Flipping The Classroom
For
Student Engagement
Professor Mary Jo Pierantozzi
School of Education
Gwynedd Mercy University
India
September 2015
Purpose of the Workshop
As a result of our time together, you will:
 Define Flipped Learning
 Recognize how the flipped classroom can work
 Gain an understanding of the responsibilities
of both teachers and students
 Begin a plan for flipping an actual
lesson/course
How Do You Currently Teach?
Consider:
 Think about how you currently
structure a class period
 Share with someone near you
 Large group sharing
What is Flipped Learning?
THINK-WRITE-PAIR-SHARE
THINK: What is flipped learning?
WRITE: Two minute definition
PAIR:
Join with a colleague and chat
SHARE: Whole group discussion
Flipped Classroom Pioneers
John Bergmann and Aaron Sams
Former high school Chemistry teachers
(see references at the end of PPT)
Aaron Sams on Flipped Learning
Your thoughts??
What is Flipped Learning?
 Reversing the process; not switching
roles
 Instruction happens outside of class or
independently inside of class
 Assignments happen inside of class
 Various models
Flipped Learning: What it Is
 Interactive
 Blended Learning
 Powerful Aid to students who miss class
(for any reason)
 Archived
 Engaging
 Personalized
Walsh, K. (2013)
Flipped Learning: What it Is
NOT!
 Synonym for online videos
 An online course
 Replacing teachers with videos
 Students spending time in class staring
at computer screens
 Students working alone, in isolation
Walsh, K. (2013)
Reasons for Flipping a
Classroom/Course
 Repeated review when needed
 Encourage student responsibility
 Different/more effective use of “in-class”
time
 Multitude of free material and media
available
Reasons for Flipping a
Classroom/Course
 Many teachers are already doing some
of this
 Not costly or complicated
 Move at your/your students’ own pace
in implementation
 Evidence of powerful results
 Missed classes
Impact on Students
 Helps busy students
 Helps struggling students/repetition
 Helps all students succeed
 Can increase student/teacher and
student/student interaction
 Differentiation/Self Paced
 Focus on Skills and Outcomes
Bergmann & Sams (2012)
Implementing the Flipped
Model
 Make a plan
 Set goals/expectations for learning
 Decide on content for outside class
 Create or find resources or use existing
ones
 Videotape your lecture(s)/Use narrated
PowerPoints
Implementing the Flipped Model
 Use web-based applications such as
Blendspace or Screencast-o-matic
 Organize each module for
students/plan for “proof of learning”
 Account for students with limited
access to technology
 Plan for in-class assignments (to be
discussed further)
Ensuring Student Engagement
Have students:
 Outline material; their own or one that you
provide
 Start in-class session with journaling or “pop
quiz”
 Discussion Boards (if using LMS)
 Blogs/Class Twitter/Online journal
 Work in pairs to produce a set of notes
 Embed a secret code
Walsh, K. (2013)
Organizing Your Material
Activity #1
 Take out your materials.
 Join with others in your
grade/content or work alone if you
choose.
Activity #1
• What course/class might you consider flipping?
• What content/material might students use
outside of class?
• What content, that you already have, can be
used or transformed for outside engagement?
• Are there outside resources provided by your
text publisher (websites, etc.)?
• Is there available content on the Internet that
can be used?
Activity #1 Sharing
What did you find easy to do in this process?
What did you find challenging in this process?
Do you realize how much time you will need to
plan?
Can you plan with colleagues and share
resources?
Will you share some additional
thoughts/questions with the group?
Student Responsibilities
 Technology Requirements
 Ability to commit to the time required
 Ability to focus on the tasks at hand
 Element of independence
 Make a plan/Dedicated time and place
Student Responsibilities
 Engage in the flipped lesson
 Prepare any notes or materials
 Prepare to engage, fully, in class
 Be positive
 Have an open mind
Using Class Time
 Discussion and review of content
 Work on traditional assignments, i.e.,
do the Math problems
 Peer assistance/editing
 More in-depth approach to the content
 Opportunity to do some additional
exploration or enrichment
 Exploration, research, presentations
Assessment of Learning
 How do you currently assess?
 Are there additional assessment
strategies that you can use?
 Performance Assessments: students
show what they know
 Projects (can be done in class)
 Research Presentations (in class)
 Creative expression for assessment
Evaluating the Model
After flipping a lesson or two, consider the
following:
 Were there unforeseen technology issues?
 Were students prepared to engage in
class?
 How did you feel about “letting go” of the
content?
 Was there “push back” from students,
parents?
Going Deeper
Activity #2
 Take out your materials.
 Join with others in your
grade/content or work alone if you
choose.
 Go back to your Activity #1 and
continue to build
Activity #2
For one lesson only, consider:
How will you introduce the learning material that
students will use outside of class?
What content will they use outside of class?
How will you help ensure that students engage in
the content?
How will you spend class time in the next class
session?
How will students demonstrate mastery of the
learning material?
Activity #2 Sharing
What did you find easy to do in this process?
What did you find challenging in this process?
Do you realize how much time you will need to
plan?
Can you plan with colleagues and share
resources?
Will you share some additional
thoughts/questions with the group?
Content Resources
 Your own existing resources
 Text book resources, websites: many
textbooks provide online resources
 TED Talks/Ted-Ed
 Khan Academy Videos
 Google
 YouTube
Content Resources
 TeacherTube
 Open Education Consortium
http://www.oeconsortium.org/
 Podcasts (iTunes has educational ones)
 Virtual Tours online, i.e., Smithsonian
Institute, NASA
 Online journals for articles
Technology Resources
Here are some technology resources to get started:
www.emergingedtech.com
http://www.emergingedtech.com/3-minute-teachingwith-technology-tip-video-tutorial-series/
www.flippedlearning.org
www.screencast-o-matic.com
www.blendspace.com
Technology Resources
 Voice Over/Narrated Power Point
 Adobe Voice – app for iPad or iPhone only
 iMovie
 Windows Movie Maker
 Camtasia
Questions/Comments/Discussion
To help guide the discussion:
3 Things I Discovered about Flipped
Learning
2 Things that Surprised or Challenged Me
1 Or more Questions, Comments,
Concerns
Next Steps……
References
Bergmann. J and Sams. A. (2012). Flip your
classroom. ISTE.
Bergmann. J and Sams. A. (2014). Flipped
learning. ISTE.
Walsh.K. (2013). Flipped classroom: workshop in
a book.EmergingEdTech.org.
The free flipped teaching & learning resources
ebook. (2015). EmergingEdTech.com
Our Appreciation
Many Thanks for
Your Warm Hospitality
And Attention
Additional Questions:
Mary Jo Pierantozzi
Pierantozzi.m@gmercyu.edu