BLENDED to FLIPPED CLASSROOM
21ST CENTURY CLASSROOM
BLENDED LEARNING RESEARCH
• REPORTED: Students in traditional courses come to class
like baby birds with their mouths open for food. In blended
course, students come in prepared able to actively contribute
to the class.
• Research: http://www2.ed.gov/rschstat/eval/tech/evidencebased-practices/finalreport.pdf US Dept of Ed MetaAnalysis
Blended learning-- the best learning environment for student
success.
BENEFITS - BLENDED & FLIPPED
• Enhanced student contributions
• Faculty members report improved outcomes such as students:
• Arrive in class better prepared (Bauer, 2001; Cameron, 2003),
• Write more effective and longer papers (Benbunan-Fich & Hiltz,
1999; Garnham & Kaleta, 2002; Murphy, 2002-2003; Spilka,
2002),
• Earn higher scores on exams (Garnham & Kaleta, 2002; O’Toole
& Absalom, 2003),
• Arp ISD – blended classes have reached 98 & 95 on STAAR
• While non-blended classes are MUCH LOWER
• Create higher quality projects, applications, and interactions
(Benbunan-Fich & Hiltz, 1999; Cameron, 2003; Garnham & Kaleta,
2002; McCray, 2000),
• Engage in deeper and more meaningful discussions of course content
(Garnham & Kaleta, 2002; King, 2002; McCray, 2000; Murphy,
2002-2003), and
• Demonstrate a better understanding and deeper exploration of
concepts (Bauer, 2001; Cameron, 2003)
• Succeed at an equal or higher rate than students in traditional courses
(Dziuban, Hartman, Moskal, Sorg, & Truman, 2004; Dzuiban,
Hartman, Juge, Moskal, & Sorg, 2005; Dziuban, Hartman, & Moskal,
2004).
Resource: http://blended.online.ucf.edu/effective-practices/designdelivery-principles/
Components of a Flipped Classroom
• http://smartblogs.com/education/2013/04/05/flipped-classroomsyou-keep-using-that-word/
(1) Intentional Content – small, short blocks of content in videos where
students are able to REVIEW, REMEDIATE & ACCELERATE
(2) Learning shifts the culture in schools—teacher not only source of
information – MUTUAL EXPLORERS
(3) Demands a flexible environment—students should be able to decide
when, how often, where, with whom they learn
(4) Requires Professional Educators (life-long learners) –What will you
do with “Google Glasses”?
PLANNING FOR BLENDED TO FLIPPED
BUILD YOUR SKILLS
KNOW YOUR STUDENTS
--iNACOL GUIDELINES
SURVEY Students:
--KNOW MEDIA TYPES and
how to CREATE them
--Device?
--ADDRESS all LEARNING
STYLES and
COMMUNICATION
MODALITIES
--Internet Access?
--START Small
--Differentiated Instruction Needed?
--Supported Study Time?
Resource: http://www.thejeo.com/Volume4Number1/JonesFinal.pdf
Keep It Simple Starting (KISS)
• Start with a few technology tools integrated into the course
• Engage students in active-learning strategies using tools
• Add additional activities and technologies in each subsequent
semester
• Allocate Sufficient Time to design course
• Design Class with Guidelines, Examples, Rubrics, Collaboration
Tools, and Help Desk tools so that students can navigate course
• Become a part of a PLC to share experiences and ideas
• FIELD TEST!
• Survey, Evaluate, Modify, & Revise!
• “Never accept a student’s first effort & don’t accept yours”
Checklists for Blended Course Redesign
• Example from Simmons College
http://at.simmons.edu/blendedlearning/implement/simmons.
php
• Template for Backwards Design:
http://at.simmons.edu/blendedlearning/implement/documents
/pdfs/CourseDesignTemplate.pdf
• Outline Template for Module:
http://at.simmons.edu/blendedlearning/implement/documents
/pdfs/SessionModuleTemplate.pdf
• Evaluation:
http://at.simmons.edu/blendedlearning/implement/documents
/pdfs/BL_CLASSE_for_Students.pdf
BLENDED CLASSROOM
Integrated use of electronic learning tools that supplement but
do not replace face-to-face learning
EXAMPLES: Using online
• videos, simulations, games, content providers, assessments,
graphics, charts, interactive sites, etc. to provide students
the opportunity to gain essential knowledge and skills
• iPad apps that engage and simulate real -world skills.
• Productivity software and online providers that assist
students in being creative problem-solvers
Resource: Journal of Educational Technology Systems
Examples of Created Online Content &
Productivity Sites for Blended Classrooms
•Animal Planet
•Atomic Learning
•Education City
•Discovery Education
•Gizmos
•GoAnimate
•History Channel
•iTunes U
•Khan Academy
•PBS
•Schoolboo
•Smarty Ants
•Study Island
•YouTube
From Blended  Flipped
• Natural Progression – It this is not a natural process than perhaps
there are some underlying issues or skill deficits.
• Natural Pacing for Instructors– Most Instructors who have
blended for a while actually attempt Flipping on their own
• Natural Learning Environment for Students—students who have
been well taught in a blended environment may even attempt to
create a Flipped environment.
• Start Small! – What concept do you find yourself teaching &
reteaching every year? Start with that concept. This will result in
more thoughtful & effective teaching
• Self-Evaluate—Do not expect to be perfect, you’re not!
SUPPORTING BLENDED  FLIPPED
• Celebrations & Highlighting Best Practices
• --Blog Parties & Pioneer Parties
• --Awarding gadgets & tools for productivity
• Develop Student & Peer Mentors
• Just-in-time, Context, Process & Content Appropriate PD
• Formative Assessments & Responsive Flexibility
• Agree on Standards (LOTI, NETS, iNACOL)
FLIPPED CLASSROOM
Delivery of Content: Short Concept Lessons taught using
Multimedia, Mixed Methods, a variety of Styles/Genre, and/or
Multi-Modal Communication Platforms to Develop Knowledge and
Skills which are delivered and accessed outside the confines of a
traditional classroom.
Dr J. Rousseau
SUCCESSFUL EXAMPLE
I teach a class on Wednesday evenings of adults. I started
Flipping the content by:
(1) Assigned / Chose Study Buddies (3)
(2) Required students to watch a video (2-5 minutes)
(3) Contact Study Buddies every day via Facebook, Twitter,
Texting, eMail, Skype, whatever to discuss video and develop
one question and one main idea. These videos were
controversial in nature and generated a great deal of
discussion.
(4) Face-to-face: used higher-order thinking questions to stimulate
more discussion
(5) Wrote a Blog entry for each lesson on the “Take-Aways”
SUCCESSFUL EXAMPLE
The Results:
(1)Begged to have extra session in the class
(2)Requested to meet individually and on their own time to continue discussions
(3)“Friended” on Facebook by most of them or e-Mailed incessantly
(4)Back-channel chatting when they REALLY wanted to ask additional questions
(5)Student began finding longer videos (19 minutes, 56 minutes, 2 hours)
and sharing these on the same subjects for extending the learning and become
self-reliant learners
WITH YOUNGER STUDENTS we have got to STOP
GRADING the PARENTS!
Sending home assignments to be completed with support from
parents is one way to disengage and alienate most students.
Insuring Equality of Opportunities today often must exclude
recognizing the lack of support in the home environment
Projects to be completed, paid for, and monitored by parents
places many students on an unlevel playing field.
SUPPORT PARENTS
A large number of parents after the 4th grade are unable to assist
their children in any of the core areas, even if they really want to!
Short multi-media concept lessons allow not only students, but
parents to learn and to then complete short assignments or have
valuable discussions….thus extending the learning for both parent
and child.
EXTENDING the LEARNING
When students have access to multi-media concept lessons they
are able to review as often as needed. Students can remediate,
review, accelerate, and better prepare for application of new
knowledge and skills. This is a WIN-WIN situation.
1% of students will get concepts the very first time
10% of students will need to review from 5 to 10 times
70% of students will need innumerable opportunities and guided
practice
Special Needs students may need up to 1500 opportunities to
master a concept
Teachers do themselves a favor by offering digital content!
It doesn’t matter how well we deliver content in any
one communication modality…many students will be
left out.
HEADS-UP!
When teaching in the classroom, we often deliver
content verbally (into the air), perhaps with some
illustration, and then expect students to absorb the
content. Unless we video tape that delivery, we rarely
are able to reflect on how well we actually explained a
concept. We often fail to judge our delivery accurately.
When delivering digital content, it is VERY important to
have multiple modalities & to Field Test each artifact!
They must each be scrutinized like nothing else we
have ever delivered.
ARE YOU READY to FLIP?
What Skills do you already have?
--word documents, presentation software, audio
recording, A/V recording, online 3rd party engaging
content?
What tools are available to you?
--Interactive board, document camera, iPad, Laptop
Netcam, Epsilen, Edmodo, Blackboard?
What level of Integration are you already exhibiting?
MODELS of INTEGRATION
Research these…
--LOTI
--SAMR
--TRACK
--TIP
--TIM
--NETS (ISTE)
PICK ONE! So everyone is Speaking the Same
Language!
http://www.iste.org/docs/excerpts/NETTB2excerpt.pdf
REVIEW MAIN POINTS
What ACCESS is available to students?
--individual devices
--Internet Access/Downloadable Content
--Extended Lab hours
--Community Center
What Skill Sets & Integration Practices are already
being deployed by Instructors?
DOES ALL CONTENT NEED TO BE GENERATED
BY TEACHER?
Sources of Content:
(1) 3rd-party
(2) Teacher-created
(3) Student-created
(4) Parent-created
(5) Heterogeneous Teams
(6) BLEND of any of the above
5 Quick Tips
(1) Short (3 to 5 minutes),
(2) Personable, Use of Humor a Plus, Limit “Talking
Head”,
(3) Use at least 3 media types for the same concept:
-- Type Step-by-step instructions, rubric, or checklist
--Record an A/V lesson demonstration
--Use of graphics or charts or simulation software or
online site for applying the concept.
(4) Field TEST! Modify, Edit, Tweak
(5) Students who Teach—Long-term Memory
Student’s Teaching Water Cycle
http://podcast.arpisd.org/users/kain/webl
og/b2dc8/Science_Weather_Videos.html
Energy Pyramid
http://podcast.arpisd.org/users/jarvie/we
blog/819e5/Food_Pyramid.html
Do you think it is possible that parents
might watch these videos?
Reading Assessments for Students with
Dyslexia
http://podcast.arpisd.org/users/ellis/webl
og/3f658/Fouth_Six_Weeks_Benchmark_
Audio.html
Blended  Flipped  Online Units – Natural
Progression
Step 2 Short
Concept Lessons
• Short
• Multimodal
communication
• Real-World Tasks
Step 1 Online
Content Pieces
• Record, Revise,
Review
• Build Library of
Concept Lessons
that can be
integrated into
Units.
Step 3 from
Lessons to Units
BENEFITS of a Flipped Classroom
Gives time IN THE CLASSROOM for those things we didn’t
have time to do before we flipped:
--Guided Practice (formerly known as “homework”)
--Deeper “Value-added” Discussions
--Extended Lab Time
--Teacher Guided Projects
--Hands-on Applications
--Real-world Research
--Investigation & Deep Questioning
--Opportunities for Guided Reading, Writing, and Creativity
ONLINE TEACHER EMERGENCY
• http://plpnetwork.com/2013/04/05/online-teacher-emergency/
--Tips on Making!
• What about students who don’t have 21st Century Skills?
• Don’t Assume the Do!
• What about the kid who needs teacher’s attention 24/7?
• There will be some of these!!!!
• What about the kid without Internet Access?
• Less than half of Arp ISD students do!
WHAT TO DO?
WHAT TO DO?
(1) SWAT Teams – Students Working to Assist Technology
(2) Professional Development Array of Offerings
http://arpisd.org/tech/tasa/page3.htm
(3) Peer Mentors – Early Adopters
(4) Administrative Support
(5) Accountability
(6) Survey Stakeholders for specific needs – teach them using
Blended and then Flipped environments.
This year, before a teacher could submit a Maintenance Request
Form…they had to give links to at least 3 videos already teaching
The solution. (Atomic Learning, YouTube, Vimeo, Google)
FREE and almost FREE Tools
http://www.arpisd.org/inserv/Online_Learning.htm
(1) Free Camtasia
(screen capture)
(2) Free Sphere
(3) FreeStudio:
http://podcast.arpisd.org/users/joy/weblog/c0c3b/
FreeStudio_QuickStart.html
(4) Free iPad Apps – App Hits (example)
FREE and almost FREE Tools
Sphere (Aver.com)
http://podcast.arpisd.org/users/joy/weblog/9e93c/SP
HERE_SOFTWARE.html
(3) Free Studio:
http://podcast.arpisd.org/users/joy/weblog/c0c3b/Free
Studio_QuickStart.html
FREE and almost FREE Tools
Apps on iPad (App Hits)
http://www.educatorstechnology.com/p/blog-page_9.html
(1) Audio:
http://www.educatorstechnology.com/2012/10/excell
ent-audio-recording-apps-for-ipad.html
(2) A/V: http://www.educatorstechnology.com/2012/12/8useful-video-apps-for-your-ipad.html
(3) Animation – Animation Creator HD Express, Virtual
Cell Animations, etc.
Dr Joy Rousseau
joy@arpisd.org
http://podcast.arpisd.org/users/joy
Important Resource:
http://www.edtechmagazine.com/k12/art
icle/2013/03/why-i-flip-flopped-flippedclassroom