THE Flipped CLASSROOM – MASTERY LEARNING
Student Observations
Traditional
Classroom
Ineffective note-taking
Frustration at home
with homework
Gaps in understanding
Digital
Classroom
Students view podcasts and
vodcasts outside of class take notes; can rewind
when needed
Students take responsibility
for their own learning;
teacher support in class
In Class, students do
homework, are tutored, do
labs, take mastery exams
Students blog, wiki, use
digital cameras, make
presentations
Program developed by Jon Bergmann and Aaron Sams
Woodland Park School District
Students conduct experiments, watch
video podcasts, work on assignments,
interact with the class Moodle or
assessment site, have one-on-one
discussions with their teacher, are
tutored by their peers and co-teachers
and have Socratic class discussions.
This is mastery learning at work.
Students work at their own pace
through the curriculum. When they
complete a unit they must demonstrate
that they have learned the content by
taking an exit assessment that includes
both a lab and a written component. If
students score less than 85% on these
exit assessments, they must go back and
re-learn those concepts they missed and
retake the exam. Grades are no longer
determined by a percentage but rather
how much content they have mastered.
Quotes From:
I feel that the Pre-Podcasting model of
teaching is very effective. I learn better when
I can go at my own pace and I like being able
to do the worksheets in class where I can ask
questions. I think that math classes should be
taught like this as well.
I think it is very helpful and it works great
especially if we hit a hard topic.
I am a huge fan of the podcast teaching. It is a
very innovative and effective way to teach
students. The podcasts allow students to learn
material at their own pace and enables them
to look back on old material to better
understand it. It is a reverse way of teaching.
Students watch the podcasts at home and
learn the new concepts there, then do the
homework in class where the teacher is there
to answer questions. This way of teaching
leads to a better understanding of material
(in my opinion), I love it!
Students
Parents
It's good to use today's evolving technology &
involve the students in it. For at least some,
this will help them think outside the box when
it comes to approaching problems or projects.
It'll help them think about using innovative
methods and/or using and expanding
technology for their own purposes. And I bet it
appeals to this electronic generation just for a
"cool" factor, which is always a good angle in
education.
I have to admit I was skeptical about the
Podcasts at first. I had a fear that they would
reduce the amount of direct contact with the
students and questions about the lectures
would go unanswered. I am happy to say I was
very wrong. You have come up with a way to
increase the amount of teaching time for your
class and I feel Aaron is doing very well with it.
Podcasting is a great idea. It is allowing you
much more student contact time which allows
for more information getting to your students.
You should be paid extra for the time spent
taping the lesson.
The paradigm shift of teachers being available
for the hands on part of learning and the
homework is watching the lecture is a nice
positive change in the education field. This
change allows our son to have access to his
teacher to answer any questions he might have
after watching the podcast. This system does
not eliminate teachers, but allows them to
teach in a different way that has been very
beneficial for our son.
Solutions for Teachers – More Productive Students
Vodcasting Changes the Teaching Paradigm and Brings Education into the 21st
Century…
• Student homework can become a vodcast with class time spent assisting students and more hands-on learning
activities
• Students who miss class are able to access the information through their IPod, phone, computer or DVD
• Students are able to replay content as many times as needed
• Teachers are able to personalize vodcasts or differentiate as needed
• 21st Century Interactivity with Web 2.0 elements
Increase Class Time
Bergmann and Sams classes at Sample High School meet for 90 min every other day.
Before
Vodcasting
Warm-Up
Review
Homework
Lecture on
New Content
Guided and
Independent
Practice
and/or Lab
5 min
20 min
40 min
25 min
With
Vodcasting
Warm-Up
Q & A on
Vodcast
Guided and
Independent
Practice and/or
Lab / and
Mastery exams
5 min
10 min
75 min
LINKS about the Program
http://blog.sciencegeekgirl.com/2008/12/12/mastery-learning-in-k-12-classrooms/
http://www.cbc.ca/spark/2008/08/the-dog-ate-my-vodcast/
http://mast.unco.edu/vodcasting//index.php
http://vodcasting.ning.com/
http://snapkast.com
Additional Links:
Overview: http://www.screencast.com/t/z7xpJPe8D
Bergmann’s Webpage: http://educationalvodcasting.com/
Their NING: http://vodcasting.ning.com/
Article About them: http://thejournal.com/Articles/2009/08/09/Vodcasting.aspx?Page=1
Video about them (news station): http://video.google.com/videoplay?docid=1962958416930816240&ei=27elSrfHIILIqQLq_N3uBA&q=woodland+park+podcasting#
Self Made Video for their Students: http://chempodcasts.mindbites.com/lesson/5093-chemistry-1-aintroduction-to-chemistry
Possible Equipment/ Software/ Training needed:
Teacher:
Computer
Moodle/ Test Generator
that can generate multiple
versions of assessment
Digital Camera
Server Space for Podcasts
Technology Training
Powerpoint
Ipod
Camtasia
Memory flash drives
Projector
Student computers in room
Headsets
Flash drives
Ipod
Micro SD cards
Library computers
Student (can use):
Cell phones / Bluetooth
Internet – Google, TTube,
Classroom computers before
or after school