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Connections . . .

Connections . . . IF YOU NEED HELP . . . ASK A CLASSMATE. If you are connecting using a personal device, log into the PUBLIC wifi using these credentials: Username: staff Password: silicon2014

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Connections . . .

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  1. Connections . . . IF YOU NEED HELP . . . ASK A CLASSMATE • If you are connecting using a personal device, log into the PUBLIC wifi using these credentials: • Username: staff • Password: silicon2014 • If using your staff laptop, be sure to give your laptop at least 30 sec to catch the correct wifi network beforeyou log in using your normal Cornerstone credentials

  2. Don’t Just Sit There! Grab your or laptop and go to… smartphone RIGHT NOW http://goo.gl/UnFEq5

  3. Classrooms 101 Peggy Lawson Coordinator of Instructional Technology SE Cornerstone Public School Division

  4. If I didn’t have to directly teach/lecturemy students on [fill in your topic here] I would use that time together in class to. . .

  5. What is the Flipped Classroom? Moving instructional content like lectures to homework time and …

  6. Using that extra class time for MORE IMPORTANT STUFF

  7. Inquiry Activities • One-on-one support • Project-based learning • Class Discussions • Individualized instruction • . . . Things you want to do with your students but don’t have (enough) time for

  8. Brief History • 2007 – Chemistry teachers Jonathan Bergman & Aaron Sams, Woodland Park High School in Woodland Park, CO. • Original intention for students who missed class • Close relative of blended learning, where content is posted online for students to access 24/7 • Mastery learning – students can move at their own pace through a class thanks to the developed repository of learning materials

  9. What does it look like? • Lectures and other direct instruction may be converted to short video lessons – the new homework (but not always video) • Classroom time shifts from inactive to action • Classroom environment may shift from this . . .

  10. Teaching for Tomorrow: http://youtu.be/4a7NbUIr_iQ FlippedLearning

  11. What are some benefits of flipping? • Classrooms can become student-centered rather than teacher-directed • Teachers can provide immediate feedback as students complete their “homework” • Students can listen/watch the lesson as often as needed. Pause & Rewind. • Students have more time to reflect on the lesson & synthesize content, and more time with other students & the teacher for discussion & support • Encourages students to become more responsible for their own learning

  12. And . . . • Students who miss class – illness, sports, travel – can easily catch up on content • Families can learn together; parents can learn how to help support their children • EAL students (and their parents & siblings) can listen to the material at a more suitable pace • Substitute teachers. ‘Nuff said.

  13. Mastery Learning • Once a full set of materials has been posted, students are more able to progress through a class at their own pace, go deeper into topics of interest

  14. Potential Pitfalls • My Students Don`t have Equity of Access • Not all students can watch lessons at home • Solutions: • Be sure technology is available to students at school during “off hours” – before and after school, lunch time • Burn videos and other content to CD. • Provide student with a loaner laptop to take home • Be sure these students get one of the free extra school computers when they are decommissioned from the school • Personal phones, iPads, etc. often have Internet access

  15. Potential Pitfalls • My students are too young • Age and grade appropriate – flipping is often most useful for high school, and less so for middle years • Benefits for younger students are for different reasons than for high school students • KEEP IT SHORT • Especially important if several classes flip – pay attention to total homework time

  16. A Teacher’s Story http://goo.gl/wgbVJj

  17. Does it improve learning? ClintondaleHigh School in Michigan saw the failure rate of its 9th grade math students drop from 44 to 13 percent after adopting flipped classrooms (Finkel, 2012). • Educational Leadership, March 2013 | Volume 70 | Number 6

  18. Do’s and Don’ts • Don’t … • Think that you have to flip everylesson. • Create long recordings. 5 – 10 minutes or less; shorter for younger students. • Expect students to suddenly flip for flipping – it will take time for them to adjust • Expect your classroom to suddenly become student-centered – this work is up to you

  19. Do’s and Don’ts • Do • Be sure to replace the “lecture” time and textbook reading with quality learning and instruction • Rich discussions • Labs & Hands-on activities • Collaborative projects • Project-based learning • Differentiated individualized instruction

  20. Do’s and Don’ts • Do … • Use videos, readings, other activities as • lesson starters • interest developers • points to ponder • Work collaboratively

  21. Do’s and Don’ts • Do • Start small. Keep it manageable. • Build up a library of resources over time • Expect problems. It’s technology – why would you expect it to work smoothly as planned every time?

  22. Tips • With elementary students, and even middle school, begin by creating centers in your classroom where students can experience the process of learning by video with your support. • For older students, consider building a frequently asked questions video library that focuses on particular trouble-spots for your students rather than trying to recreate all of your content from the beginning. http://www.edudemic.com/2013/08/flipped-classroom-issues-solutions/

  23. Getting Started

  24. Where to Begin Begin with the end in mind – How will you redefine your class time?

  25. What should I flip?

  26. Science 6 • The 4 forces of flight • Research on Canadian contributions of space technology • Spend class time on evaluating those contributions • Videos of vertebrates – come class prepared with questions • Electricity – characteristics & applications of static electrical charges, conductors, insulators, switches & electromagnetism

  27. How do I create a flipped lesson?

  28. The New Homework • Typical class time content • Videos of lectures • Audio podcasts • Screencasts of lesson not PowerPoints • Discussion starters • Examples • Exemplars • Student created and/or curated

  29. Do I need to create my own videos?

  30. Use existing resources • YouTube • Ted Ed • Discovery Ed • Khan Academy • Teacher Tube • iTunes U

  31. Or Create Your Own • Video record your lessons • Video cameras, flip cameras, smartphones • Create, organize, post content typically presented during class

  32. Screencasting iPad PC Educreations Screen Chomp ShowMe Ask3 Inkflow Replay Note ($4.99) Knowmia • Jing • Screenr • Screencast-o-matic • Camtasia Studio ($179) • Snagit ($29.95) • SMART Board

  33. Where will my content live? • Many apps have their own hosting sites – link or embed code into your own CornerNet or Blackboard class, blog, wiki, . . . • Upload to • You Tube • iTunes U • Teacher Tube

  34. Where will my content live? • You Tube • iTunes U • Teacher Tube • Google Drive - http://goo.gl/d9EFzM • Vimeo • Presentation Tube Many apps have their own hosting sites – link or embed code into your own CornerNet or Blackboard class, blog, or wiki

  35. Editing Video Do I need to edit my video? • Adobe Premiere Elements • Windows Movie Maker • YouTube Video Editor • A good discussion of production techniques - I Flip, You Flip, We All Flip – http://youtu.be/ZRvmjjeZ9CA

  36. Tips • Start small with a few lessonas • Keep recordings short • Only use videos if they are the right tool • Begin with the end in mind - Prepare for your extra class time! This is the most valuable aspect of flipped instruction • Communicate with Parents http://blog.iste.org/ready-flip-5-ways-ensure-successful-flipped-learning/

  37. Other Things to Flip • School staff meetings • Parent preparation for 3-way conferences – classroom highlights

  38. Let’s get to work http://goo.gl/DNLkFY

  39. References & Resources • ClintondaleHigh School - http://www.flippedhighschool.com/ • Flipped Learning – http://jonbergmann.com/ • Flipped Learning Network –http://www.flippedlearning.org/ • Flipped Leaning Network Ning – http://flippedclassroom.org/ • Edudemic. The Teacher’s Guide to Flipped Classroomshttp://www.edudemic.com/2013/08/flipped-classroom-issues-solutions/ • Edudemic. The 10 Best Web Tools For Flipped Classrooms http://www.edudemic.com/2013/04/web-tools-for-flipped-classrooms/ • http://www.eschoolnews.com/2013/07/30/does-research-support-flipped-learning/

  40. References & Resources • I Flip, You Flip, We All Flip - http://youtu.be/ZRvmjjeZ9CA • “In this short (24 min) video clip, Keith talks in details about the fundamental idea behind the concept of flipped classroom and he also provided some important tips and tools on how teachers can use video lessons with their students.” • The video gives a good quick explanation regarding the actual filming & production of videos. Good for more advanced “flippers”

  41. References & Resources • http://blendmylearning.files.wordpress.com/2011/12/lessons-learned-from-a-blended-learning-pilot4.pdf • http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/Evidence-on-Flipped-Classrooms-Is-Still-Coming-In.aspx • Canada Education. 2013. Biology teacher’s Flipped Classroom: ‘A simple thing, but it’s so powerful’ 54(3) http://www.cea-ace.ca/education-canada/article/biology-teacher%E2%80%99s-flipped-classroom-%E2%80%98-simple-thing-it%E2%80%99s-so-powerful%E2%80%99

  42. Extras

  43. A Teacher’s Story Biology teacher Carolyn Durley, Kelowna BC “My design for the Flipped Classroom evolved over the year. For the first semester I thought, oh, I’ll just give them all these choices and I’ll be free and oh, this will be great. That did not work at all! Students are not ready for a leap into a whole class of self-directed time. They didn’t know how to do that. They’re used to being controlled by teachers and dependent on the homework”

  44. “So the second semester I structured it differently.  I started with 10 minutes of what I call "flex time" (where students are invited to make choices) and we grew that time to 20 minutes to 30 minutes to 40 minutes until at the end of the semester students could self-regulate and get engaged in the learning all on their own for the entire class. I also did a little bit of “stand and deliver” because I found that some students were angry at me when they showed up in Grade 12 and said, “What do you mean you’re not going to teach me. That’s what you do. Come on.” They needed proof that I was still their teacher, that I do know the content, I still can entertain.”

  45. “I think that’s still a big part of what students like about being direct-taught, and that’s part of what makes you a good direct-instruction teacher: you’re very good at entertaining kids, and I was good at that. So it was a bit of a loss, a grieving process for me to let go of that persona. It was a change that I had to work with them to buy into and demonstrate to them that I was still their teacher, and then slowly let go of the old role. Students didn’t notice that by the end of the year I wasn’t doing any direct instruction, that they were in charge, that the classroom was run by them and that I was really just a facilitator.”

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