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  1. 1. ATP Conference Keele 2013 Saturday 3.00pm Mandy Wood
  2. 2. Learning Objective: Describe and evaluate the flipped classroom as a model for teaching A Level/IB Psychology Together we can… Describe what is meant by the flipped classroom in no more than four sentences Together we can… Evaluate the flipped classroom in terms of its strengths and weaknesses Together we can… Devise creative plans for flipped classes
  3. 3. Go to Join in as a student! My room number is: 330880
  4. 4. Use studies as evaluation: (Envelope 1) Find out about four research studies on flipped classrooms; order them in terms of scientific credibility; write a paragraph to evaluate the flipped classroom using studies to support and refute its usefulness 8 points Develop detailed description: Find out about the history and origins of flipped teaching and related ideas like Harkness tables, problem based learning, active learning. 3 points for teaching strategy. 2 points Compare apps: There are many great apps available to help with your flipping; identify three screencasting apps and come up with three similarities and three differences; draw a conclusion bout which may be best for your purposes. 7 points (envelope 4) Develop evaluation (Envelope 2) You can open the envelope and sort the strengths from the weaknesses and then order your piles from most important to least important; draw a conclusion and decide to what extent the flipped classroom could be implemented in your school or complete a six hats analysis from the point of view of the teacher, pupil, parent, management 7 points Apply your knowledge: Miss Wood has heard that flipping is all the rage and has decided to give it a go; choose any topic and create a short flipped plan including objectives (using Bloom’s taxonomy), differentiated activities, AfL 9 points (envelope 5) Create a study: (Envelope 3) Dr Stephenson loves evidence based teaching; please help him by designing a quasi-experimental study; tell him about the IV/DV, design, participants, materials, procedure, ethical considerations and thoughts on how you analyse the results including stats tests (think about the level of measurement of the data and the design. 10 points 7 points Source, compare and select the best sources of information: Find three youtube videos about flipped classrooms; and then talk for one minute about which was the best video and why 5 points 3 points 2 points Describe and evaluate: The flipped classroom All groups must complete the grey task together; group members can then choose the tasks they wish to complete (either on their own or in pairs or all together) to help the group get the most points overall; all information gained must be shared between the group; the envelopes contain resources to help you but if they remain sealed, you will double the points; you may use your ipads/laptops etc; please choose how to demonstrate your learning i.e. create a padlet wall, imovie, puppet pals show, socrative quiz
  5. 5. • This takes you to my padlet wall. • Padlet creates a ‘virtual pinboard’ that you and your pupils can add to during the flipped lesson • Use it to record the work/progress being made • They can add text, photos or video clips they have found on internet or taken themselves as evidence of their work • You could check into the padlet wall periodically throughout the lesson; mini-plenaries and the groups can share what has been going on!
  6. 6. Our strategic development plan says…  By 2016 we will be confident, creative and efficient in our use of ICT in teaching and learning thanks to a whole school approach which encourages innovation and shares best practice through training.  The school have funded four ICT projects/5 day sabbaticals  Two of us are working on flipping  One on integration of mobile and ipad technology  One on ICT training for staff
  7. 7.  pupils acquire content knowledge at home in preparation for their lesson  preparation usually includes online video-based material  teachers create the schedule; students watch, absorb and compile questions about the topic before the lesson  teachers accelerate learning by consolidating the information taught in the tutorials through  problem-solving/enquiry learning  collaborative/peer tutoring exercises  active, creative, flexible tasks differentiated to the learners individual needs
  8. 8.  students control the pace; choose when and where, how to watch the clips;  They can pause, ‘rewind’, rewatch etc.  replaying and digesting material at their convenience  They can ask questions in lesson based on their level of understanding  Pupils and teacher work together to develop, personalised deeper learning in lessons
  9. 9.  A term used primarily in the United States to describe purchasing a revenue-generating asset and quickly reselling (or "flipping") it for profit.
  10. 10.  not a new concept; it dates back to the early nineties  trialled in a study on Peer Instruction at Harvard University  Professor Eric Mazur integrated computer software into the classroom in order to allow the teacher to act as a coach rather than a lecturer  In 2006 Jonathan Bergmann and Aaron Sams, Woodland Park High School in Colorado developed the idea described in their book “Flip your classroom”
  11. 11.  Created in 2006  A non-profit educational website  Salman Khan: ex hedge fund analyst/niece’s personal tutor  "a free world-class education for anyone anywhere".  online collection of more than 4,000 micro lecturesvia video tutorials (maths, history, healthcare, medicine, finance, physics, che mistry, biology, astronomy, economics, cosmology, chemist ry, American civics, art history, computer science)  has delivered over 240 million lessons  considerable investment from Google and the Gates Foundation  Not to replace the teacher but to offer a complementary /supplementary resource to provides access to all learners, at anytime and in any location.
  12. 12. Go to Join in as a student! My room number is: 330880
  13. 13. I want my students to own their learning. It’s been stated that “At its most basic level, the flipped classroom gives students more control over their educations, allowing them to start and stop or rewind important lectures to focus on key points.” To me, this isn’t giving students control over their education, although it may be creating new markets for content-oriented videos and related materials.
  14. 14. At the end, he looked at me and said, “So the videos — did you make your own, or use ones that someone else had made?” My immediate thought was, “you don’t get it.” I was candid: “If you think it’s only about the videos, then you have a really shallow definition of what this could be. The real power is when students take responsibility for their own learning.”
  15. 15. "I view flipped classrooms as an interim step towards a constructivist classroom. It “frees” up teachers to observe and better understand their students. I have seen it help break traditional teachers out of their teacher-centered mode and lay the foundation for a more project-oriented and student-centered classroom." So if it’s not all about the videos , what is it all about?
  16. 16. My students need to be able to find and critically evaluate their own resources. Consequently, if I’m continuously handing them resources, they are not going to learn this skill. It’s more important for my students to learn to learn than to absorb the content in any video I might make and hand to them, with most of the thinking already done for them.
  17. 17.  A transfer of responsibility to the learners  when they are ill/sports fixtures etc less tutor input required  reduced time finding, photocopying, filing etc.  shared resources online provides wider bank of resources  class time freed up to use on skills  research evidence suggests it enhances engagement/attainment significantly
  18. 18. The students could then read the comments and come prepared to ask questions, all before the next lesson. Content had been encountered for the first time at home and meant that the first contact time for the module could begin from a more advanced stage. It sure beats the old regime of – set work, hand in next lesson, mark, give back the following lesson. The ‘flipped class’ now ensures home learning is more effective and informs the teacher where and how to pitch the next lesson. The students could watch the video, I could read their comments on my wall, they came prepared to ask questions; content was encountered for the first time at home and our first contact time for the module began from a more advanced stage. It ‘sure beats’ the old regime of – set work, hand in next lesson, mark, give back the following lesson. The ‘flipped class’ ensures home learning is more effective and informs the teacher where and how to pitch the next lesson.
  19. 19.  A different style of “homework”; less stressful  The Homework Myth, (Alfie Kohn) “homework has no long-term impact on academic achievement”  More active learning from role plays to debates or collaborative work.  Self-paced learning – the core content could be accessed as many times as required which was particularly useful for revision.  Opportunities for 1:1 input (class time was less pressured for content delivery)
  20. 20.  Prof Simon Bates & Dr Ross Galloway at the School of Physics and Astronomy, University of Edinburgh  Steve Bentley works in Applied Science at Huddersfield; looking at class size, blended learning, peer instruction  Julie Hulme mentioned the University of Glasgow  Neil Atkin mentioned Portsmouth University
  21. 21. Stone, (2012) University of Missouri Biology Department Compared • flipped and non-flipped • specialist and general courses • exams and assignments Specialist course: Significant increase on two of the three exams General course: one exam no sig diff, one exam sig diff and large sig diff on the assignment task Specialist course General course
  22. 22. Pupil attendance 1. Increase from 93.3 to 95.3% for the specialist course 2. Increase from 74.6 to 80 for the general course Pupil feedback 1. 91% of pupils commented that flipped teaching “has improved my learning” 2. All pupils that indicated flipping had had a negative impact also admitted to never having accessed the pre-course material Stone, (2012)
  23. 23. Moravec et al, 2010 - University of California - Biology Overview = 1. Significant increase in performance across all topics 2. Average increase of 21.3% 3. No difference in pre-course scores, gender, ethnicity etc 4. No significant difference in scores between groups in non-flipped topics Type of flip = 1. No significant difference in type of flip (video vs. worksheet + reading) 2. No difference in cut+stick vs drawing worksheets
  24. 24. Moravec et al, 2010 - University of California - Biology Pupil feedback = 1. 80% of pupils indicated that they found flipping useful 2. 13% commented that they found in unhelpful 3. 73% indicated that they viewed the material again after the lesson 4. 50/50 spit on pupils that preferred worksheets + reading vs videos for their flip 5. All pupils that indicated flipping had had a negative impact also admitted to never having accessed the pre-course material
  25. 25. Moravec et al, 2010 - University of California - Biology Pupil participation = 1. Participation ranged from 83-95%, average = 91% 2. Scores on quizzes ranged from 70- 90%, average = 79% 3. 70% responded to open question on “what you still don’t understand…” 4. No significant decline in attendance Pupil feedback 1. 82% of pupils preferred flip teaching to traditional lectures
  26. 26. Bates and Galloway, 2012 - University of Edinburgh - Physics Overview 1. No control group 2. Average gain of 54% in pre vs post-course testing 3. Far exceeds the expected increase of 30% 4.Mean final score = 85%, mode final score = 100%
  27. 27. Marlowe, 2012 - Dubai American Academy - Environmental Systems and Societies Achievement 1. Semester 1 = control, semester 2 = flipped 2. Significant increase in number of pupils receiving higher grades
  28. 28. Marlowe, 2012 - Dubai American Academy - Environmental Systems and Societies Stress levels Reduction in stress levels in this course vs others taken at the same time
  29. 29. Johnson, 2013 - Various American High Schools - Mathematics Pupil response following extended period of flip teaching
  30. 30. Johnson, 2013 - Various American High Schools - Mathematics Pupil response following extended period of flip teaching
  31. 31. Johnson, 2013 - Various American High Schools - Mathematics Pupil response following extended period of flip teaching
  32. 32. Johnson, 2013 - Various American High Schools - Mathematics Pupil response following extended period of flip teaching
  33. 33. Johnson, 2013 - Various American High Schools - Mathematics Pupil response following extended period of flip teaching
  34. 34.  results-demonstrate-enhanced-learning-outcomes-in- the-flipped-classroom/
  35. 35.  Podcasts and slide-based tutorials: either sound or visual but not combined  Finding ready made video material:  Khan Academy  Youtube   TED (Ideas Worth Sharing)  TED-Ed (Lessons Worth Sharing)  select subject-specific videos  short lesson plan  follow-up talks  But how relevant is any of this to UK market?  LearnersCloud – (currently only GCSE) gaining tremendous support from proponents of the Khan Academy in the USA and teaching professionals here in the UK.  BBC class clips
  36. 36.  Jamie and the flipped button: slidecast  Salman Khan uses Smoothdraw 3  Camtasia (expensive, £1000 a year for 10 licenses)  Educreations, CamStudio, Powtoons, Smart recorder  Explain everything  INSERT bar on PowerPoints there is an audio option.  Camtasia  Xerte: here is a youtube clip where you see it in action  bedded  (Tigger the dog; a vet school using PBL through xerte)  A presentation about how to use xerte to flip
  37. 37.  A lot of time could be invested sourcing /creating video clips  But…flipping is about the learners not the teachers, the real investment needs to be planning the what happens in the classroom  task-based/problem based lesson plans  activities to develop study skills including reflection  Activities focused on the top end of blooms taxonomy
  38. 38.  This is a lesson that I designed after doing some reading that prompted me to try and get my pupils to be more purposeful in group work  I think it worked but I would like you to help me to redesign this into a flipped lesson!
  39. 39. Use studies as evaluation: Complete the table for the different substances associated with biological explanation of schizophrenia and order the studies in terms of most useful for an evaluation 4 points Develop detailed description: Find out a brief history of the development of antipsychotics 2 points Compare drugs: If you had to take one of these drugs which one would you take and why? If you had to sell one of the other drugs to other people which one would it be and why? Complete a table of good and bad points to help you to decide: chlorpromazine, clozapine, haloperidol, risperidone 7 points Develop evaluation: Sort the strengths from the weaknesses and then order your piles from most important to least important; draw a conclusion and decide to what extent chemotherapy can be regarded as an acceptable treatment option for schizophrenia 7 points Apply your knowledge: Complete the advice sheet for Harry 7 points Research Methods: Answer the questions on Meltzer et al(2004) 7 points Develop detailed description: Find out what is meant by tardive dyskinesia, neuroleptic malignant syndrome and agranulocytosis 3 points 2 pointsBiological treatments for schizophrenia: Chemotherapy: All groups must complete the grey task together; group members can then choose the tasks they wish to complete (either on their own or in pairs or all together) to help the group get the most points overall; all information gained must be shared between the group
  40. 40. Chat break! Please look at your table number and discuss the question on the board; if you can find a way of feeding your answers back to me, go for it! • You could tweet in 140 characters • you could post on the padlet wall • send me an email • think of your own way!
  41. 41.  I will be flipping Year 12 and 13 Psychology A Level and some IB and co-ordinating a project involving flips in Geography and Biology.  I started with a post on psychexchange!  My first comment was “What is flipping?” (Sian)  “used this in an observed OFSTED inspected lesson yesterday. It ticked all the boxes. Thanks for the idea.” (Graham)  A bit of googling revealed this comment:  “We had a mock exam after Christmas and the real exam end of Jan. Majority failed mock but we focused on exam skills between mock and real thing. Final results were “head and shoulders” above other centres according to chief examiner.” He came to visit the school to see what they were doing, they were flipping and it was the 1990s!
  42. 42.  IV-flipped and non-flipped classes Subject Flipped Non-flipped Year 8 Biology Dr Stephenson ? Geography Mrs Sands ? Year 12 Biology Dr Stephenson ? Geography Ms Stewart ? Psychology Miss Wood Mrs Pye Year 13 Psychology Miss Wood Mrs Pye
  43. 43.  There is no such thing as ‘the’ flipped classroom  What do we mean by flipped lesson and how often the class should be exposed to flipping?  Didn’t want to take autonomy away from the non- flipped teachers by telling them things they are not allowed to do  All teachers complete a quick checklist for each lesson to assess the extent to which it included tasks associated with flipping
  44. 44.  Pupils will have access to resources 1 week before they are required in class available on mypgs (FROG)  Resources will always include as a minimum:  a 5 minute video clip using either video/pictures and audio (not just audio);  a subject specific structured note taker sheet, e.g. Cornell method that allows them to make notes but also to record any question they might have;  a message board where they record a question to demonstrate that they have watched the video  a direct email link to the teacher, no excuses for not getting in touch if there is a problem
  45. 45.  A preparatory homework task involving mastery of content knowledge Y/N  Level of command term used in learning objective i.e. we want to know if flipped lessons take regularly take pupil further up blooms taxonomy (remember, understand, apply, analyse, synthesis, eval uate, create  Group work/collaborative work with peers  Teacher circulating and providing one-to-one feedback to help pupils improve effort and attainment
  46. 46.  An MCQ about the video;  results to be sent direct to staff; Socrative  can be sent to tutor/home (ensure pupils are making best use of the flip, i.e. we don’t just think we have a flipped class!)  Once we have assessed mastery, it is up to the flipping teacher to develop ways of moving forward;  Don’t want to take autonomy away from the flippers; the project stands as a way of seeing how different teachers interpret flipping - exploratory venture (results may well be confounded by the fact that certain flipping activities work better than others)  Creating and list of do’ and don’t for flipping from my reading to help teachers with their planning
  47. 47.  MCQ attainment scores taken following every flipped class  one hour attainment test taken in week 4 of each half term  questionnaires assessing attitudes to learning, motivation, enjoyment, parental engagement, degree of interaction with teacher taken at the start and end of the term
  48. 48.  Crystal clear explanation of the process for pupils, staff and parents (support crucial); get SMT onside!  Produce material for YOUR students to engage them outside the classroom. Generic content works but students like input from own teacher; they need to trust you!  Decide on a workflow solution and stick to it, e.g. Edmodo, Showbie, etc. to set assignments and annotate responses  Set specific deadlines; flipped mastery environment could be difficult to manage)  Internet access for students who aren’t connected to the internet at home; decent wifi at school  Ensure lesson observer know you have flipped the classroom; teacher input does decrease for some classroom time; can be unnerving when being evaluated.  start small scale and with kids where a relationship already exists.  Create the right physical environment
  49. 49.  Expect students to watch/read your material just because you tell them to.  Assume that because content has been delivered at home that classroom tasks will run smoothly.  Expect pupils to know how to work collaboratively without training!  Even though the 1:1 time has increased the need for differentiation tasks actually widens. Extended activities are often required very early in the lesson by some students and never reached by others.  Expect other staff members to agree with the concept and support the workflow.  Believe your content, once created, will last for many years. The ‘flipped’ classroom is successful when resources are updated with the needs of students in mind  Flip with classes you know nothing about
  50. 50. It is high risk strategy, it only works if you resist the temptation to create lots of safety nets. The safety net is the content is all available online. We also had skills development exercises available online. Once they realise it really is their responsibility they begin to engage but you need a supportive management team that is willing to let learners fail when they deserve to! Alistair from Southampton RecordingDefault.aspx?c_psrid=EA55D9838348
  51. 51. Learning Objectives : To be create a video performing your understanding of forces (to show me any misconceptions that can be discussed)  Task: How many ways can you think of to make a tea bag fly (A divergent thinking task) – Use padlet to show your ideas.  Questions delivered with Socrative (demonstrate progress)  What are forces? What are they measured in? How might you know a force is acting?, How confident are you with your knowledge of forces?  Show them how to make a teabag fly without touching it they video the demonstration, then create a quick film explaining their ideas using iMovie  Demonstrate the teabag flying again, but this time explain it ; they film it , but delete my voice ; create own voiceover  Insert the image from padlet ; upload their films to school youtube account.  Questions again delivered with Socrative
  52. 52.  MCQ independently using BYOD to submit scores  Pupils collaborate on the MCQ/mastery activity in differentiated groups; create a table plan signs i.e. <7, 8-9, 10-11, 12-13, 14-15, 16-17. 18+  Unprepared pupils; sit at class device and watch; email sent to tutor; (automated message fromVLE)  All groups to answers SAQs relating to learning objective; as a group (work out the RTs – ‘remember tos’)  Timed questions; individual writing time (teacher to circulate)  Peer marking with mark schemes?  Work on scenarios and apply theory: learning through stories  Design studies  Answer stats questions  Evaluate studies once they have done apfcs (rate it or slate it)  Create a policy, write a letter, diary extract (Hofling, Rosenhan), problem pages  role play a diagnosis, interview a participant, trial of Milgram, capture in imovies, puppetpals  Create a model (neurone, brain, etc)  Group projects involving tasks of different point allocations (Miss Wood’s endeavour projects)
  53. 53. a learning environment that promotes construction of knowledge “treats students as meaning makers and offers carefully calibrated challenges that help them to develop increasingly sophisticated theories. The point is for them to understand ideas from the inside out.” Alfie Kohn
  54. 54.   “I'm also working on a booklet which will act as a student notebook, which has some departmental info, enough note-taking sheets laid out in the cornell-note taking style recommended for flipped teaching, and guidance sheets for the practicals which I found on this site. That means they'll basically be writing their own revision guide as they go along (hopefully!). In terms of actually doing the planning, I'm finding it very liberating! I'm sure this is a mix of moving from AQA to Edexcel which lessens the amount of content anyway, but it's so nice to be able to plan for engaging lessons!”
  55. 55.  It’s not about fads – it’s about ownership  I’ve learned that inquiry & PBL learning can be incredibly powerful in the hands of students. I would never teach any other way again. When students own their learning, then deep, authentic, transformative things happen in a classroom. It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.   Shelley Wright  6 september is flipped day!
  56. 56.  One US website informed me that 6 September is Flipped Day!  We may get in a flap about flipping!  We need to plan your flip or risk a flop!  Why not make a pledge now…could we try to…  create one 10 Question MCQ to test some content knowledge  create a page of differentiated tasks for a flipped lesson  And I pledge to carry on uploading to!