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Flipping the ela classroom cawp version
 

Flipping the ela classroom cawp version

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    Flipping the ela classroom cawp version Flipping the ela classroom cawp version Presentation Transcript

    • Today, we explore:1.Can ELA beflipped?2.Scary flippingmyths3.What flips best?4.Technology tips &
    • **CAWP DISCLAIMER**What we are NOT discussing:- Whether or not we SHOULD give kidshomework- Whether or not lecture is valuableI ask you to:- Have a “what if” attitude instead of “I can’t”
    • BRIEF OVERVIEW OF FLIPPED CLASSROOMFlipping is:- Reversing the typical classroom: instead of direct instruction inclass and practice at home, receive content at home and practicetogether in-class- Lower-level Bloom’s at home, higher application WITH the teacher- A way to gather formative data- A springboard for differentiation (mastery AND learning styles)- An opportunity to prevent confusion, frustration, or bad habits.- A way to use your time differentlyFlipping should NOT be:- Outsourcing or exporting (no follow up in class to what waswatched)- Optional or “pointless” because it will not be checked/assessed
    • SO… CAN ELA BE FLIPPED? (1/2)Did the grammar housecup unit help yourunderstanding ofgrammar?Yes, I felt that watching videos (and beingable to watch them more than once)helped me a lot.25 38%Watching the videos was fine. 19 29%I feel neutral about the videos. 9 14%I did NOT like the videos and strongly feelthat another method would have beenbetter for me.3 5%I didnt love the videos, but I prefer thatover another teaching method/program.6 9%Other 4 6%
    • SO… CAN ELA BE FLIPPED? (2/2)YES, because…1. Common core can justify it (collaboration, technology, etc.)2. Fosters technological literacies3. Fosters independent learning skillsYes, BUT it depends mostly on 3 things…1. What is being taught/assessed2. Student responsibility/accountability for the flipped work3. Having reliable, fair materials/technology*
    • CCSS STANDARDS THAT SUPPORT FLIPPING (GR.8)CCSS.ELA-Literacy.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g.,print or digital text, video, multimedia) to present a particular topic or idea.CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop andstrengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,focusing on how well purpose and audience have been addressed.CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing andpresent the relationships between information and ideas efficiently as well as to interact andcollaborate with others.CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questionsthat allow for multiple avenues of exploration.CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using searchterms effectively; assess the credibility and accuracy of each source; and quote or paraphrase thedata and conclusions of others while avoiding plagiarism and following a standard format for citation.CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material understudy; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probeand reflect on ideas under discussion.CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political)behind its presentation.
    • 1. WHAT IS BEING TAUGHT/ASSESSED- Some concepts are more suited to passive lecture/directinstruction / modeling than others.- Some concepts DO NOT HAVE ONLY ONE RIGHTANSWER.- How tough will this concept be to understand the first time, ifyou’re not there? Will they have too many questions? (If so,is it because the concept shouldn’t be flipped, or does yourvideo need to be better?)Do the students need you WITH them, ordo they only need to HEAR it from you?
    • 1. CONT’D- WHAT IS BEING TAUGHTThings that CAN flip well:- “One right answer”: some grammar, vocabulary, literary terms, introducing characteristics of a new genreor author, etc.- Watching a performance and taking notes on it to bring to discussion (watch poetry? Speeches?)- “How to” technology and/or research videos: Use Easybib.com, format a doc in MS Word 2010, format aworks cited page, navigate any other website.Things that MIGHT flip well:- Modeling a reading skill (annotating a text? Reading strategies?)- Modeling a writing skill (editing, critiquing a sample, writing a specific type of sentence or paragraph) andthen students bring in THEIR attempt to do the sameThings I would have concern over:- Modeling a text and “interpreting” it FOR them (does a novel really have one right answer?)- Modeling a text and implying that your way is the only way it can be doneDo the students need you WITHthem, or do they only need to HEAR itfrom you?
    • 2. STUDENT RESPONSIBILITY/ACCOUNTABILITY• What can they understand by themselves?• What supports do these students need to understand?• Can they be trusted to complete the home piece? If not, when else can theyget the material?• Can they fairly and independently access the material at home? (< Next slide)• Have you given enough time for them to watch/interact with it? (Min. 2 days?)• Do we need to be teaching students to interact with information they findonline?• Do we need to teach technological literacy (programs, annotating, etc.),especially if online learning will continue to be part of their future?
    • 3. RELIABLE, FAIR TECHNOLOGY• Make info available on multiple operating systems (OS) –Mac AND PC• Make it viewable on multiple devices (iPad, iPhone, android,laptop, etc.)• Put on the internet in a safe , controlled place (YouTube?CMS?)• Put it in a free place• Keep videos short (2-10 minutes)• Video file types (.mp4?)
    • BEFORE YOU START A UNIT:1. Survey of student technology access2. Do one “practice”/test run week, if not more, to find and fixbugs3. Make procedures, routines, and expectations clear4. Put accountability in place the first time5. Make the content “Google-proof” the first time6. Make the content “copy-proof” if possible7. Create videos/content that can be assessed more than oneway/file type
    • MYTH #1: VIDEOS HAVE TO BE 1) LECTURES 2) THAT I MADE1. They don’t have to be lectures.- Can students watch you model a skill?- Can they be other forms of presentations or performances?2. You don’t have to be the one to make them.*- Students can be the teachers!- Can find good ones made by other teachers*This depends on the assessment though and if it should be yourwording3. They don’t have to be videos.- Online review quiz/game?- Scavenger hunt?- Online reading/writing, individual or collaborative(Show student grammar video)
    • MYTH #2: FLIPPING TAKES TOO MUCH TIME- It takes time AT FIRST to develop content- It takes time AT FIRST to make studentexpectations- It CAN save time during the school yearIF you are prepared and IF you useroutines
    • MYTH #3: FLIPPING CAN ONLY BE DONE FORQUANTIFIABLE TOPICS/CONTENT AREAS.1. That may be easiest, but there are other ways 2. Some things ARE “quantifiable” in ELA
    • MYTH #4: FLIPPING CAN ONLY BE DONE WITHIN A CMS.You do NOT need to have Edmodo, Schoology, BlackBoard, or any other formalcourse management system.Other options:- All on YouTube, TeacherTube, SchoolTube, etc,- Save videos onto flash drives, CDs for an entire unit/quarter in advance?- Google Drive (free) – Google Apps for Education?- However, a CMS has its perks: closed environment, teacher control, lowcyberbullying, quizzes that grade themselves, ability to “see” who turnssomething in and WHEN.
    • MYTH #5: FLIPPING REQUIRES TECHNOLOGYWho says you have to watch a video to flip activities to outside theclassroom?- Kelly Gallagher: “First Draft” reading (or writing?)- Read an MLA manual and format a document- Read a short story, looking for ____- Prepare your thoughts on this topic to bring to formal discussion- Looking up definitions for vocab words to then verify connotation ordenotation in class discussion- Find real-world examples to bring to class
    • SAMPLE UNIT: GRAMMAR “HOUSE CUP”
    • SAMPLE ROUTINE: VOCABULARY1. Pass out guided notes (vocab chart) on Friday2. Chart due on Tuesday (must watch video to get info)3. Quiz on FridaySometimes: formative quizzes online , in-class activitiesMy next goal: online quizzes that grade themselves!
    • SAMPLE LESSON: LITERARY SYMBOLISM1. Video: Direct instruction, PowerPoint slideswith screencastomatic.com2. Watched the video on Edmodo3. Guided Notes4. Follow-up activity (in class) identifying symbolsin The Giver5. Appeared in an essay question on summativeassessmentShow Lit Symbolism example
    • MAKING VIDEOSM A K I N G T H E V I S U A L SPowerPointGoogle presentationPopplet (only free to apoint)Google docsWebsites: easybib, etc.R E C O R D I N G ( F R E E )Screenr.com (5min limit,tricky upload)Screencastomatic.com(15 minute limit, longupload)Audacity?