FLIPPED CLASSROOMS
A Quick History Lesson (according to Wikipedia)
Some of the earliest work in this field was done by Eric Mazur at Harvard, who
developed Peer Instruction in the 1990s. Professor Mazur found that computer aided
instruction allowed him to coach instead of lecture, he wrote…..
"As a result, my teaching assistants and I can address several common misconceptions
that would otherwise go undetected."[9]
He concludes,
"I believe that we are just seeing the beginning of the process and the computer will
soon become an integral part of education. Computers will not replace teachers, but
they will certainly provide them with an important dynamic tool for improving the
quality of education."
FLIPPED CLASSROOMS
A Quick History Lesson (according to Wikipedia)
J. Wesley Baker presented the paper "The classroom flip: using web course management
tools to become the guide by the side" in 2000 at the 11th International conference on
College Teaching and Learning. It has been quoted many, many times since, with the
catch phrase "become the guide on the side" instead of the "sage on the stage" – the
mantra of the classroom flipping movement.
Baker presents the model of classroom flipping where teachers use online web tools and
web course management programs to present instruction online as the student
"homework" assignment. In class, then, teachers have time to move more in-depth
with active learning activities and collaborative efforts with other students.
FLIPPED CLASSROOMS
A Quick History Lesson (according to Wikipedia)
In 2004, Salman Khan began to record videos at the request of a younger cousin who
felt that if the lessons were recorded she could skip through parts she had mastered, yet
replay other parts that were troubling her to learn. Khan’s model is to essentially
provide tutoring on a one-to-one basis. Recently, Khan Academy videos have been used
by some educators as part of their flipped teaching strategy
FLIPPED CLASSROOMS
A Quick History Lesson (according to Wikipedia)
Jeremy Strayer's doctoral dissertation "The effects of the classroom flip on the learning
environment: a comparison of learning activity in a traditional classroom and flip
classroom that used an intelligent tutoring system" in 2007 considered the flipped or
inverted classroom in the university setting.
The author taught Statistics and Pre-Calculus courses in which he videotaped himself
giving introductory lessons that he then assigned for homework. Students then did
engaging project work in class, and the courses involved use of in-class activities as well
as Blackboard interactive technology. The author believed that students would control
when they watched the video, thus they would be most likely to be alert and able to
take in new information.
FLIPPED CLASSROOMS
A Quick History Lesson (according to Wikipedia)
Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams
are driving forces in flip teaching in secondary education since 2007.
Bergmann believes that the biggest impact of flip teaching in his classroom is to
increase human contact
It’s setting an specific learning goal, providing the resources, including
feedback, outside of the classroom.....incorporating support, communication
and accountability. This becomes the foundation for a well planned deeper
classroom investigation, application and/or practice. These learning goals can
be based on a concept, a skill or just an introduction regarding the existence of
topic....a teaser.
John Venner
FLIPPED CLASSROOMS
The flip is more about what the classroom environment is transformed into. For
me, it’s a project based, student led environment, in which my role allows for
students to select topics, products, and ask deeper questions, often through
collaboration or tapping into experts through research. The “flip” provides the
content knowledge needed for students to participate in class.
Chad Evans
FLIPPED CLASSROOMS
Outside of Class
In Class
Taken From: http://jc-schools.net/dynamic/blooms.html
FLIPPED CLASSROOMS
Taken From: http://jc-schools.net/dynamic/blooms.html
Outside of Class
In Class
Bloom’s Taxonomy of Learning Domains
LOW -------- LEVEL OF ACCOUNTABILITY -------- HIGH
FLIPPED CLASSROOMS
COUNTER
PRODUCTIVE
NEGLECTFUL
INCREASED LEVEL
OF
PERFORMANCE
PERMISSIVE
LOW ---------- LEVEL OF SUPPORT ---------- HIGH
FLIPPED
C
LASSROOMS
Component: Lesson/Unit Planning
Mechanism
Products
MAP/PSSA Scores
Edmodo Files
District Planned Course
Google Resource Document
State Standards
Tenmarks Album/Track
Identification
Prentice Hall Scope and Sequence
Mangahigh Challenge Set-Up
Pre-Assessments
Quiz/Test Design
Homemade Video Construction
Blackboard Course Components
Google Calendar Set-up
FLIPPED
C
LASSROOMS
Component: Content Delivery
Mechanism
Homemade Video
Internet Video:
Khanacademy
MathTV
Ted-Ed
YouTube
Prentice-Hall Video
Products
Video Note Taking Guide (paper)
Goal:
Grade (TenMarks)
Remember/Understand
Game Score (Mangahigh)
Survey Completion (Google docs)
Purpose?
Review
Interactive/Instructional Website:
Introduce
Wisc-Online
TenMarks
Managahigh
Blackboard LMS
Specific Skill
FLIPPED
C
LASSROOMS
Component: Practice/Reflection and Feedback
Mechanism
Quizzes:
Prentice-Hall
Blackboard Quiz
thatquiz.org
Practice Problems:
Products
Completed Worksheet/Instructor
Problems
TenMarks Track Score
Purpose:
Mangahigh Score
Accountability for Understanding
thatquiz.org Score
Provided by Instructor
TenMarks
Mangahigh
Google Doc Form, and here
Desmos Graph
Other Tools
FLIPPED
C
LASSROOMS
Component: Outside of Class Support
Mechanism
Products
Teacher E-mail
Edmodo Library
Resources for in class review/followup.
Purpose:
Study resources.
YouTube Channel
High Support to Meet High Accountability
Students peer instruction in and out
Internet Searches (students supporting of class.
Goal is to arrive to class at a specific level of Understanding,
Edmodo library)
not a specific amount of “doing”
Empowerment.
On-line Whiteboards
Assistance from other students (skype,
on-line whiteboards, e-mail, text, in
person)
Prentice Hall Materials
FLIPPED
C
LASSROOMS
Component: Scheduled Class Time
Mechanism
Products
Check-In Problems
Completed Paper/Pencil Problems
Video Quiz (content)
Quiz for Grading
Purpose:
Standards Portfolio Product
Google Survey
TenMarks Quiz
Class Activity
Confirm Understanding
Proctored Assessment
Apply, Analyze, Evaluate, Create
Develop Learning Goals/Direction/Plan
Class Discussion
Class Project
Worksheets
Summative Assessment
FLIPPED CLASSROOMS
Reflection
If, like me [Ramsey Musallam ], you are interested in using aspects of the flipped
classroom to address an issue in your practice, I encourage you to reflect on the following
steps first:
Step 1:
Identify your current or desired teaching style.
Step 2:
Ask yourself this question: Given my style, do I currently use class time to teach
any low level, procedural, algorithmic concepts?
Step 3:
If yes, begin by creating opportunities for students to obtain this information
outside of the classroom. (more)
Step 4:
Include a system that encourages reflection and synthesis of homework-based
instruction (Click here and here for ways to make instructional videos more
interactive and reflective).
http://www.edutopia.org/blog/flipped-classroom-ramsey-musallam
FLIPPED CLASSROOMS
Resources
Twitter: #flipclass #blendedlearning #edtech #elearning
Social Network: flippedclassroom.org
Linkedin: Technology Integration in Education
International Society for Technology in Education
Blogs/Papers: #flipclass
Bergman’s Blog
Ramblings of a 21st Century Educator
The Flipped Class Blog
FLIPPED CLASSROOMS
Resources
Video Sources:
knowmania
Ted-Ed
YouTube EDU
80 Educational Alternatives to YouTube
Hardware/Software:
Bamboo Pad
Snowball Directional Mic
Logitech Webcam
BB Flashback Express
Quick Screen Capture
Screencastomatic
RealPlayer
Google SketchUp
SmoothDraw3
Powerpoint/Excel/Word
Desmos.com
Act 48 Code:
203FCS