12. Possible Variables?
Teacher Variance (teacherās ideal teaching methods and
comfort)
Students Variance (developmental level, SES, support, outside
demands)
Implementation Variance (quality of independent content,
quality and design of in class experiences, time, available
support and resources)
14. Possible Benefits
Student Control (Pace, Repeat as Necessary, Depth)
Content Differentiation
More Time for Exploration and PBL Experiences
More Support Outside the Classroom
More Directed Help Inside the Classroom
21. Clarity of Curriculum Goals
What Should Students: Know, Be Able to Do, Understand
Are you able to separate them?
Can you differentiate them?
What can they do on their own? Where will you make the most
difference?
How will you assess them?
25. Big Ideas
Systems: System components
affect each other. When one
piece is out of balance, it
affects the others.
What is the effect of an
imbalanced system?
Biodiversity
Constitution
Water Cycle
27. Sample:
Biodiversity
Text/IN Objectives: Explain the value of biodiversity. Identify
the factors that affect biodiversity. Name some human activities
that threaten biodiversity. List some ways to protect
biodiversity.
CCS: Informational Texts, 6.7 Integrates information presented
in different media or formats to develop a coherent
understanding of a topic or issue.
To Know, Be able to Do, Understand
28. Sample:
Biodiversity
Text/IN Objectives: Explain the value of biodiversity. Identify
the factors that affect biodiversity. Name some human activities
that threaten biodiversity. List some ways to protect
biodiversity.
CCS: Informational Texts, 6.7 Integrates information presented
in different media or formats to develop a coherent
understanding of a topic or issue.
KnowledgeProcessUnderstanding
Concept: Systems
EQ: How does the diversity of
life affect survival?
30. Share and Evaluate Objectives
Are your understandings...
...aligned with standards?
...overarching (to promote transfer) and topical
(specific enough to focus teaching, learning, and
assessment)?
...not obvious or true by definition?
...thought provoking and arguable?
31. Evaluate when these objectives
should be addressed.
Is this something they could do on their own?
Where do student misconceptions normally occur?
How is your time best spent?
33. Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Designing Flipped Classrooms
34. Awareness of Students
Pre-assessments: Instructional levels and needs, access to
technology, and interests
How much responsibility can students take for their own
learning? Can you increase it over time?
Contextual component of learning (access and support)
39. Biodiversity Pre/Post-Assessment
What is biodiversity?
What factors influence biodiversity?
How are humans influencing biodiversity?
Why is biodiversity important? What happens if biodiversity decreases?
Process Assessment: Provide 2 sources to integrate.
Interest: What environmental issue concerns you the most? In which
endangered species are you most interested?
40. Assessment
How will you know what your students need?
What might an entrance/exit card look like for your students?
45. Teacher Developed Content
Benefits...
Connections with
students, parents,
administrators, and
teachers
Demonstrates your
knowledge of subject and
care for the students
Controllable level of depth
Awareness of...
Perfectionism
Time
52. Design a 3-minute (or less) content
outline.
What are your options?
Face + Screen (Powerpoint or others...)
Face + Whiteboard
Whiteboard Only
Voice Only
Screen Only
53. Try and share with partner...
What worked?
What didnāt?
54. Design Options...
What do you want?
Face + Screen OR Just Screen = Screencastomatic
Face + Whiteboard = iMovie or Windows player + actual
whiteboard
Whiteboard = iPad app like Educreation
Voice Only = Podcasting
55. Screencast-o-matic
FREE for 15 minute clips
$15 a year for pro, unlimited recordings...
Captures screen and self
Posts to accessible formats like youtube or google drive
Simple to set up.
Letās try it...
56. Try and share with partner...
What worked?
What didnāt?
57. Other Options
Educreation: ipad drawing app (voice and drawing)
iMovie or Windows Movie Player (video of self only)
Camstudio
Other NOT FREE Options: Camtasia, Screenflow...
59. What are the benefits of using
existing content?
60. Teacher Compiled Content
Benefits
Multiple perspectives
Real world connection
Possible differentiation
Saving time???
Awareness needed...
Time required
Watch the entire video
61. TED-ED, Khan, and Other
Outsourced Content
Bill Nye the Science Guy
TED: Sylvia Earle
MIT/Universities
Khan Academy
TED-ED: Dino Martins
62. Student Designed or Compiled
Teach the students how to develop and find content
More ownership and potential for learning
65. Presenting Content using TED-ED
Go to Ted-Ed. Create account.
Click on āFind and Flipā.
Choose the video you want to present.
Add in discussion questions and details.
Share with students.
Serves as an exit and entrance card.
66. Free CourseSites from Blackboard
Organize course content and materials.
Letās check it out!
77. Simulations
Vary in length, intensity/complexity, and authenticity
Adopt the role of a practicing professional
Inherently answers the question: Who cares?
81. Simulation: RAFT Example
Role: Scientist
Audience: Grant Reviewers
Format: Grant Proposal
Topic: A Research Study Examining Biodiversity
82. Simulation: RAFT Example
Role: Oceanographers
Audience: United Nations Symposium
Format: Speech/Presentation
Topic: Promoting and protecting biodiversity
83. 83
Sample RAFT Strips
Role Audience Format Topic
Semicolon
Middle School Diary Entry I Wish You Really Understood
Where I Belong
N.Y. Times Public Op Ed piece How our Language Deļ¬nes Who
We Are
Huck Finn Tom Sawyer Note hidden in a tree
knot
A Few Things You Should Know
Rain Drop Future Droplets Advice Column The Beauty of Cycles
Lung Owner Ownerās Guide To Maximize Product Life
Rain Forest John Q. Citizen Paste Up āRansomā
Note
Before Itās Too Late
Reporter Public Obituary Hitler is Dead
Martin Luther King TV audience of 2010 Speech The Dream Revisited
Thomas Jefferson Current Residents of
Virginia
Full page newspaper
ad
If I could Talk to You Now
Fractions Whole numbers Petition To Be Considered A Part of the
Family
A word problem Students in your class Set of directions How to Get to Know Me
LanguageArtsScienceHistoryMath
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998
84. Self Portrait RAFT
High School Art
Students will
Know:
! ! Characteristics of self portrait
! ! Appropriate use of artistic materials
! ! Principles of Design
! ! Deļ¬nition of artistic expression
Understand:
! ! Each artist has a personal style.
! ! Personal style reļ¬ects the individualās culture, time, and personal experiences.
! ! Use of materials and style are related.
Be Able to Do:
! ! Analyze an artistās personal style and use of materials
! ! Create a facsimile of an artistās personal style and use of materials
85. Self Portrait RAFT
Role Audience Format Topic
Norman
Rockwell
Masses Illustration What You See
is What You
Get
Van Gogh Self Oil Painting Can I Find
Myself In
Here?
Andy Warhol Someone you
want to know
the true you
Photograph Now you see
Me, Now you
Donāt
Rueben Self Oil Painting Props Make
the Person
Goya School Charcoal On the Side,
but Central
89. Learning ContractāMenu Planner-- Fantasyland
Destination: Fantasyland Due: 2 week
Main Dish: (Complete all)
qļ± Select one fairy tale. Read it
qļ± to yourself
qļ± to one other person ______________________(name)
qļ± Complete a story map (to show characters; setting; problem; solution).
qļ± Find ļ¬ve new, interesting words. Write a sentence for each word.
Side Dish ā Learning Centers (Choose 1 or more)
qļ± Comparing center: Compare this fairy tale to another story you have read. How are they alike?
How are they different? Choose your design: trifold, ļ¬ip book, or mini-book.
qļ± Tape Center: Record your favorite part of the fairy tale on the recorder.
qļ± Art Center: Illustrate the most important event in your fairy tale.
Dessert
qļ± Listening post: Listen to a fairy tale tape of your choice.
Title:__________________________________
qļ± Library corner: Find another fairy tale to read.
Title:__________________________________
91. Novel Think Tac-Toe basic version
Directions: Select and complete one activity from each horizontal row to help you and
others think about your novel. Remember to make your work thoughtful, original,
accurate, and detailed (Tomlinson, 2003).
Create a pair of collages that compares you
and a character from the book. Compare and
contrast physical and personality traits.
Label your collages so viewers understand
your thinking
Write a bio-poem about yourself and another
about a main character in the book so your
readers see how you and the characters are
alike and different. Be sure to included the
most important traits in each poem.
Write a recipe or set of directions for how
you would solve a problem and another for
how a main character in the book would
solve a problem. Your list should help us
know you and the character.
Draw/paint and write a greeting card that
invites us into the scenery and mood of an
important part of the book. Be sure the
verse helps us understand what is important
in the scene and why.
Make a model or map of a key place in your
life, and an important one in the novel. Find
a way to help viewers understand both what
the places are like and why they are
important in your life and the charactersā.
Make 2 timelines. The ļ¬rst should illustrate
and describe at least 6-8 shifts in settings in
the book. The second should explain and
illustrate how the mood changes with the
change in setting.
Using books of proverbs and/or quotations,
ļ¬nd at least 6-8 that you feel reļ¬ect whatās
important about the novelās theme. Find at
least 6-8 that do the same for your life.
Display them and explain your choices.
Interview a key character from the book to
ļ¬nd out what lessons he/she thinks we
should learn from events in the book. Use a
Parade magazine for material. Be sure the
interview is thorough.
Find several songs you think reļ¬ect an
important message from the book. Prepare
an audio collage. Write an exhibit card that
helps your listener understand how you
think these songs express the bookās
meaning.
ThemeSettingCharacter
93. Migration Example
ā¢ Analytical ā Find two animals that share a similar migration pattern. Chart their similarities and differences. Be sure
to include information on each animalās characteristics, habitat(s), adaptations, needs, migratory path, movement time
frames, etc., as well as the reasoning behind these facts. Include an explanation as to why you think they share this
pattern.
ā¢ Practical ā National Geographic has asked you to research the migratory habits of _________ (your choice). They
would like you to share your ļ¬ndings with other scientists AND to offer them recommendations about the best manner
of observing in the future. Be sure to include information on the animalās characteristics, habitat(s), adaptations, needs,
migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a āHow Toā checklist
for future scientists to use in their research pursuits of this animal.
ā¢ Creative ā You have just discovered a new species of ____________. You have been given the honor of naming this
new creature and sharing the fruits of your investigation with the scientiļ¬c world via a journal article or presentation.
Be sure to include information on this newly-discovered animalās characteristics, habitat(s), adaptations, needs,
migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a picture of the animal
detailed enough that other scientists will be able to recognize it.
Kristi Doubet (2005)
96. Socratic Seminars
Paideia Approach (www.paideia.org)
Example of Paideia in Action
What did you learn from the classrooms in the
video?
How would you prepare students for a seminar?
100. WHAT ABOUT THIS TEXT?
I pledge allegiance to the ļ¬ag of the
United States of America, and to the
republic for which it stands, one
nation under God, indivisible, with
liberty and justice for all.
102. Types of Content
Poem, Fictional Story, Essay
Multi-Media Presentation
Work of Art
Picture, Graph, Map,
Diagram, or Chart
Word Problem or Scientiļ¬c
Experiment
Primary Source Documents
105. Pre-Seminar
Content: What is the relevant information? (You may want to give the students an
opportunity to think about this at home or overnight.)
Process: What should we work on as a group and as individuals to make this a good
seminar?
Seminar
Opening: What is the speakersā purpose? What would be a good title for this talk? (Make
sure the students are supporting their answers.) What is the speakerās passion? What is
the most important idea?
Core: What is meant byā¦? Is this the appropriate solution? What is the difference
between this speakersā approach andā¦? How do you think this speech would be viewed
byā¦ ? Did the speaker support his or her ideas? Is any of the information misleading?
What further experiments might be completed to support this perspective?
Closing: What does this speech teach us aboutā¦? How do these ideas relate to our
curriculum? What are the barriers to the implementation of this solution or idea? Why
is this important? What are other related questions? What did you learn from the other
participants? Do you have any ideas for improving the speakerās ideas?
Post-Seminar
Process: What did we do well during our discussion?
Content: What are your new ideas?
General Outline
106. QUICK WAYS TO MOVE THE DISCUSSION
Add on...
Rephrase...
Agree or
disagree...
Revoice
108. Amy Tan and Questions
ā[Life experiences] led me to my big
questions. And they are the same ones
that I have today. And they are: Why do
things happen and how do things
happen...How do I make things happen.ā
āBut I go back to this question of, how do
I create something out of nothing? And
how do I create my own life? And I think
it is by questioning.ā
109. Stephen Hawking and Questions
ā...questions I would like to talk about
are: One, where did we come from? How
did the universe come into being? Are we
alone in the universe? Is here alien life
out there? What is the future of the
human race?ā
āAll of my life I have sought to
understand the universe and ļ¬nd
answers to these questions. I have been
very lucky that my disability has not
been a serious handicap; indeed, it has
probably given me more time than most
people to pursue the quest for
knowledge.ā
110. If questions are at the beginning
of all knowledge, why arenāt we
teaching students to ask them?
111. Analyze questions.
What makes a question good?
What makes it bad?
Is it an inquiry, clarifying, critical thinking, or inference
question? When should you use different types of
questions?
112. Teaching Students to
Respond
Use studentsā names.
Ask for reasons or clariļ¬cation.
Support other studentsā ideas with examples or
counterexamples.
Honestly evaluate ideas. Be willing to change your mind.
Refer to the text.
Engage with all students.
115. Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Flipping Classrooms
116. Additional Information
Friday Institute: FIZZ (https://www.fi.ncsu.edu/project/fizz/)
Katie Gimbarās videos on Youtube (http://www.youtube.com/
watch?v=g1MKpyVPilI&list=PLB632EC24182B4D40)
Flipped Learning Network (http://flippedlearning.org)
117. SEIC Flip Day
April 4, 2014
#SEIC14Flip
Challenge: By April 4, 2014, implement a flipped lesson.
Experiment! Then tweet what worked, what didnāt, and/or what you
will do in the future!
Questions, Experiences, Thoughts?
lmrubenstein@bsu.edu
Twitter Account: rubensteingted