joe steiner & kurt mederer greens farms academy...how is class time going to be used? 4/21/2015...
TRANSCRIPT
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Joe Steiner & Kurt Mederer
Greens Farms Academy
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What do we want out of a flipped classroom?
What is it about the method that captures our attention?
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What a flipped classroom is and isn’t
My experience with a flipped classroom
The steps in creating a flipped classroom
What works well, and what traps exist
A chance to start planning a flipped video/lesson
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What skills do we always spend too much time teaching?
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What skills do we wish we could spend more time working on?
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Popular definition: Class work at home, homework in class
My experience:
HOME: Introduction, Scaffolding, Gearing up for the class work
CLASS TIME: answering questions, exploration, extension, etc…
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Video Lessons
Class time
Daily mini-quizzes
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What are the fundamental ideas to get across in the video?
What is the purpose of the video? (scaffolding, teaching, activating previous knowledge, etc…)
What do I want the students to be able to rewatch?
What should the students know/be able to do by the end of the video?
How is class time going to be used?
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Accomplishes what you want it to accomplish
Characteristics of a great video lesson:
Short (10-12 minutes)
Dynamic audio/visuals
Opportunities for student practice, writing down ideas, etc…
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Delivery method: YouTube, LMS portal, EdPuzzle, DVDs for offline access
Software for creating videos:
Screencasting software: Screencast-o-matic, Camtasia, etc…
Slideshow: PowerPoint, SMART Notebook
Whiteboard, video camera, and editing software
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Have to establish delivery method
Creating a Video
Tailored to your specific goals/needs
Once it’s made, it’s yours
It takes time to plan and create videos
Finding a Video
May not have exactly what you want
Videos are premade and ready to use
At the mercy of the video creator, and there a lot of videos out there
Already readily accessible online
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A quick look at one of my videos:
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Screenshots from others:
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Walking, talking, evaluating understanding
Characteristics of class time:
Time for questions, thoughts, feedback on the content and video
Self-Directed Work
Teacher as facilitator
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Reflection:What are the most important parts of the concept?What is the most confusing?Does anything seem strange/counter-intuitive?
Components of class time:
Question and Answer
Work TimeWhat purpose did the video serve?What are the probable sources of difficulty?What kind of skill is it?
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Differentiated Worksheets
Challenge Problem, then debrief
Manipulative Activity
Practice Problems
Group Project
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Content Pre-Flip Post-Flip
Negative #s – Regular 83%, Range: 33% 86%, Range: 27%
Fractions – Accelerated 82%, Range: 33% 88%, Range: 25%
Number Theory - Regular 85%, Range: 30% 86%, Range: 38% (1x Outlier)
Ch. 1-3 Cumulative 82%, Range: 24% 88%, Range: 18%
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Continuous review throughout the year
Changes in class culture• More questions being asked• Students more engaged in their own learning process
Engaging to wide range of students:• Tech savvy kids• Students who process by: listen, stop, think
Easy to review concepts that are concrete or process-based
Deeper into content
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Trying to do too much, too fasto i.e. too much breadth, not enough depth
Videos can become too long, repetitive, or boring
Cannot assume that all students will have mastered ito i.e. Assume that students will have questions
Video alone is usually not sufficient for learning
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First questions: For the Video: For Class Time
What is the goal of flipping this lesson?
What is the purpose of the video? What do I expect the students to have learned from the video?
For what skills/practice do I want to be present?
What will it look like? How will questions be handled?
What skills can be effectively taught or learned in video form?
What do I want the students to know/be able to do by the end of the video?
Group work? Individual work? Directed exploration? Self-directed work?
What are the probable causes of confusion/difficulty?
What should students have written down through the video?
How will students reflect on their work from video and class?
Are there practice problems in the video?
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Changes the relationship between the teacher and student in class
Don’t have to commit entirely – a lesson, a week, a chapter, etc…
Yes, it does take time – especially early in the process
“Creative Confusion”
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