Ceatca 2013 edmonton
1 / 36

Flipping your classroom? Why and How! - PowerPoint PPT Presentation

  • Uploaded on

http:// arpdcworkshops.pbworks.com. CEATCA 2013 - EDMONTON. Flipping your classroom? Why and How!. All images are from flikr creative commons licensed for use in this presentation unless otherwise indicated. Why are you here?. Looking for the answer to what flipping is?

I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
Download Presentation

PowerPoint Slideshow about 'Flipping your classroom? Why and How!' - hafwen

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.

- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
Ceatca 2013 edmonton



Flipping your classroom? Why and How!

All images are from flikr creative commons licensed for use in this presentation unless otherwise indicated

Why are you here
Why are you here?

  • Looking for the answer to what flipping is?

  • Looking for solutions to meeting students needs?

  • Juggling more than one course combined?

  • Need more classroom time to differentiate?

What is a flipped classroom
What is a flipped classroom? think a Flipped


Flipped Classroom (def’n): a model of teaching in which a student’s homework

is the traditional lecture viewed outside of class on a vodcast. Then class time

is spent on inquiry-based learning which would include what would traditionally

be viewed as a student’s homework assignment. Synonymous with Reverse Class.

Then now
Then…… Now!!!! think a Flipped


Providing students with an online resource area for a variety of materials that can supplement instruction or provide samples of student work necessary for mastery of a curricular concept. This may or may not replace a limited amount of the traditional instruction, and may provide classroom time for differentiation, projects, and more. These resources are not intended to replace traditional classroom instruction.


Theory think a Flipped


Aaron Sams think a Flipped

Jon Bergman?


Distance Ed



Short example of a flipped classroom
Short Example of a Flipped Classroom think a Flipped

  • http://www.youtube.com/watch?v=QRevpLhw06w

Results! think a Flipped


Clintondale high school what do students say
Clintondale think a Flipped High SchoolWhat do students say?

Clintondale data
Clintondale think a Flipped Data

9th grade failure results in 4 core subjects – Blue before, Orange after flipped

So what do you do
So what do you do? think a Flipped

David Truss: http://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/

3 keys to a flipped classroom
3 Keys to a flipped classroom think a Flipped

  • 1. Homework

  • One of the biggest challenges I faced as a teacher was getting all my students to do their homework. If you expect that students are getting the lesson at home, but some students don’t do their homework and watch your ‘flipped’ lesson at home, well then what is your strategy for getting them up to speed?

  • The reality is that not all students complete their homework. Not all students understand a one-way lesson where they can’t raise their hands and ask questions. Not all students will find this approach engaging. Not all students will see this single strategy as meeting their learning needs.

  • How do you engage the students that struggle with the flipped classroom approach? How do you meaningfully meet these students’ needs?

David Truss: http://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/

3 keys to a flipped classroom1
3 Keys to a flipped classroom think a Flipped

  • 2. Lesson Quality

  • There are two aspects I’ll examine here:

  • a) Depth vs Breadth

  • No student is going to accept a barrage of 1 hour long lessons that they have to view at home on a regular basis.How much do you give them to watch online, at home? How deep do you go? How do you balance what students need to know and how much you put in your videos and screen-casts?

  • Also, how much does your flipped classroom either teach/promote higher order thinking skills or provide the scaffolding for higher order thinking skills in your class after students have viewed the lesson at home?This point relates to the other aspect of lesson quality below.

  • b) How vs Why

  • Are students just being given direct instruction on how to follow an algorithm or are they learning why that algorithm works? Here is a small example to illustrate my point: I can give students the ‘rules’ for multiplying positive and negative integers, but teaching them ‘why’ is critical for their understanding of the mathematical concept.

  • Are you using the flipped classroom to teach both the how and the why? Which is better to be delivered at home, rather than in class? Which do you give the students first, (and is this true for all students or all concepts)?

David Truss: http://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/

3 keys to a flipped classroom2
3 Keys to a flipped classroom think a Flipped

  • 3. Production Quality

  • Dr. Scott Morris advises, ”The key is to not get too bent out of shape about production quality; just bang it out. It is more important to get it out there and online than that it be perfect.”

  • Katie Gimbar’s video on creating flipped videos http://www.youtube.com/watch?v=Icn8kMoH28Y

  • I think that if you are going to produce 1,2 or even 5 of these kinds of lessons in a 13 week course, then Dr. Morris’ advice might be valuable. However, if this is something you are going to do week after week, if it is something that delivers a critical amount of the syllabus, then production quality becomes vitally important.

  • I also think it’s great that Leanne Kuluski gives advice to, “…embed… funny parts, with jokes and silly accents and things which surprise and amuse her students.”

  • I’m not saying we have to be entertaining but I am saying that we need to be engaging. Let’s face it, if a lesson in class isn’t engaging, you might still be able to hold a student’s attention by way of them being in your classroom. Producing a boring, uninteresting or bland lesson that you expect a student to watch at home, with a few hundred more distractions than a typical classroom… well, that seems pretty counterproductive to me.

  • We expect students to produce great work for us, we should do the same for them.

David Truss: http://pairadimes.davidtruss.com/three-keys-to-a-flipped-classroom/

Teacher turns flipped instruction on its head think a Flipped A middle-school teacher in Amherst, N.Y., has adopted the flipped instructional method -- with a twist. Rather than creating instructional videos for his students, Rob Zdrojewski has his students use screencasting technology to create instructional videos for teachers. In the videos, which serve as professional development for teachers, students offer instruction on technology, such as using Gmail and Google Drive. Each video is 90 seconds or less. T.H.E. Journal

Go to one of these sites and view a lesson
Go to one of these sites and view a lesson. think a Flipped

Flipped Learning Network



Math Planet


What did you see? Why do you think this is different? How could you use it?

More data to support flipped learning
More data think a Flipped to support!FlippedLearning



Why record students
Why record students? think a Flipped

  • Students love technology & know it!

  • It engages them, and motivates them to see themselves

  • Provides leadership opportunities!

  • Demonstrates multiple learning styles (differentiated instruction)

  • Does not use your planning time!

  • Creates legacy of student resources and examples!

Math problem
Math Problem think a Flipped

When you arrived at school this morning (Monday 9:00 am) it was -17 C. As a class assignment, you are to calculate the final temperature for the week for 3:00 pm Friday. You collect the following temperature changes.

  • Monday 3:00 pm - Temperature increased 7 C

  • Tuesday 9:00 am - Temperature dropped 5 C

  • Wednesday 12:00 noon - Temperature dropped 2 C

  • Thursday 9:00 am - Temperature dropped 3 C

  • Friday 9:00 am - Temperature increased 2 C

  • Friday 3:00 pm - Temperature increased 8 C

Best idea ever hall davidson
Best idea ever! Hall Davidson think a Flipped

Have parents donate old

Cell phones to your class/

School! No need for active

SIM Card! Camera for free!

What can we use
What can we use? think a Flipped

Apps to use and record
Apps to use and record think a Flipped

Coaches Eye, AudioNote, Notability, Notes Plus, iBrainstorm, Whiteboard, ZigZag Board, Video2Photo,

Sharing: Dropbox, Google Drive, Google sites,

Other recording ideas
Other recording ideas think a Flipped

LiveScribe Pen, iPad, cell phone, Flip Cam, Document Camera, Interactive Whiteboard,

What are my easiest options
What are my easiest options? think a Flipped

  • 1. Take advantage of ready-to-use content available

  • 2. Don’t just show them. Make them do something with that information that requires higher order thinking.

  • 3. Use the flipped model to create a student centered classroom!

Catlin Tucker: http://catlintucker.com/2012/04/flipped-classroom-beyond-the-videos/#comment-13042

Remember!!! think a Flipped

  • Make the video’s short (2-5 min)

  • Quality does not matter to students!

  • FOIP

  • Engage the students!!!

7 easy steps
7 Easy Steps think a Flipped


Communities of Practice think a Flipped

  • http://flippedclassroom.org/

  • http://flipped-learning.com/

  • http://learning.arpdc.ab.ca

Contact me
Contact me! think a Flipped

  • Pat Bohnet

  • [email protected]

  • twitter: patrickbohnet

  • http://edtechtoday.edublogs.org/

  • Todays presentation can be found at: http://arpdcworkshops.pbworks.com