Kathleen Fulton

Learning Forward

Nashville, Dec. 8, 2014

Goals of this Session

Go beyond the “what” and “how” of flipping

Take a deeper look at the “why” of flipping

Get a feel for how you might try flipping

Share your expertise with other participants as you discuss flipping issues

Learn about resources for going deeper

Overview

Overview of flipped learning definitions

Who am I and why flipping grabbed my attention

Discussion of “Top Ten Reasons” (ala Dave Letterman!)

Work in small groups to discuss and apply ideas from the session

Take home a list of a sampling of resources

But First, Who Are You?

Teacher K-12

Principal K-12

Superintendent

School Board Member

Higher Ed Faculty

“Other!” (it’s okay….)

http://www.edudemic.com

What is your experience with flipped

teaching?

Heard about it but have never flipped a class

Have tried to flip a few classes

Am pretty experienced but want to learn more

Who Am I ?

Long career as a “policy wonk” in Washington

Passion: how technology impacts teaching

From OTA to NCTAF— Power On! New Tools for Teaching and Learning —and Teachers and Technology —to No Dream Denied and STEM Teachers in PLCs

Intro to flipping: Byron High School at Intel Schools of Distinction Awards 2011

Flipping Articles in Ed Journals and Magazines (links on my webpage)

Corwin Press

June 2014 Corwin.com/books/Book241999

(Book Signing at Corwin Booth

in Exhibit Hall after the session)

Definitions of Flipped

Teaching/Learning/Classrooms

“Using technology to deliver asynchronous direct

instruction with the intention of freeing up class

time for student-centered learning”

Troy Cockrum, Flipping Your English Class to Reach All Learners

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.

Ramsey Musallam (www.cyclesoflearning.com)

http://onpoint.wbur.org

#1

Maximize Class

Time

What Happens in Class?

Direct instruction=explicitly teaching a concept or skill

It’s not always lecturing

But, teachers always need to

“stand and deliver” some instruction, dispensing information some of the time

Historically, lecture is dominant form of instruction

90% delivery of info/10% application (Katie Gimbar)

With Flipped Teaching…..

Teachers move direct instruction out of public space (group learning space) and into the private space & time of individual learning

Result: freeing classtime (the group learning space) for more creative, engaging work with students

90% application, 10% delivery/clarification of information (Katie Gimbar)

(https://www.youtube.com/watch?v=9aGuLuipTwg)

Flipping Bloom

This shift corresponds to flipping the triangles represented in Blooms Taxonomy

Individual learning tasks (listening, remembering, understanding) move to the private/personal learning space

This allows more time for higher cognitive activties (applying, evaluating, analyzing, and creating) in the public learning space of the classroom

http://nli2010beijing.wikispaces.com/

Flipping

Bloom

Individual Learning

Tasks Take Place in

the Private learning

space

Higher Cognitive

Activities Take Place

in the

Public learning space

Caveats

Teachers don’t automatically know how best to apply freed up time for learning

It takes time, training, and reflection on what works best with their students

#2

Individualize

Instruction

http://www.asktheblogger.com

Individualizing/Differentiating Instruction

Asynchronous delivery of content can mean

individualizing instruction

Mastery learning (Bergmann & Sams:“Flipping 2.0”)

becomes a possibility

Technology (learning management systems and data

analysis tools) can help with complicated delivery &

management challenges of mastery learning.

One Example:

Graham Johnson, High School Math

Central Okanagan, BC, Canada

Each unit of instruction lists videos to watch, assignments, math labs, journal instructions

Students move at their own pace

take online quizzes (formative) when ready

if reach 70% mastery, move ahead

if not, meet with teacher for remediation

Typical Day

(3 hour blocks, 3-4 times a week)

Come in, talk about where the class is, poll on how they feel they are doing, group discussion and brief overview

Move into group activities on math projects

Then “Flex Time” do whatever they need to do alone(watch lesson video, write in journal, respond to prompts, take a quiz) or work in small group in math “experiments”

“Hot seats” in flex time: one-on-one with Johnson

He “grills them on content” when they think they have mastered material in unit

Ready to take unit test for credit? or study more, get more help, work on (ungraded) mastery quizzes?

Students are in control of their own learning

Caveats

It’s critical to build in regular checks for mastery

Training, support, and resources—including appropriate assessments--are necessary for teachers to successfully adopt teaching for mastery learning

Demonstrating mastery in multiple ways is great, but traditional assessments and high stakes tests are still required

Not all schools are supportive

#3

Learning

Theory

http://blogs.ancestry.com

What’s Wrong With Lectures? 1. “Babylonian” hour (base-60 number system?!?)

2. Passive observers

3. Attention fall-off after 10-20 minutes

4. Note taking (seldom taught; no notes=no way to recapture the info.)

5. Barriers to those with disabilities (seeing, hearing, control)

6. Just one “bite of the cherry” (you snooze you lose)

7. Cognitive overload (too much information!)

8. Tyranny of location 9. Tyranny of time

10. Poor presentation

Donald Clark, Ten Reasons to Dump Lectures

Can Flipping Address These?

Length (10-12 minutes max!) Active learning(stop and pause=no attention fall-off) Good note taking, framing questions are critical skills Disabilities can be addressed (sound, zoom in, lighting, pacing control) Many bites of the cherry (stop, rewind) Chunking content, modules Time & location no longer dictated

Presentation can be bad—but can be edited!

Inquiry Learning/Challenge-based

Learning

Knowledge centered: start with learning challenges around core concepts or skills in a domain

Learner based: each student brings prior understandings &

skills to the challenge Assessment centered: solving the challenge demonstrates

understanding Community centered: work in teams to solve challenges Video=“inquiry spackle” after setting up the challenge

(Ramsey Musallam)

Peer Learning and Learning Theory

Defend your answer= make thinking explicit

Ownership of solutions

Builds metacognitive skills

To teach others is to learn what you know and don’t know!

Assignment

Talk as a group and select one lesson that you would like to try via flipped teaching

What would you do first?

Describe the content of the lesson sent home

What would you do in class?

# 4

Effectiveness

http://datadriveninsights.com

Data Thus Far Looks Positive

School/classroom data on student achievement are promising

E.g. Byron H.S. found 10-12% gains in percent of students

reaching proficiency in math E.g. Clintondale H.S. achieved

19% gains in Freshman percent passing rates in ELA and social studies

13% gain in math passing rate 9% gain in social studies passing rate

Improvements in behavior, fewer disciplinary actions,

higher graduation rates (Clintondale)

Caveats

No external, large scale studies

No “gold standard” research to date

No research on which students benefit, under which conditions

Send your research studies in!

Table Discussion

Are any of you collecting data on flipped teaching?

Can you share with us what you are finding?

#5

Impacts on Teachers

Opening Up the Classroom

Process and products of flipping can open the “black box” of teaching

Teachers watching themselves teach= improving teaching

Working as teams in creating and sharing videos and results = powerful teacher learning

Social networks of flipped teachers build expertise across schools

Table Discussion

How often do you get to watch other teachers teaching?

How could this be of benefit in your school as you work on new lessons (e.g. Common Core)

Taking different paths but

working together and building

trust

#6

Students

Students Like Flipping

Using technology isn’t just cool; it’s expected

Self-pacing brings independence to learners

“Rewinding the teacher” is greatly appreciated

More activity in class=more engagement

More 1 on 1 time with teachers (some don’t like this!)

Never miss a lesson (snow days, athletic trips, absences)

Caveats

Students need to be prepared for flipped classes

Teachers need to set up systems to track whether students watch the video lessons

Be aware of each student’s learning styles and needs; one size doesn’t fit all

The novelty of flipping may wear off

Table Discussion

What if students don’t watch the videos?

#7

Flipping Benefits Parents Too

http://www.cms.k12.nc.us

Flipping Brings the Classroom Home

Benefits: they no longer have to struggle trying to help students with homework!

Leave the teaching to the experts—teachers!

Open the classroom so parents can see what is taught and how

Table Discussion

How would you let parents know about flipping instruction?

Some Caveats Raised by Flipped

Teachers Prepare parents for flipping (Watching videos for

homework? Not like the old days!)

Show them how to support this approach--Flip Back to School Night!

Survey parents for family technology resources and policies

Overload on family technologies and dataplans?

#8

Resources

and Costs

http://3.bp.blogspot.com

Flipping Makes Effective Use of

Resources School tech investments, and teacher and

administrator readiness, have made flipped classrooms much more feasible

Budgets are tight; BYOD and digital content can stretch school resources

Multiple ways of assuring access (flash drives, CD, send tech home, library/classroom/computer lab time)

Table Discussion

Discuss ways you can assure equity of access to flipped lessons in your school

Caveats

Schools must invest in infrastructure (broadband, wireless)

Teacher training and time are critical and costly investments

Equity is always an issue—not just re: access; but also equity of use

Quality control, intellectual property and reuse rights are important issues

#9

21st

Century

Skills

http://www.tltguide.ccsd.k12.co.u

s

Flipping Builds 21st C Skills

21st C skills are praised but not always embedded in teaching and learning

Surveys show students report most of these were developed on the job, not in school

Using technology seamlessly, collaborating, finding and evaluating information, taking charge of ones learning are key elements in good flipped teaching and learning

#10

Future of Education

http://www.unofficialtech.com

The Future of Flipping...

What's your view?

Passing Fad

Must Have

Resources

EdWeb Flipped Learning Community (www.edweb.net/flipped)

Flipped Learning Network (http://flippedclassroom.org)

Flipped Learning Ning (www.flippedclassroom.org)

Flipped Learning Institute (http://flippedinstitute.org)

Twitter (#flipclass)

More Resources

Educator blogs and videos, e.g.

Educational Technology and Mobile Learning, Med Karbach, on flipped classrooms (http://www.educatorstechnology.com/search/label/flipped%20classroom)

Turn to Your Neighbor: The Official Peer Instruction Blog (Julie Schell) (http://blog.peerinstruction.net)

Cycles of Learning, Ramsey Musallam (www.cyclesoflearning.com)

Chinese Educator’s Perspective: Flipped Classroom of Teacher Sun, Yu-Chen (Junyi Academy)

https://www.youtube.com/watch?v=rdIFBS_LFew&feature=youtu.be

Curricular Specific: A Sampling

Flipped Social Studies: Tom Driscoll

https://www.youtube.com/watch?v=bblZFS2Uth0&list=PLRYqm5XDbB2Qte4AQYn_eVMOfkRYsh-tL&index=2

https://www.youtube.com/user/FlippedHistoryVideos/videos

Ken Halla—World History

http://worldhistoryeducatorsblog.blogspot.com/

A Curricular Sampling

High School English: Cheryl Morris and Andrew Thomasson

http://www.flippedlearningjournal.org/cheryl-and-andrew.html

https://www.youtube.com/user/ThomassonMorrisInstr/about

French I and II: April Burton

http://www.mrsburton.com/?page_id=747

8th Grade Biology: Hassan Wilson’s Flipped Lab

http://wilsonsflippedlab.blogspot.com/

Good Old Fashioned Books

Flipping Your English Class to Reach All Learners, Troy Cockrum (Routledge, 2014)

Flipped Learning: Gateway to Student Engagement, (ISTE, 2014) and Flip Your Classroom, (ISTE, 2012) Jonathan Bergmann & Aaron Sams

And, of course, Time for Learning: Top 10 Reasons Why Flipping the Classroom Can Change Education (Corwin, 2014) Kathleen Fulton—signing in Exhibit Hall this afternoon!

Thank you very much!

Kathleen Phillipps Fulton

kathleenpfulton@gmail.com

http://kathleenpfulton.webs.com

Twitter: @KathleenFulton6