instruction can and should take student writers toward

independence-- toward greater control over their writing and the process by which they create it. Such independence can occur only when process is personalized, shaped to fit the writer-- because process at its best, at its most functional, is different for every personDean, Deborah. What Works in Writing Instruction: Research and Practices. Urbana, IL: National Council of Teachers of English, 2010. 143. Print.

Supporting Theories (cont.)Structured Management:

What these teachers need is not more structure; they need more control. A teacher telling everyone what to do every moment of the day is actually a very low-structured classroomRay, Katie Wood, and Lester L. Laminack. The Writing Workshop: Working through the Hard Parts (and They're All Hard Parts). Urbana, IL: National Council of Teachers of English, 2001. 14. Print.

Inquiry:If students really do have thoughtful questions, we can’t, as I’ve sometimes

done, worry more about finishing the planned lesson than about answering their questions

Dean, Deborah. What Works in Writing Instruction: Research and Practices. Urbana, IL: National Council of Teachers of English, 2010. 123. Print.

Unsupportive Theories?... Only because she has never flipped her classroom :O

Being Teacher Centered:Many focus lessons have no student input in them at all. The teacher

simply talks, shows, and explains the lesson, and students watch and listenRay, Katie Wood, and Lester L. Laminack. The Writing Workshop: Working through the Hard Parts (and They're All Hard Parts). Urbana, IL: National Council of Teachers of English, 2001. 149. Print.

Getting Students Involved in the Lesson:The key to using student involvement (other than listening) in the actual

focus lesson is time. We must stay focused and timely when we solicit student talk or we will easily fall into the trap of spending too much in this whole class gatheringRay, Katie Wood, and Lester L. Laminack. The Writing Workshop: Working through the Hard Parts (and They're All Hard Parts). Urbana, IL: National Council of Teachers of English, 2001. 150-151. Print.

Standards● CCSS.ELA-Literacy.W.8.6

Use technology, including the Internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.

● CCSS.ELA-Literacy.W.8.7Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.

● CCSS.ELA-Literacy.SL.8.1.aCome to discussions prepared, having read or researched material under study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.

● CCSS.ELA-Literacy.SL.8.1.cPose questions that connect the ideas of several speakers and respond to others' questions and comments with relevant evidence, observations, and ideas.

Let’s Talk

How does this method change your thinking about….

● Student engagement and involvement

● Time management

● The structure of your classroom (student led)

● Student accountability