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What Would it Look Like to The Power of Digital Media to Improve Application Time and Student Achievement FLIP YOUR CLASSROOM? Katy Clay – Grosse Pointe Candy Collins – Farmington Hills
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What Would it Look Like to
The Power of Digital Media to Improve Application Time and Student Achievement
FLIP
YOUR CLASSROOM?
Katy Clay – Grosse PointeCandy Collins – Farmington Hills
The “Traditional” Classroom
90% of time spent at front of classroom giving
lecture, taking notes, and maybe answering a few
questions.
10% of time actually taking the time to apply
the knowledge in the classroom. We assign
it for homework.
Students are changing…
“I felt like I was working harder and harder, and the students were working less and less hard, and we weren’t being successful. I really felt like they need to be interacting with the material more than I am.”
~Dr. Susan Kramer
High School Biology
Gwinnett School of Math, Science, and Technology (GA)
From Education Week (September 27, 2011)
1.
Framework for 21st Century Learning
• Global Awareness
• Financial, Economic, Business, and
Entrepreneurial Literacy
• Civic Literacy
• Health Literacy
• Environmental Literacy
The “Flipped” Classroom
90% of class time actually spent on application of learned material. This gives the teacher
the ultimate opportunity to differentiate based on student
need – WOW!
10% of class time discussing “homework”
or delivering of instruction in a lecture
type setting.
I got it!! This stuff really makes
sense now!
Questions for the Chart Paper
1. What is exciting about the idea of flipping your classroom?
2. What questions do you have?3. What hesitations do you have as
you begin to think about flipping your classroom?
4. What technology obstacles do you think you may encounter?
Carousel Sharing of Questions☺Once your group is assigned a
piece of chart paper, write down your ideas to the prompt.
☺When we say switch, move to the next question. Keep your markers with you!
☺As you rotate through the 4 questions, if you notice an idea that is already written that you agree with, just put a star next to it.
Flip your Classroom
Jonathan BergmannAaron Sams
Why FLIP Your Classroom?
• Flipping speaks the language of today’s students.
• Flipping helps busy students.• Flipping helps struggling students.• Flipping helps students of all abilities
to excel.• Flipping allows students to pause and
rewind their teacher. (Bergman and Sams,
2012)
More Reasons to FLIP your Classroom
• Flipping increases student-teacher interaction.
• Flipping allows teachers to know their students better.
• Flipping allows for real differentiation.
• Flipping makes your class transparent.
• Flipping changes the way we talk to parents and helps to educate them.
(Bergman and Sams,
2012)
Flipping is not for everyone, but . . .
“The time when students really need me physically present is when they get stuck and need my individual help. They don’t need me there in the room with them to yak at them and give them content; they can receive content on their own.”
~Aaron Sams
High School Chemistry
From the book, Flip your Classroom
No such thing as “the” flipped classroom
“Flipping the classroom is more about a mindset: redirecting attention away from the teacher and putting attention on the learner and the learning.”
~Jonathan Bergmann & Aaron Sams
High School Chemistry
From the book, Flip your Classroom
How to Begin Flipping Your Classroom
• Know your objectives – will a video be an appropriate instructional tool?
• Search for an appropriate video or create a screen cast video of your own.
• Train the students to view your videos effectively. Do students have access? (DVDs)
• Turn off other devices while watching• Encourage the pause and the rewind• Teach how to take notes, including recording
questions that come up during the video
The Video
Teachers are comfortable with technology & with
recording themselves.
Teachers who:~do not have time~struggle with technology~do not speak well in front of a computer screen
Use other Teachers’ Videos
Make your own Videos
Making your own Video Options
• Record all of your live direct instruction during the year and then determine how to use it to flip the next year.
• Use PowerPoint slide show.• Use a screen casting program,
microphone, webcam, digital pen/SMART to make a video with faces, sound, annotations, and writing in real time.
Making your own Video
1. Plan the lesson2. Record using a screen casting
program like Camtasia3. Edit Video (does not have to be
perfect!)4. Publish (make sure the video is
accessible)• School website• YouTube or SchoolTube• DVDs
Video Rules
• Keep it short• Animate your voice• Create video with another teacher• Add humor• Add callouts• Zoom in & out• Keep it copyright friendly
(Bergman and Sams, 2012)
Now, What Happens in Class?
1. Discussion about the video from the night before so students can ask questions.
• Students cannot ask immediate questions during the video.
• Clear up misconceptions before concepts are practiced and applied incorrectly.
• Gives the teacher a chance to evaluate the effectiveness of the video.
2. Assignment for the Period• Lab• Inquiry activity• Directed problem-solving activity• Quiz/Test
Using Khan AcademyVisit www.khanacademy.org
• Currently over 3200 videos in a variety of topic areas.
• Most videos are less than 15 minutes in length.
• Students can pause, rewind and watch videos as many times as they need.
• Class time can now be devoted to application of learned content.
• Students can practice their learning online and receive immediate feedback!
Flipped-Mastery Classroom
Students learn a series of objectives at their own pace.
Passive Mode
Ownership Mode
I am responsible for what I learn or refuse to
learn.
You are responsible for teaching
me.
Helpful Resources
• www.khanacademy.org• www.mathtops.com• www.flippedclassroom.com• www.flippedclassroom.org (Social
Network)
• www.camtasiasoftware.com• www.screencast-o-matic.com• www.flippedlearning.eduvision.tv• www.flipped-learning.com
Some Personal Experiences
Candy Katy Jackie
