BLENDED to FLIPPED CLASSROOM

1. BLENDED to FLIPPED CLASSROOM 21st Century Classroom

2. BLENDED LEARNING RESEARCH • REPORTED: Students in traditional courses come to class like baby birds with their mouths open for food. In blended course, students come in prepared able to actively contribute to the class. • Research: http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf US Dept of Ed Meta-Analysis Blended learning-- the best learning environment for student success.

3. BENEFITS - BLENDED & FLIPPED • Enhanced student contributions • Faculty members report improved outcomes such as students: • Arrive in class better prepared (Bauer, 2001; Cameron, 2003), • Write more effective and longer papers (Benbunan-Fich & Hiltz, 1999; Garnham & Kaleta, 2002; Murphy, 2002-2003; Spilka, 2002), • Earn higher scores on exams (Garnham & Kaleta, 2002; O’Toole & Absalom, 2003), • Arp ISD – blended classes have reached 98 & 95 on STAAR • While non-blended classes are MUCH LOWER

4. Create higher quality projects, applications, and interactions (Benbunan-Fich & Hiltz, 1999; Cameron, 2003; Garnham & Kaleta, 2002; McCray, 2000), • Engage in deeper and more meaningful discussions of course content (Garnham & Kaleta, 2002; King, 2002; McCray, 2000; Murphy, 2002-2003), and • Demonstrate a better understanding and deeper exploration of concepts (Bauer, 2001; Cameron, 2003) • Succeed at an equal or higher rate than students in traditional courses (Dziuban, Hartman, Moskal, Sorg, & Truman, 2004; Dzuiban, Hartman, Juge, Moskal, & Sorg, 2005; Dziuban, Hartman, & Moskal, 2004). Resource: http://blended.online.ucf.edu/effective-practices/design-delivery-principles/

5. Components of a Flipped Classroom • http://smartblogs.com/education/2013/04/05/flipped-classrooms-you-keep-using-that-word/ • Intentional Content – small, short blocks of content in videos where students are able to REVIEW, REMEDIATE & ACCELERATE • Learning shifts the culture in schools—teacher not only source of information – MUTUAL EXPLORERS • Demands a flexible environment—students should be able to decide when, how often, where, with whom they learn • Requires Professional Educators (life-long learners) –What will you do with “Google Glasses”?

6. PLANNING FOR BLENDED TO FLIPPED BUILD YOUR SKILLS KNOW YOUR STUDENTS SURVEY Students: --Device? --Internet Access? --Supported Study Time? --Differentiated Instruction Needed? --iNACOL GUIDELINES --KNOW MEDIA TYPES and how to CREATE them --ADDRESS all LEARNING STYLES and COMMUNICATION MODALITIES --START Small Resource: http://www.thejeo.com/Volume4Number1/JonesFinal.pdf

7. Keep It Simple Starting (KISS) • Start with a few technology tools integrated into the course • Engage students in active-learning strategies using tools • Add additional activities and technologies in each subsequent semester • Allocate Sufficient Time to design course • Design Class with Guidelines, Examples, Rubrics, Collaboration Tools, and Help Desk tools so that students can navigate course • Become a part of a PLC to share experiences and ideas • FIELD TEST! • Survey, Evaluate, Modify, & Revise! • “Never accept a student’s first effort & don’t accept yours”

8. Checklists for Blended Course Redesign • Example from Simmons College http://at.simmons.edu/blendedlearning/implement/simmons.php • Template for Backwards Design: http://at.simmons.edu/blendedlearning/implement/documents/pdfs/CourseDesignTemplate.pdf • Outline Template for Module: http://at.simmons.edu/blendedlearning/implement/documents/pdfs/SessionModuleTemplate.pdf • Evaluation: http://at.simmons.edu/blendedlearning/implement/documents/pdfs/BL_CLASSE_for_Students.pdf

9. BLENDED CLASSROOM Integrated use of electronic learning tools that supplement but do not replace face-to-face learning EXAMPLES: Using online videos, simulations, games, content providers, assessments, graphics, charts, interactive sites, etc. to provide students the opportunity to gain essential knowledge and skills iPad apps that engage and simulate real-world skills. Productivity software and online providers that assist students in being creative problem-solvers Resource: Journal of Educational Technology Systems

10. Examples of Created Online Content & Productivity Sites for Blended Classrooms • Animal Planet • Atomic Learning • Education City • Discovery Education • Gizmos • GoAnimate • History Channel • iTunes U • Khan Academy • PBS • Schoolboo • Smarty Ants • Study Island • YouTube

11. From Blended  Flipped • Natural Progression – It this is not a natural process than perhaps there are some underlying issues or skill deficits. • Natural Pacing for Instructors– Most Instructors who have blended for a while actually attempt Flipping on their own • Natural Learning Environment for Students—students who have been well taught in a blended environment may even attempt to create a Flipped environment. • Start Small! – What concept do you find yourself teaching & reteaching every year? Start with that concept. This will result in more thoughtful & effective teaching • Self-Evaluate—Do not expect to be perfect, you’re not!

12. SUPPORTING BLENDED  FLIPPED • Celebrations & Highlighting Best Practices • --Blog Parties & Pioneer Parties • --Awarding gadgets & tools for productivity • Develop Student & Peer Mentors • Just-in-time, Context, Process & Content Appropriate PD • Formative Assessments & Responsive Flexibility • Agree on Standards (LOTI, NETS, iNACOL)

13. FLIPPED CLASSROOM Delivery of Content: Short Concept Lessons taught using Multimedia, Mixed Methods, a variety of Styles/Genre, and/or Multi-Modal Communication Platforms to Develop Knowledge and Skills which are delivered and accessed outside the confines of a traditional classroom. Dr J. Rousseau

14. SUCCESSFUL EXAMPLE • I teach a class on Wednesday evenings of adults. I started Flipping the content by: • Assigned / Chose Study Buddies (3) • Required students to watch a video (2-5 minutes) • Contact Study Buddies every day via Facebook, Twitter, Texting, eMail, Skype, whatever to discuss video and develop one question and one main idea. These videos were controversial in nature and generated a great deal of discussion. • Face-to-face: used higher-order thinking questions to stimulate more discussion • Wrote a Blog entry for each lesson on the “Take-Aways”

15. SUCCESSFUL EXAMPLE • The Results: • Begged to have extra session in the class • Requested to meet individually and on their own time to continue discussions • “Friended” on Facebook by most of them or e-Mailed incessantly • Back-channel chatting when they REALLY wanted to ask additional questions • Student began finding longer videos (19 minutes, 56 minutes, 2 hours) • and sharing these on the same subjects for extending the learning and become • self-reliant learners

16. WITH YOUNGER STUDENTS we have got to STOP GRADING the PARENTS! Sending home assignments to be completed with support from parents is one way to disengage and alienate most students. Insuring Equality of Opportunities today often must exclude recognizing the lack of support in the home environment Projects to be completed, paid for, and monitored by parents places many students on an unlevel playing field.

17. SUPPORT PARENTS A large number of parents after the 4th grade are unable to assist their children in any of the core areas, even if they really want to! Short multi-media concept lessons allow not only students, but parents to learn and to then complete short assignments or have valuable discussions….thus extending the learning for both parent and child.

18. EXTENDING the LEARNING When students have access to multi-media concept lessons they are able to review as often as needed. Students can remediate, review, accelerate, and better prepare for application of new knowledge and skills. This is a WIN-WIN situation. 1% of students will get concepts the very first time 10% of students will need to review from 5 to 10 times 70% of students will need innumerable opportunities and guided practice Special Needs students may need up to 1500 opportunities to master a concept Teachers do themselves a favor by offering digital content!

19. It doesn’t matter how well we deliver content in any one communication modality…many students will be left out.

20. HEADS-UP! When teaching in the classroom, we often deliver content verbally (into the air), perhaps with some illustration, and then expect students to absorb the content. Unless we video tape that delivery, we rarely are able to reflect on how well we actually explained a concept. We often fail to judge our delivery accurately. When delivering digital content, it is VERY important to have multiple modalities & to Field Test each artifact! They must each be scrutinized like nothing else we have ever delivered.

21. ARE YOU READY to FLIP? What Skills do you already have? --word documents, presentation software, audio recording, A/V recording, online 3rd party engaging content? What tools are available to you? --Interactive board, document camera, iPad, Laptop Netcam, Epsilen, Edmodo, Blackboard? What level of Integration are you already exhibiting?

22. MODELS of INTEGRATION Research these… --LOTI --SAMR --TRACK --TIP --TIM --NETS (ISTE) PICK ONE! So everyone is Speaking the Same Language! http://www.iste.org/docs/excerpts/NETTB2-excerpt.pdf

23. REVIEW MAIN POINTS What ACCESS is available to students? --individual devices --Internet Access/Downloadable Content --Extended Lab hours --Community Center What Skill Sets & Integration Practices are already being deployed by Instructors?

24. DOES ALL CONTENT NEED TO BE GENERATED BY TEACHER? • Sources of Content: • 3rd-party • Teacher-created • Student-created • Parent-created • Heterogeneous Teams • BLEND of any of the above

25. 5 Quick Tips • Short (3 to 5 minutes), • Personable, Use of Humor a Plus, Limit “Talking Head”, • Use at least 3 media types for the same concept: • -- Type Step-by-step instructions, rubric, or checklist • --Record an A/V lesson demonstration • --Use of graphics or charts or simulation software or online site for applying the concept. • (4) Field TEST! Modify, Edit, Tweak • (5) Students who Teach—Long-term Memory

26. Student’s Teaching Water Cycle http://podcast.arpisd.org/users/kain/weblog/b2dc8/Science_Weather_Videos.html Energy Pyramid http://podcast.arpisd.org/users/jarvie/weblog/819e5/Food_Pyramid.html Do you think it is possible that parents might watch these videos?

27. Reading Assessments for Students with Dyslexia http://podcast.arpisd.org/users/ellis/weblog/3f658/Fouth_Six_Weeks_Benchmark_Audio.html

28. Blended  Flipped  Online Units – Natural Progression

29. BENEFITS of a Flipped Classroom Gives time IN THE CLASSROOM for those things we didn’t have time to do before we flipped: --Guided Practice (formerly known as “homework”) --Deeper “Value-added” Discussions --Extended Lab Time --Teacher Guided Projects --Hands-on Applications --Real-world Research --Investigation & Deep Questioning --Opportunities for Guided Reading, Writing, and Creativity

30. ONLINE TEACHER EMERGENCY • http://plpnetwork.com/2013/04/05/online-teacher-emergency/ --Tips on Making! • What about students who don’t have 21st Century Skills? • Don’t Assume the Do! • What about the kid who needs teacher’s attention 24/7? • There will be some of these!!!! • What about the kid without Internet Access? • Less than half of Arp ISD students do! WHAT TO DO?

31. WHAT TO DO? • SWAT Teams – Students Working to Assist Technology • Professional Development Array of Offerings • http://arpisd.org/tech/tasa/page3.htm • (3) Peer Mentors – Early Adopters • (4) Administrative Support • (5) Accountability • (6) Survey Stakeholders for specific needs – teach them using • Blended and then Flipped environments. • This year, before a teacher could submit a Maintenance Request • Form…they had to give links to at least 3 videos already teaching • The solution. (Atomic Learning, YouTube, Vimeo, Google)

32. FREE and almost FREE Tools • http://www.arpisd.org/inserv/Online_Learning.htm • Free Camtasia • (screen capture) • (2) Free Sphere • (3) FreeStudio: http://podcast.arpisd.org/users/joy/weblog/c0c3b/FreeStudio_QuickStart.html • (4) Free iPad Apps – App Hits (example)

33. FREE and almost FREE Tools Sphere (Aver.com) http://podcast.arpisd.org/users/joy/weblog/9e93c/SPHERE_SOFTWARE.html (3) Free Studio: http://podcast.arpisd.org/users/joy/weblog/c0c3b/FreeStudio_QuickStart.html

34. FREE and almost FREE Tools • Apps on iPad (App Hits) http://www.educatorstechnology.com/p/blog-page_9.html • Audio: http://www.educatorstechnology.com/2012/10/excellent-audio-recording-apps-for-ipad.html • A/V: http://www.educatorstechnology.com/2012/12/8-useful-video-apps-for-your-ipad.html • Animation – Animation Creator HD Express, Virtual Cell Animations, etc.

35. Dr Joy Rousseau joy@arpisd.org http://podcast.arpisd.org/users/joy Important Resource: http://www.edtechmagazine.com/k12/article/2013/03/why-i-flip-flopped-flipped-classroom