Top 10 Reasons Why Flipping the Classroom Can Change Education Kathleen Fulton Learning Forward Nashville, Dec. 8, 2014 Goals of this Session • Go beyond the “what” and “how” of flipping • Take a deeper look at the “why” of flipping • Get a feel for how you might try flipping • Share your expertise with other participants as you discuss flipping issues • Learn about resources for going deeper Overview • Overview of flipped learning definitions • Who am I and why flipping grabbed my attention • Discussion of “Top Ten Reasons” (ala Dave Letterman!) • Work in small groups to discuss and apply ideas from the session • Take home a list of a sampling of resources But First, Who Are You? • Teacher K-12 • Principal K-12 • Superintendent • School Board Member • Higher Ed Faculty • “Other!” (it’s okay….) What do you know about the flipped classroom? http://www.edudemic.com What is your experience with flipped teaching? • Heard about it but have never flipped a class • Have tried to flip a few classes • Am pretty experienced but want to learn more Who Am I ? • Long career as a “policy wonk” in Washington • Passion: how technology impacts teaching • From OTA to NCTAF— Power On! New Tools for Teaching and Learning —and Teachers and Technology —to No Dream Denied and STEM Teachers in PLCs • Intro to flipping: Byron High School at Intel Schools of Distinction Awards 2011 • Flipping Articles in Ed Journals and Magazines (links on my webpage) Corwin Press June 2014 Corwin.com/books/Book241999 (Book Signing at Corwin Booth in Exhibit Hall after the session) Definitions of Flipped Teaching/Learning/Classrooms “Using technology to deliver asynchronous direct instruction with the intention of freeing up class time for student-centered learning” Flipped learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator #1 Maximize Class Time http://onpoint.wbur.org What Happens in Class? • Direct instruction=explicitly teaching a concept or skill • It’s not always lecturing • But, teachers always need to “stand and deliver” some instruction, dispensing information some of the time • Historically, lecture is dominant form of With Flipped Teaching….. • Teachers move direct instruction out of public space (group learning space) and into the private space & time of individual learning • Result: freeing classtime (the group learning space) for more creative, engaging work with students • 90% application, 10% delivery/clarification of information (Katie Gimbar) Flipping Bloom • This shift corresponds to flipping the triangles represented in Blooms Taxonomy • Individual learning tasks (listening, remembering, understanding) move to the private/personal learning space • This allows more time for higher cognitive activties (applying, evaluating, analyzing, and creating) in the public learning space of the classroom Flipping Bloom Higher Cognitive Activities Take Place in the Public learning space Individual Learning Tasks Take Place in the Private learning space http://nli2010beijing.wikispaces.com/ Caveats • Teachers don’t automatically know how best to apply freed up time for learning • It takes time, training, and reflection on what works best with their students #2 Individualize Instruction http://www.asktheblogger.com Individualizing/Differentiating Instruction • Asynchronous delivery of content can mean individualizing instruction • Mastery learning (Bergmann & Sams:“Flipping 2.0”) becomes a possibility • Technology (learning management systems and data analysis tools) can help with complicated delivery & management challenges of mastery learning. One Example: Graham Johnson, High School Math Central Okanagan, BC, Canada • Each unit of instruction lists videos to watch, assignments, math labs, journal instructions • Students move at their own pace – take online quizzes (formative) when ready – if reach 70% mastery, move ahead – if not, meet with teacher for remediation Typical Day (3 hour blocks, 3-4 times a week) • Come in, talk about where the class is, poll on how they feel they are doing, group discussion and brief overview • Move into group activities on math projects • Then “Flex Time” do whatever they need to do alone(watch lesson video, write in journal, respond to prompts, take a quiz) or work in • “Hot seats” in flex time: one-on-one with Johnson • He “grills them on content” when they think they have mastered material in unit • Ready to take unit test for credit? or study more, get more help, work on (ungraded) mastery quizzes? Caveats • It’s critical to build in regular checks for mastery • Training, support, and resources—including appropriate assessments--are necessary for teachers to successfully adopt teaching for mastery learning • Demonstrating mastery in multiple ways is great, but traditional assessments and high #3 Learning Theory http://blogs.ancestry.com What’s Wrong With Lectures? 1. “Babylonian” hour (base-60 number system?!?) 2. Passive observers 3. Attention fall-off after 10-20 minutes 4. Note taking (seldom taught; no notes=no way to recapture the info.) 5. Barriers to those with disabilities (seeing, hearing, control) 6. Just one “bite of the cherry” (you snooze you lose) 7. Cognitive overload (too much information!) 8. 9. Tyranny of location Tyranny of time 10. Poor presentation Donald Clark, Ten Reasons to Dump Lectures Can Flipping Address These? • Length (10-12 minutes max!) • Active learning(stop and pause=no attention fall-off) • Good note taking, framing questions are critical skills • Disabilities can be addressed (sound, zoom in, lighting, pacing control) • Many bites of the cherry (stop, rewind) • Chunking content, modules • Time & location no longer dictated Inquiry Learning/Challenge-based Learning • Knowledge centered: start with learning challenges around core concepts or skills in a domain • Learner based: each student brings prior understandings & skills to the challenge • Assessment centered: solving the challenge demonstrates understanding • Community centered: work in teams to solve challenges Peer Learning and Learning Theory • Defend your answer= make thinking explicit • Ownership of solutions • Builds metacognitive skills • To teach others is to learn what you know and don’t know! Assignment Talk as a group and select one lesson that you would like to try via flipped teaching – What would you do first? – Describe the content of the lesson sent home – What would you do in class? #4 Effectiveness http://datadriveninsights.com Data Thus Far Looks Positive • School/classroom data on student achievement are promising • E.g. Byron H.S. found 10-12% gains in percent of students reaching proficiency in math • E.g. Clintondale H.S. achieved – 19% gains in Freshman percent passing rates in ELA and social studies – 13% gain in math passing rate – 9% gain in social studies passing rate Caveats • No external, large scale studies • No “gold standard” research to date • No research on which students benefit, under which conditions • Send your research studies in! Table Discussion Are any of you collecting data on flipped teaching? Can you share with us what you are finding? #5 Impacts on Teachers Opening Up the Classroom • Process and products of flipping can open the “black box” of teaching • Teachers watching themselves teach= improving teaching • Working as teams in creating and sharing videos and results = powerful teacher learning • Social networks of flipped teachers build Table Discussion How often do you get to watch other teachers teaching? How could this be of benefit in your school as you work on new lessons (e.g. Common Core) Taking different paths but working together and building trust #6 Students Students Like Flipping • Using technology isn’t just cool; it’s expected • Self-pacing brings independence to learners • “Rewinding the teacher” is greatly appreciated • More activity in class=more engagement • More 1 on 1 time with teachers (some don’t like this!) Caveats • Students need to be prepared for flipped classes • Teachers need to set up systems to track whether students watch the video lessons • Be aware of each student’s learning styles and needs; one size doesn’t fit all Table Discussion What if students don’t watch the videos? #7 Flipping Benefits Parents Too http://www.cms.k12.nc.us Flipping Brings the Classroom Home • Benefits: they no longer have to struggle trying to help students with homework! • Leave the teaching to the experts—teachers! • Open the classroom so parents can see what is taught and how Table Discussion How would you let parents know about flipping instruction? Some Caveats Raised by Flipped Teachers • Prepare parents for flipping (Watching videos for homework? Not like the old days!) • Show them how to support this approach--Flip Back to School Night! • Survey parents for family technology resources and policies #8 Resources and Costs http://3.bp.blogspot.com Flipping Makes Effective Use of Resources • School tech investments, and teacher and administrator readiness, have made flipped classrooms much more feasible • Budgets are tight; BYOD and digital content can stretch school resources • Multiple ways of assuring access (flash drives, CD, send tech home, Table Discussion Discuss ways you can assure equity of access to flipped lessons in your school Caveats • Schools must invest in infrastructure (broadband, wireless) • Teacher training and time are critical and costly investments • Equity is always an issue—not just re: access; but also equity of use • Quality control, intellectual property and #9 21st Century Skills http://www.tltguide.ccsd.k12.co.u s Flipping Builds 21st C Skills • 21st C skills are praised but not always embedded in teaching and learning • Surveys show students report most of these were developed on the job, not in school • Using technology seamlessly, collaborating, finding and evaluating information, taking charge of ones learning are key elements in good flipped teaching and learning http://www.unofficialtech.com #10 Future of Education The Future of Flipping... What's your view? Passing Fad Must Have Resources • EdWeb Flipped Learning Community (www.edweb.net/flipped) • Flipped Learning Network (http://flippedclassroom.org) • Flipped Learning Ning (www.flippedclassroom.org) • Flipped Learning Institute (http://flippedinstitute.org) • Twitter (#flipclass) More Resources Educator blogs and videos, e.g. – Educational Technology and Mobile Learning, Med Karbach, on flipped classrooms (http://www.educatorstechnology.com/search/lab el/flipped%20classroom) – Turn to Your Neighbor: The Official Peer Instruction Blog (Julie Schell) (http://blog.peerinstruction.net) – Cycles of Learning, Ramsey Musallam (www.cyclesoflearning.com) – Chinese Educator’s Perspective: Flipped Classroom of Teacher Sun, Yu-Chen (Junyi Curricular Specific: A Sampling • Flipped Social Studies: Tom Driscoll • https://www.youtube.com/watch?v=bblZFS2U th0&list=PLRYqm5XDbB2Qte4AQYn_eVMOfkR Ysh-tL&index=2 • https://www.youtube.com/user/FlippedHistor yVideos/videos • Ken Halla—World History – http://worldhistoryeducatorsblog.blogspot.com/ A Curricular Sampling • High School English: Cheryl Morris and Andrew Thomasson – http://www.flippedlearningjournal.org/cheryland-andrew.html – https://www.youtube.com/user/ThomassonMor risInstr/about • French I and II: April Burton http://www.mrsburton.com/?page_id=747 • 8th Grade Biology: Hassan Wilson’s Flipped Lab Good Old Fashioned Books • Flipping Your English Class to Reach All Learners, Troy Cockrum (Routledge, 2014) • Flipped Learning: Gateway to Student Engagement, (ISTE, 2014) and Flip Your Classroom, (ISTE, 2012) Jonathan Bergmann & Aaron Sams • And, of course, Time for Learning: Top 10 Reasons Why Flipping the Classroom Can Change Education (Corwin, 2014) Kathleen Thank you very much! Kathleen Phillipps Fulton kathleenpfulton@gmail.com http://kathleenpfulton.webs.com Twitter: @KathleenFulton6