flipped teacher panel

Lindsey Colling – Spanish

Lindsay Stephenson – English

Mark Robinson – Chemistry

Wes Allred – Math

Natalie Dreak – Instructional Resource Teacher

• Flipped Learning is a pedagogical approach in which

direct instruction moves from the group learning space to

the individual learning space, and the resulting group

space is transformed into a dynamic, interactive learning

environment where the educator guides students as they

apply concepts and engage creatively in the subject

matter. – Flipped Learning Network

Traditional

• Teacher's Role in class: Stand in

front and instructs students, gives

examples, guides all students at

one time.

• Student's role in class: Sit there,

take notes, pay attention, copy

examples, ask questions in front of

all students.

• Teacher's role at home: nothing

• Student's role at home: Look at

notes from class that day and

complete practice problems

individually.

Flipped

• Teacher's Role in class: Support

students, answer questions

individually and in small groups,

reteach students.

• Student's Role in Class: Ask

questions, get help, challenge

themselves at their own pace,

collaborate with peers.

• Teacher's Role at home: Give

examples and explanations via

video lesson

• Student’s role at home: Take

notes, pay attention, process

material, reflect and questions

what they learned.

• Better use of Face-to-Face time

• Increased Student Engagement

• Increased Test Scores

• Timely Student Feedback

• Facilitated Peer Instruction

• Cooperative Learning

• Improved Attitudes

• Increase in Proximity Control

• Flexible Environment

• Physical changes

• Timely Education

• Learning Culture

• Improved attitudes

• Timely Feedback

• Differentiation

• Student centered instruction

The difference, and perhaps a major

benefit, according to Marshall (2013) is

that this instruction is spontaneous,

cannot be planned out, and is relevant for

the learners at that moment.

Students learn more deeply when they

can apply classroom-gathered

knowledge to real-world problems, and

when they take part in projects that

require sustained engagement and

collaboration. (Barron & Darling-

Hammond 2014).

• Intentional Content

• Skill Based

• Individualized Opportunities

• Active Learning Opportunities

• Professional Educator

• Formative Assessments

• Reflection

• Transform

Active-learning practices have a

more significant impact on student

performance than any other

variable, including student

background and prior achievement

(Barron & Darling-Hammond 2014).

Expert or distinguished teaching

focuses on the understandings and

skills of a discipline, what causes

students to wrestle with profound

ideas, calls on students to use what

they learn in important ways, helps

students organize and make sense of

ideas and information, and aids

students in connecting the classroom

with a wider world (Brandt, 1998;

Danielson, 1996; Schlechty, 1997; Wiggins &

McTighe, 1998).

How Does A Flipped Classroom

Help All Students?Fast Learner Students that just

need more time

Students that need

modifications• Students are able to

move ahead

• Students can skip to

the parts of the videos

that they need, and

bypass information that

they already know.

• Students have

opportunity for

enrichment activities

• Students can pause the

videos for more time to

take notes.

• Students can re-watch

the videos that they

need more help

understanding.

• Students can use class

time to ask the teacher

questions.

• Students that need

modifications can

watch videos at home

with less distraction.

• Students can have

individual instruction in

class, or personal

modifications made to

assignments.

• Maximize your time with your students

• Re-evaluate Your Teaching

• Empower your students by letting go of your power

Even critics acknowledge that the

changeover to the Flipped Learning

model encourages teachers to re-

evaluate their teaching (e.g.,

Stumpenhorst, 2012).

Q and A Form

• Partial Flip

• Full Flip

• Mastery Flip

• Essential Skills to teach

• Which ones have direct

instruction I can remove

from in class and create on

video?

• Which skills/units have

activities I could use more

class time to complete?

• Create a venue to share

your videos, create your

direct instruction videos,

assign your videos

S1 – Full Flip

S2 – Flip Mastery

Full Flip

• Videos are assigned as homework. • Modeling Skills

• Giving Notes

• Explaining Examples

• Class time is spent critical reading, writing, and student-led discussions, collaborative activities.

• All grammar and rote practice outside of class. (FL)

Mastery Flip

• Students are provided an entire unit based on 4 essential skills.

• Students are provided with suggested deadlines and a firm unit deadline.

• Daily, students will fill out goal sheets and begin work.

• Teacher works in small groups and individually with students during class time.

• Students work in partners or small groups with students.

• Mastery Preferred • Full Flip Preferred

Why Do Students Like It?

Q and A Form

• In 2010, almost six out of every ten children ages 3 to 17

used the Internet and almost 85% had access to a

computer at home. Moreover, the ways that even low-

income students can access digital content are

increasing rapidly. (Child Trends, 2012)

Flash Drives – no internet, but have computer

DVDs – no computer

School Access

• Length

• Brain Research says after 10 minutes of new information, students

need a change of stimulus (Medina 2008).

• Jon Bergmann says 1.5 minutes per grade level

• opsmoodle.olatheschools.com (Every teacher has an

account)

• I like the organization of it.

• A detailed guide can be found at:

departments.olatheschools.com/technology/web-based-

blank-page/moodle-course-websites

• Used for video/audio capture

• Features include: editing, adding multiple clips together,

callouts, audio enhancement, transitions, captions,

quizzing, much more.

• There is a learning curve, but they have excellent

tutorials

• 30-day trial version:

www.techsmith.com/download/camtasia

• These additional items can enhance your videos

• Video camera

• Tablet (Wacom is a good brand)

- Wired helps cut down lag time that shows up when

you use a wireless tablet.

• Edmodo

• Weebly Website

• Edpuzzle – interactive quizzing available

• Flipasaurus – alternative to YouTube

• Sophia.org – video hosting and quizzing available

• Where do I find already-created video content?

SchoolTube

TeacherTube

YouTube

Ted EDU

Knowmia

Sophia

Khan Academy

Q and A Form

Divide by Content Area

• ELA and Social Sciences – Lindsay Stephenson

• Science – Mark Robinson

• Foreign Language – Lindsey Colling

• Mathematics – Wes Allred

Q and A Form

How to be sure we follow the rules

First Order of Business: Consult your library media

specialist.

Look at resources

You cannot utilize a copyrighted item (in classroom use or

on a video) without the owner’s permission.

If you are not sure if you can use another person’s work. . .

.

a) Assume it copyrighted/usable is until proven otherwise

b) Review to see if it is either in the Public Domain or

eligible for Fair Use guidelines (handouts).

Content YOU Post on YouTube

Options:

• Public

• Unlisted

• Private

• District recommends unlisted videos.

• Fair Use criteria will NOT apply on a link you post publicly since non-education audience can view it.

• Who is the copyright holder of teacher-created videos?

Remember:

Consult your

library media

specialist!

Mark Robinson – Camtasia Support Lindsay, Wes, Lindsey – Screen-Cast-

O-Matic

Q and A Form