Linda Brasher
Grady High School
Conference Attended
Great Idea
I can do this - (I’m crazy busy and not very
technology savvy)
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Jonathan Bergmann and Aaron Sams
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The traditional definition of a flipped class is:
◦ Where videos take the place of direct instruction
◦ This then allows students to get individual time in
class to work with their teacher on key learning
activities.
◦ It is called the flipped class because what used to
be classwork (the "lecture" is done at home via
teacher-created videos and what used to be
homework (assigned problems) is now done in
class.
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A synonym for online videos. When most people
hear about the flipped class all they think about
are the videos.
It is the the interaction and the meaningful
learning activities that occur during the face-toface time that is most important.
About replacing teachers with videos.
An online course.
Students working without structure.
Students spending the entire class staring at a
computer screen.
Students working in isolation.
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A means to INCREASE interaction and personalized contact
time between students and teachers.
An environment where students take responsibility for their
own learning.
A classroom where the teacher is not the "sage on the stage",
but the "guide on the side".
A blending of direct instruction with constructivist learning.
A classroom where students who are absent due to illness or
extra-curricular activities such as athletics or field-trips,
don't get left behind.
A class where content is permanently archived for review or
remediation.
A class where all students are engaged in their learning.
A place where all students can get a personalized education.
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Students don’t receive zeros for missed work.
Any and every assignment given can be turned
in for full credit.
No more skipping out on content because of
missing work.
Students receive weekly grades instead of grades
for each piece of work they complete.
Students direct their own learning…including
taking “educational tangents” into areas of
interest within each unit of study.
Students are not allowed to move on to the next
unit of study until they demonstrate mastery of
the current unit via some form of assessment.
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Pros
High retention rates
Higher test performance
Higher student course evaluations
Higher student confidence
Cons
Heavy teacher workload
Administrative difficulties tracking student
progress
Varying teacher freedom of instruction
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I teach Inner City
Low Scio-Economic (Title I School)
Enrollment 1398
Math Common Core
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Coordinate Algebra
Coordinate Algebra Support
Accelerated Coordinate Algebra/Geometry
Accelerated Math 2
Inclusion Classes
Isolation
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For students to watch instructional videos for
homework
Allow class time to work on real-world
application problems, projects, hands-on
Allow More Teacher to Student and Student to
Student Interaction
Students will work on problems until they
master
Standard Post-Assessments given at the end
of each lesson.
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No Late Work
No Make-up Work
No Gap In Learning When Teacher is Out
Students Responsible for Their Own Learning
Reduce Failure Rate
Allow Differentiation for All Students (mini
lectures)
◦ Special Education
◦ Gifted
◦ Advanced Student to Move to Accelerated
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School Electronic Policy
Students without Internet
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Classwork/Homework
Enrichment Activities
Standards Assessment
20%
20%
60%
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What you need:
Writing Tablet
Recording Software
Camtasia ($179 for educators – 30 day Free Trial)
ScreenFlow (Mac Only - $99 30 Day Free Trial)
CamStudio (PC Only Free)
Jing (Free)
Screen-O-Matic (Free 15 minute Videos -$15 year for unlimited
and editing)
◦ Screen Flow
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ScribbleScreen (Free Mac and PC)
◦ Microphone
◦ Webcam
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Edmodo (no space limit)
YouTube (Initial time 15 minute limit)
Screencast.com (2GB storage)
Vimeo (500MB/week)
Google Site
Moodle
Wikispaces/Blogs
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Make PowerPoint
Upload to Active Inspire
Record
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Upload on Edmodo
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Most Lessons about 20 minutes
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School Electronic Policy
◦ Administration Allowed B.Y.O.T
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Students without Internet
◦ Burn CD’s or DVD’s
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Flipped Classroom is Easy
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Mastery is Complicated
Regular Classes/Inclusion Classes
 Students not doing the work
 No concept of time management
 Not working for understanding
 Moving to Slow
 A/B Block
 Still Teacher Directed
 Not Showing Mastery
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Accelerated Classes
Working Great
All students performing well
More advanced – give more enrichment
activities
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Follow Along Note Packet (Beginning of each
Unit) Lecture notes, Worksheets, References
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Assignment vs. Objective based grading
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Prove they know it
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Student Defined
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Focus on Formative assessment for grading
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One-on-one discussion
Intentional, directed questioning
Group work/Peer tutoring
Instant Feedback
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Moodle something that builds a test bank
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Set Grade Levels
A = Pass Unit 5 Exam (85% or better)
B = Unit 5 Podcast 5.3
C = Pass Unit 4 Exam (85% or better)
F = anything than less than above.
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Unit Objectives
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http://www.pr2ta.com/content/academicprogram/graduation-requirements/
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Start with Flipping or Mastery
Next implement the other
Research and adapt to your personality
Get out and observe
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The Flipped Classroom has its own learning organization
http://flippedclassroom.org/
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Bergmann and Sams website:
https://flippedlearning.eduvision.tv/default.aspx
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The Flipped Class Manifest
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http://www.thedailyriff.com/articles/how-the-flippedclassroom-is-radically-transforming-learning-536.php
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The Blended Classroom – Master Learning at Work
http://blendedclassroom.blogspot.com/
◦ http://www.thedailyriff.com/articles/the-flipped-class-manifest-823.php
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The Educator’s PLN http://www.edupln.com/
Educational Technology Network
http://www.edtechnetwork.com/podcasting_vod
casting.html
The Flipped Class Blog
http://blendedclassroom.blogspot.com/
Book Flip your Classroom
http://www.iste.org/store/product?ID=2285