THE FLIPPED CLASSROOM: How Videos can turn Your Classroom Upside-Down                           Dale Eizenga              ...
INTRODUCTION• Thisslideshow is at: http://www.slideshare.net/ (search “eizenga”)• About   me • HCHS     Chemistry teacher ...
INTRODUCTIONS                               (CONT.)• Think, Pair, Share:  • Introduce   yourself: Name, School, Role at Sc...
LEARNING SKILLS• How   do you learn a Skill? • Demonstration     - by an “expert” • Practice, Practice, Practice • Feedbac...
SKILLS             IN THE CLASSROOM• Chemistry  • Lab   Skills - using balances, hot plates, volumetric flasks  • Math   Sk...
SKILLS             IN THE CLASSROOM• Discuss   in your Group  • What    are skills in your classroom?  • Have    you had a...
USING VIDEOS• Lab     Skills - this is where I started    • Easy   - Camera & iMovie (w/help from my son)• Math     Skills...
USING VIDEOS• Solving   each of the 3:  •   Electronic white board:      - ActivInspire (application w/ ActivSlate)      -...
WHAT HAPPENED?• Students      HATED it! & Students did AWFUL!     • “Teacher    isn’t teaching us” & “I can’t learn this w...
THE “FLIPPED CLASSROOM”•   My classroom began to look like this:    •   12 students up at the front listening to a 20min l...
THE “FLIPPED CLASSROOM”•   “Flipped Classroom”    •   Students watch videos at home & practice in class w/teacher as tutor...
NOW WHAT?• Getting   a video  • Make    one: get your tech people to help!  • Use    someone else’s    • Khan    academy: ...
STUDENT/PARENT                COMMENTS• Parents   - at P/T conferences  •I   wish I had this - I might have done better in...
THANKS FOR COMING!          Dale Eizenga          deizenga@hollandchristian.org
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The Flipped Classroom: How videos can turn your classroom upside down

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In this presentation I describe my journey in using videos to teach skills in my high school chemistry classroom. This is now referred to as the "flipped classroom"

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The Flipped Classroom: How videos can turn your classroom upside down

  1. 1. THE FLIPPED CLASSROOM: How Videos can turn Your Classroom Upside-Down Dale Eizenga deizenga@hollandchristian.org
  2. 2. INTRODUCTION• Thisslideshow is at: http://www.slideshare.net/ (search “eizenga”)• About me • HCHS Chemistry teacher 17yrs • 1:1 laptops & new building - 4yrs ago
  3. 3. INTRODUCTIONS (CONT.)• Think, Pair, Share: • Introduce yourself: Name, School, Role at School • Discuss a skill you have learned online - what was good/bad about the experience? • Be ready to respond with your partner’s skill & experience
  4. 4. LEARNING SKILLS• How do you learn a Skill? • Demonstration - by an “expert” • Practice, Practice, Practice • Feedback• What is good/bad about doing this online vs. “live?” • 24/7 - great! • Can learn/review at different paces • Feedback can be tough
  5. 5. SKILLS IN THE CLASSROOM• Chemistry • Lab Skills - using balances, hot plates, volumetric flasks • Math Skills - calculations• Frustrations • Demonstrate & Repeating Lab Skills - I need 8 more of me! • How many Example Calculations on the board? • Everyone starts & learns at different paces - Differentiated Educ.
  6. 6. SKILLS IN THE CLASSROOM• Discuss in your Group • What are skills in your classroom? • Have you had any frustrations in teaching them? • How have you worked to solve these frustrations?
  7. 7. USING VIDEOS• Lab Skills - this is where I started • Easy - Camera & iMovie (w/help from my son)• Math Skills - a bit trickier 3 things needed to make videos • Electronic white board • Writing instrument • Recording audio/video of screen:• Show a couple videos
  8. 8. USING VIDEOS• Solving each of the 3: • Electronic white board: - ActivInspire (application w/ ActivSlate) - Skitch (free download on internet!) - AirSketch(iPad app) • Writing instrument: - Slate(ActiveSlate,Wacom) - iPad • Recording audio/video of screen: - Screencast-o-matic (website) - Camtasia (application) - ScreenChomp (iPad app) • OR a Camera & You at your board
  9. 9. WHAT HAPPENED?• Students HATED it! & Students did AWFUL! • “Teacher isn’t teaching us” & “I can’t learn this way” • “I thought I understood it” & “I don’t get it”• Changes that I made • Explained various ways to use the videos: Introduction, while performing the skill, as review • Offered optional lectures - one day, 1 or 2 problems “live”• Students began CHOOSING how to LEARN•Igave time to work with more help in class - that used to be at home, before/after school
  10. 10. THE “FLIPPED CLASSROOM”• My classroom began to look like this: • 12 students up at the front listening to a 20min lecture - then I am watching/asking Q’s/answering Q’s (Assessing!) • Students watching videos: alone & together • Students working on practice sheets (remember these are skills) & checking answers online• Others were talking about this too: • Wes Fryer: http://www.wesfryer.com/ • Salman Khan: http://www.khanacademy.org/ • Jonathan Bergman/Aaron Sams: http://vodcasting.ning.com/
  11. 11. THE “FLIPPED CLASSROOM”• “Flipped Classroom” • Students watch videos at home & practice in class w/teacher as tutor• Hesitations: • Some students benefit from lecture - esp. if they chose it • Skills vs. Concept understanding • Science - inquiry process to understand concepts inquiry labs show students who can “do” vs. students who “understand or use” • Choosing HOW to use the videos is a powerful way to have students own their learning, rather than have them become an “assignment”• Echoed in other places: http://www.connectedprincipals.com/archives/3367
  12. 12. NOW WHAT?• Getting a video • Make one: get your tech people to help! • Use someone else’s • Khan academy: http://www.khanacademy.org • iTunesU • Search YouTube, Vimeo, SchoolTube• Giving students access to it • Moodle/Google site/Posterous - limited upload sizes • Link to an outside source (can students get to it?) • Podcast Producer & a iTunes feed - see tech people!
  13. 13. STUDENT/PARENT COMMENTS• Parents - at P/T conferences •I wish I had this - I might have done better in chemistry! • That’s what I heard all the way to Florida!• Students •Ilike to watch the videos before the lecture and see if I need to come to it. •Iuse them while I’m doing the problems when I get stuck and don’t know the next step •I watch them before we have a test.
  14. 14. THANKS FOR COMING! Dale Eizenga deizenga@hollandchristian.org

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