USING FLIPPED AND BLENDED TEACHING AND LEARNING STRATEGIES IN THE 21ST

CENTURY

CAROL BARBAY, PH.D.LAMAR STATE COLLEGE PORT ARTHUR

DIGITAL TICKET – MAY 15, 2014 LAMAR UNIVERSITY - CENTER FOR

DISTANCE EDUCATION

CAUTION AND DISCLAIMER

• Most of the ideas in this presentation do not belong to me and were not created by me• I agree with most of the ideas and content included

in this presentation • I plan to use these ideas and content in my online

and face-to-face courses and lessons• In the words made famous by Levar Burton on

Reading rainbow: “Don’t take my word for it!”• Give the ideas and content we explore here today a

test drive and remember…

• Your results and conclusions may and, most likely, will vary!• With that said…

Thanks for participating in this session!

• To view this presentation again and review the incorporated video links

• Use your smart device

• Follow this link - no sign-in needed:https://docs.google.com/presentation/d/1p1k3u5dxzNoUlvQD4hOYwhmKvgu57UN0Bk5uO6-KCjE/edit?usp=sharing

Future Plans

• To continue this discussion, connect with your colleagues using the following options:

• Exchange contact information with your small group members and others at this conference

• Go to www.twitter.com: • @cmbarbay• Go to www.google.com and join or form a Google

circle

Questions to Consider

• Are you interested in the best use of blended and flipped learning strategies?

• What methods do you use to create successful teaching and learning outcomes?

Questions to Consider

• Could you use flipped and blended teaching and learning strategies?

• Do you want to engage students in your courses, yourself and your colleagues?

Questions to Consider

• Who are the educational and expert visionaries offering real, relevant and practical strategies for best educational and professional development outcomes?

• If you have been asking yourself questions like these …

• If you hope to improve learning results for both digital natives and digital immigrants …

• Join us in exploring action ideas

• Bring enthusiasm, engagement and motivation for learning, creating and sharing beyond the classroom.

• Combine conversation and technology

• Create action possibilities you can use right away.

• Benefit whether you are beginning your journey or continuing your quest for success in learning and professional application

CRITICAL THINKING QUESTIONS

• What ideas are you being asked to accept?• What evidence is available to show these ideas are

credible and compelling?• What additional evidence is necessary for you to

accept and apply these ideas?• What alternative explanations are there that would

not require accepting these ideas?• What are the most reasonable conclusions at this

time?

• The strategies you take away from this session can apply to:• flipped and blended learning for teachers and

students• Flipped and blended professional development for

you and your colleagues

• What do flipped and blended classrooms, lessons and schools look like?• Some possibilities follow…

Describe flipped learning

Describe Blended Learning

http://www.youtube.com/watch?v=i9MY92TM0hM

• Flipped classroom 101 – beginning 2007-2008 school year• Jon Bergmann and Aaron Sams – pioneers in

exploring benefits of flipped teaching and learning • Think pedagogy first and technology second• Include all levels of Bloom’s taxonomy in students’

learning• Flipped learning is more than incorporating videos

in teaching and learning

Inverted Bloom’s Taxonomy• Flipped learning can happen at all levels of Bloom’s

taxonomy:

Bergmann and Sams flipped classroom• Jonathan Bergmann and Aaron Sams flipped

classroom version 1• Began school year 2007-2008• High school chemistry classes• Developed ideas about flipped classrooms and

flipped learning over a period of at least 6 years

Bergmann and Sams FC

• Basic idea many people have when they think of flipped classroom• Complete activities at home usually done at school• Complete activities at school usually done at home• Good place to start – then go from there

Bergmann and Sams FC 101• 2: 36 How do you know what to flip? • 3:19 What is best use of face-to-face class time? • 4:46 What is suitable for a video?• 6:39 What does inverted Bloom’s taxonomy look

like?• 9:43 Where do we put our videos?• Recorded at ISTE 2012 • http://www.youtube.com/watch?v=i9MY92TM0hM

From Bergmann and Sams ISTE 2012• Videos are mostly at the lower levels of Bloom’s

taxonomy• Use inverted Bloom’s taxonomy pyramid, suggested

by Lorin Anderson

Is there a right way to flip your classroom or lesson?• What do Bergmann and Sams say about the “right

way” to flip a classroom, a school, an approach to learning or a single lesson?

Ideas from Bergmann and Sams FC – ISTE 2012

• 11:03 What about students without internet access outside of class?• 14:34 Is flipped learning new?• 16:09 Does flipped learning require homework?• 19:55 Does flipped learning result in bad teaching –

more lectures?• http://www.youtube.com/watch?v=i9MY92TM0hM

Ideas from Bergmann and Sams FC – ISTE 2012

• 22:48 Why make your own video?

• 26:00 How have others answered the ONE question, flipped class 202, 203,204, 205 – explore, flip, apply?

• 29:22 Where can we take the idea of flipped learning?

• Recorded at International Society for Technology in Education conference, 2012• http://www.youtube.com/watch?v=i9MY92TM0hM

Additional resources for Bergmann and Sams FC model

• Flip Your Classroom – Reach Every Student in Every Class Every Day• Published by ISTE and ASCD• Copyright – 2012• ISBN – 978-1-56484-315-9• Paperback• Explains and provides overview of flipped and flipped mastery

classrooms• Describes logistics of flipped classroom, including equipment

needed to create videos, what to do in class and student assessment

• FAQ section addresses computer access, administrator buy in, making sure students are accessing content on their own time

Additional information for flipped classroom• Flipping 2.0 – Practical strategies for flipping your

class• Compiled by Jason Bretzmann• ISBN – 978-0615824079• Publisher – Jason Bretzmann, The Bretzmann Group• 2013• Includes topics: flipping in core content areas,

flipping classes and lessons K-20, flipped professional development, Google apps for education, technology for teachers

What is the FIZZ Model of the flipped classroom?

• The FIZZ project was developed at the Friday Institute at NC State University from 2010-2013. • If you have questions about FIZZ training, you can

get in touch with Dr. Lodge McCammon directly

• http://lodgemccammon.com/

Who is Dr. Lodge McCammon?• Specialist in Curriculum and Contemporary Media

at the Friday Institute for Educational Innovation. • Education began in 2003 at Wakefield High School

in Raleigh, North Carolina, where he taught Civics and AP Economics. • Received a Ph.D. from North Carolina State

University in 2008 and continued his work here by developing innovative practices and sharing them with students, teachers and schools.

Dr. Lodge McCammon

• Developed teaching and professional development process is called FIZZ encouraging and modeling best practices incorporating user-generated video and online publishing in the classroom to enhance standards based lessons. • A studio composer who writes standards-based songs,

with supporting materials, about advanced curriculum for K-12 classrooms. • More information, user-generated videos, and songs can

be found at Dr. Lodge McCammon's website (www.iamlodge.com).

The FIZZ Method - three basic requirements:

• Video is recorded in a simple 1-take style, • Teacher appears in the video• Teacher models handwritten notes.

5 reasons for using the FIZZ method

• Low barrier technology• Requires deeper level of thinking• Uses the power of note-taking • Good video quality from a simple (cell phone)

camera on a tripod – eye contact, facial cues and gesturing• Modeling a low-barrier creative process for

students

FIZZ method

• Anyone can use the 1-take method to create video content • Teacher in the video uses facial cues, eye contact

and gesturing to model human-to-human contact for the student• Interact naturally with the computer media• Model handwritten notes when processing new

information

• Training• The FIZZ Flipped Classroom Training Program

focuses on improving teacher quality • Emphasizing the importance

of transparency, efficiency, reflective practice, and relationships.

Transparency in teaching

• Be open and accountable in your teaching• Make clear the content you expect your students to

learn • Clarify the goals and objectives of learning• Publish unique and creative video playlists

presenting your vision of content offered to students and the world, openly and transparently• Use the FIZZ method reduce the component of fear

from accountability in teaching

Efficiency in Teaching

• Respect the mental and physical energy required for learning• Acknowledge the importance of using time

effectively, both in and out of the classroom• Address the reality that both teachers and students

have a limited amount of time and energy to accomplish important goals and objective in learning• Avoid wasting time and energy by eliminating

unnecessary repetition

Reflective Practice

• Effective learning requires reflecting on experience to improve and advance in achieving important goals and objectives in learning• View and review your video and podcast lectures

multiple times to answer two questions: • a)how did I do?; b)how can I get better?

Reflective Practice

• What is the importance of reflective practice?

• Teacher-created video allows student to view and review what excellence looks like

• The point of learning - become an expert yourself

• Use more than the videos and resource materials of others

Reflective Practice

• Review your work multiple times and reflect on how to improve• John Dewey and others suggest that we learn more

effectively by reflecting on experience compared to experience alone. • Become your own best teacher through reflective

practice

Effective Teacher-student relationships• Personalized video lectures can create class time

and space for a personal relationship with students

• Teachers act as guides in the classroom to support a more positive student perception of the teacher

Relationships

• Critical in any effective learning process• Effective teacher-student relationships are

respectful, supportive and caring, creating trust• Human-to-human relationships in learning are

models for teacher-student relationships incorporating eye contact, facial cues and gesturing.• Human-to-computer media relationships involving

recorded podcast and video lectures can incorporate eye contact, facial cues and gesturing

Barriers to effective teacher-student relationships

• Large class sizes• Diverse groups of learners• Lack of time to discuss the amount of content that

teachers want to convey and discuss with students• Traditional lecture method <----> barrier to building

effective teacher-student relationships

Individual assignment

• Idea borrowed from Dr. McCammon’s Midwest Educational Technology Conference 2014 keynote address

• Find some way to take notes for the next part of this session

• Use pen/pencil and paper, tablet, notebook, laptop, smart phone or device of your choice

http://www.youtube.com/watch?v=M2hAYpKHdzU

• Guest speaker: Dr. Lodge McCammon• Teach: The Best Assignment• Assignment: watch the video using the link above.• Answer the following questions:• What does Dr. McCammon mean when he says

teaching is the highest form of learning?• What are the benefits of watching videos in class

rather than assigned as homework?

Small group exercise

• Borrowed from METC14 • http://2014.metcconference.org/

• Create groups of 4 among participants• Select a leader or facilitator• First task for facilitator – quiet your group• Group assignment: In one word, identify main

benefit of having all your lessons published online; cannot use transparent, efficient, relationships, reflective or any derivation of those words

• 4 minutes to discuss assignment in your groups• Facilitator main job make sure everyone

participates• Notify if have a problem with a group member• At the end of 4 minutes, split the big group into 2;

facilitators shout your word

• Identify facilitators from 2 groups to come to front to share ideas; exemplary ideas and conversations• Film results of discussions to have archive • Ask facilitators to reflect on their videos and

discussions: • a)what did you like? • B)what would you change

http://lodgemccammon.com/flip/1-take-video-resources/

• Guest speaker: Dr. Lodge McCammon• Assignment: take notes on content of video• Answer the following questions:• What are 5 ideas Dr. McCammon explains during the

video• Do you agree with the ideas you selected? Why or why

not?• Create a video or screencast discussing your thoughts and

ideas• Publish your video or screencast so your colleagues can

benefit on YouTube or Twitter

http://www.youtube.com/watch?v=9aGuLuipTwg

• Guest speaker: 8th grade math teacher Katie Gimbar• Why I flipped my classroom• Assignment: watch the video using the link above,

imagining you are Ms. Gimbar• Answer the following questions:• What do you like about the video?• What would you change or do differently if you were

to recreate the video?

Who is Katie Gimbar?

• 8th grade Mathematics and Algebra I teacher at Durant Road Middle School in Raleigh, NC. A North Carolina State University graduate,

• Received a bachelors degree in middle school mathematics and science education in 2003.

• Teaching certification is K- 6 and Middle Grades Math and Science (6-9). • Nationally Board certified teacher and worked with the Friday Institute

for Education Innovation by implementing an innovative teaching method, known as "Flipping" the Classroom using FIZZ.

• The FIZZ method of teaching utilizes one-take videos and online publishing to remove the traditional lecture from the classroom to effectively engage and challenge students through differentiated lessons and collaborative learning.

• More information about Katie Gimbar's classroom can be found on her class website (http://durantroadms.wcpss.net/web/gim...).

http://www.youtube.com/watch?v=g1MKpyVPilI

• Guest speaker: Katie Gimbar, 8th grade math teacher• What if students don’t watch the videos or

complete pre-class activities?• What advice does Ms. Gimbar have for teachers

planning flipped learning?• Could you incorporate her suggestions? Why or

why not?• Copyright © 2014 Dr. Lodge McCammon. All Rights

Reserved.

http://www.youtube.com/watch?v=JhSP0kgHRJ4

• Assignment: watch the video using the link above• Answer the following questions about Katie Gimbar’s

experiences with the FIZZ method of flipping the classroom after 18 months in the training program

• What benefits did Ms. Gimbar realize from flipping her 8th grade math classes?

• What alternative resources to the FIZZ method does Ms. Gimbar mention in this video?

• What does a typical class session look like in Ms. Gimbar’s flipped math class?

• Copyright © 2014 Dr. Lodge McCammon. All Rights Reserved.

Additional information about KG typical flipped classroom activity

• Students in groups created on the basis of formative assessments and how they best work together. • Students work on differentiated assignments while

teacher facilitates their learning, by answering questions and guiding their activities as needed• Teacher interacts with individual students based on

their particular needs• Teacher encourages students to create their own

lecture videos, so they become teachers themselves

http://www.youtube.com/watch?v=_f6AuWuXG2g

• Watch the video and answer the following questions:

• How does Ms. Gimbar manage disruptive student behavior?

• Why don’t students do the flipped work to begin with?

Managing disruptive student behavior

• How does ALC participation help the students?

• What are the benefits of grouping disruptive students together?

Scaling

• What is scaling as it relates to flipped and blended learning?• Scaling - adapting flipped and blended model of

learning to the needs of a particular instructor and group of students

• Flipped learning varies

• Use flipped model with an entire course of study or use the model with one lesson or partial lesson

Components of FIZZ flipped learning and teaching

• Record video in a simple 1-take style

• Teacher appears in the video

• Teacher models hand-written notes

• Why are these elements required?

• Why the 1-take style of video?

• Style of video creation can be used by anyone

• Simple tools for generating classroom video content

• Allow the largest number of students and teachers to benefit from flipped teaching and learning.

From Dr. McCammon’s article on FIZZ method• Why include the teacher in the video?

• Importance of facial cues, eye contact, and gesturing.

• Face is an important source of emotional cues.

• Familiar faces attract more attention and create more powerful and meaningful responses compared to text or non-facial images alone

More about the FIZZ Method• Accessible video lectures allows students to learn

at their own pace, reviewing a video as many times as needed.

• Method provides personal, teacher-delivered content to students and the educational community.

You may be wondering…

• Can college professors benefit from using the FIZZ flipped classroom model?

https://sites.google.com/site/flippedclassroomprogramp/• Follow the link• Flipped Classroom Training Program for professors• Two goals• Improve teaching quality - emphasize the

importance of transparency, efficiency, reflective practice and relationships. • Help teachers create classroom environments that

are highly collaborative and differentiated.

Flipped classroom training for professors• Encourages teachers to explore and ask questions

about flipped classroom practice and resources. • Free 40-hour training in which you will be

publishing lecture videos and planning for class time. • At the end, you will be prepared to flip 20+ lessons

Small group activity

• Assignment from Andrew Wolf’s website• http://askandrewwolf.com/flipping-the-classroom-t

utorial/• Online lesson as part of a structured online

learning activity• Supports “flipped” workshop about flipping the

classroom.

Please complete the following assignment in your small groups

• 1. Briefly describe a lesson that you taught recently in a face to face class, a clinical lab, or as a clinical lesson.• 2. What were the topic and major concepts?• 3. How did you present the major concepts?• 4. How did your students practice recalling,

recognizing, synthesizing, applying, or thinking about these concepts?• 5. Could your students benefit from a “flipped”

lesson? Briefly describe why or why not?

• Discuss the assignment in your small groups for 5 minutes• Facilitators – summarize in 2-3 sentences the

conclusions from your group

Blended learning in Plain English• http://www.youtube.com/watch?v=UM_Y2NSJcmE

• 0:24 What blended learning is not

• 1:39 What blended learning is

Blended Learning in Plain English

• Described by Jennifer Faulkner• Change in content delivery from the chalk/marker and talk method • Teachers embrace their inner 'Guide on the Side' to foster inquiry,

collaboration and differentiation • Visit Ms. Faulkner’s website - examples of ways to blend learning

and to optimize student engagement and achievement • http://learninghood.ca

• Check out Ms. Faulkner’s Scoop.it at http://www.scoop.it/t/blended-learners for articles and resources that support the Blended Learning movement.

Blended Learning and Flipped Classroom

• Video discussion explores how flipped and blended learning are related• http://www.youtube.com/watch?v=BmGRHjpfGy8• Recording 1:04:29• Panel discussion using google+ hangout and twitter• Ryan Bowse – wikispaces moderator

Ryan Bowse moderates panel discussion

• Discusses blended learning and flipped classroom

• Idea of flipped and blended learning are related

• Learning online asynchronously combined with learning activities occurring in face to face setting

Ryan Bowse moderates panel discussion

• Blended learning similar to hybrid learning using LMS such as Blackboard or Desire2Learn

• Variety of panelists and experiences with blended learning

The Basics of Blended Learning• Link to video discussing blended learning – 5:50• http://www.youtube.com/watch?v=3xMqJmMcME0• Learn about Educational Elements and high level

concepts of blended learning.• How are flipped learning and blended learning

similar?• Incorporate differentiated learning using a combination

of technology and face-to-face instruction• Results - student-centered learning with higher levels

of student motivation and engagement

Who else is using flipped and blended learning?• Link to video – flipped learning by history teacher

Keith Hughes• http://www.youtube.com/watch?v=ZRvmjjeZ9CA• I flip, you flip, we all flip: setting up a flipped

classroom (24:09)• High energy presentation and discussion with

resources and recommendations

Thank you for participating in this session!

• To continue this discussion, • Connect with Carol Barbay using the following

options:

• Carol.barbay@lamarpa.edu

• Go to www.twitter.com: @cmbarbay

Thanks for participating in this session!

• To view this presentation again and review the incorporated video links

• Follow this link - no sign-in needed: https://docs.google.com/presentation/d/1p1k3u5dxzNoUlvQD4hOYwhmKvgu57UN0Bk5uO6-KCjE/edit?usp=sharing

Future Plans

• To continue this discussion, connect with your colleagues using the following options:

• Exchange contact information with your small group members and others at this conference

• Go to www.twitter.com: @MyDigitalTicket• Go to www.google.com and join or form a Google

circle

Caution: Advertisement follows• Come with an idea to flip, leave with a plan to flip• Improved student engagement. Increased learning. Enhanced instructor

satisfaction.

These benefits certainly make the flipped classroom sound good. If only it didn't look so messy.

If you've been in a flipped classroom, you know. Students are talking and moving. The instructor floats from group to group to answer questions and offer insights. It's loud. It's chaotic. There is a lot of activity, but none of it looks much like teaching.

Supposedly it's better than the more staid alternative, but it certainly can be hard to tell whether your changes are actually improvements.

That's why you need Creating a Comprehensive Plan for the Flipped Learning Environment.

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• You will head back to campus with the resources and the confidence to advance your own transition to student-centered instruction.

After finishing Creating a Comprehensive Plan for the Flipped Learning Environment, you will be able to:

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• Plan a flipped lesson• Identify and share instructional strategies, tools,

and technology appropriate for your discipline• Create an assessment plan to measure student

learning in flipped environments• Determine how students' personalities influence

the flipped environment• Examine how your personality and teaching style

influence the flipped learning environment

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• Join your colleagues from across the country for Creating a Comprehensive Plan for the Flipped Learning Environment, on November 7 and 8 in San Antonio, TX.\