SIMPLY FLIPPED
Using technology to maximize class time and
increase student-teacher interaction
Mrs. Maggie Ochsner
Immaculate Heart of Mary
WHAT DOES A FLIPPED
CLASSROOM LOOK LIKE?
Notice that the majority of the
time switched from lecture and
homework to discussion,
practice, and activities.
IF YOU WERE TO REMOVE LECTURE AND
DIRECT INSTRUCTION FROM YOUR
CLASSROOM, WHAT WOULD YOU LIKE TO
PUT IN IT’S PLACE?
ACTVITIES? DISCUSSIONS? LABS?
Pros of Flipping…
AIDES THE BUSY STUDENT:
-
Absent students, students in a pull-out scenario, or even on
vacation can access the video to keep them up to date on
what s happening in the class
-
Use resources to find the answers to the questions you have.
AIDES THE BUSY TEACHER:
-
Absent teachers can use videos to ensure that learning
continues even with a substitute present.
-
Creates more time in class to give direct support and do
activities using manipulatives
FLIPPING ALLOWS INCREASED
STUDENT-TEACHER INTERACTION
- With the “boring stuff” happening at home with
direct instruction, the teacher is made available
during class to interact with students during the
practice stages of learning.
-
Immediate feedback
-
Both positive and redirection
FLIPPING ALLOWS STUDENTS TO
PAUSE, REWIND AND REPLAY THEIR
TEACHERS AND LESSONS
Students can pause to take their time to write down
responses. Students can rewind to ensure they
heard a step correctly. Students can replay to
review a concept before a test or quiz.
FLIPPING EDUCATES PARENTS
Parents have the ability to watch along with their child
to ensure they are using the same vocabulary you do in
your classroom.
How many parents have said “I don’t know how to do
what you’re teaching them”? Now, they can learn it!
OTHER THINGS TO FLIP
Work station directions
School wide information

No need to repeat yourself.

Tutorials on website usage/access

Only tell them what they need to
know as they go from station to
station

Classroom information to refer
parents to throughout the year

Consistent information
THE BASICS OF CREATING A FLIPPED
LESSON
1)
Choose lesson content
2)
Choose video content
3)
4)
5)
1)
Choose material that will be easily translated
2)
This is anything that you would normally be standing and teaching whole group
3)
Choose activities to engage students in following the material
Create/Find Video
1)
Record the lesson on your computer
2)
USE SOMEONE ELSE’S!! There are TONS of videos out there.
Post video
1)
On your school website?
2)
On a Google Drive, Office 365, or other shared drive students could have access to.
Organize and assign materials
1)
6)
Make students aware of how the lessons are organized if there will be more than one. I have
folders by Trimester, Unit and lesson just like their textbook.
Assess the unit
1)
Formative: Bellringers
2)
Allow students to give feedback. What did they like/not like in the beginning.
What a flipped lesson looks like:
Foldable/Direction: Algebra- Systems of equations foldable
Lesson: Algebra 6.5a Multiplying Polynomials
I also created a flipped lesson on how to create a flipped lesson !!
It is on the Public Drive under Video Notes.
There are additional resources here as well
WHY I CREATE INSTEAD OF REUSE…


Trust:

Student trust

YouTube as a substitute teacher

Stranger danger

My eye contact > front row seat in
class
Accountability

Parents still see me as the expert
instead of outsourcing

Personailaztion


Refer to school, classroom, inside
jokes/terms
Empowerment

You own it! You said, they know
you’ll remember the experience
and be accountable
TOOLS YOU MAY ALREADY HAVE:
laptop or tablet with camera
and microphone
Tools you already have:
SmartBoard Software or
Powerpoint, Snipping Tool, online
textbook resources, your
computer’s built-in-microphone,
and the public drive or your
school website
FREE and simple tools:
Screencast-o-matic (screencasto-matic.com)
TOOLS YOU MAY ALREADY HAVE:
Choose a single lessen to have
students complete in class.
Create any powerpoint or smartboard
presentation as you would if you were
teaching a normal class period to a
large group.
Start Screencast-o-matic and record
your lesson. Remember to be yourself

Have students watch and complete
first lesson in class with you.
Describe that they will be simply
watching a video of the teaching
instead of listening to you in class. They
can pause it and ask questions if
needed.
I recommend having some type of
guided notes or final question they
need to answer to go along with the
video.
TOOLS YOU MAY ALREADY HAVE:
Reflect on the process
Have students begin class with either
A summary of the notes
writing a question that they had
while watching (can be shared as
whole group or “think, pair, shared”)
Performing a task or answering a
simple questions based off the notes
(bellringer).
Ask students what they liked/didn’t like.
Remind them they can replay a
lesson whenever they’d like!
Too long/short?
Technical issues?
*One student requested that cool
things happen with sound effects
whenever I uncovered a response *
THEN TRY IT AGAIN! Tweak things