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# Flipped classrom

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### Flipped classrom

1. 1. The Flipped Classroom RIMS CTAP March 5.2013
2. 2. Introductions Your hosts Tim Downey – Molly Large – Yma Marañon-Davis – Jenny Thomas – And you are... Name – District – Role – 1 thing you are hoping to get from this session –
3. 3. Lecture at home Practice at School
4. 4. Why Flip? • • • • Too much content for schedule Lots of absences Move from algorithms to concepts Place high cognitive load activities in the classroom with teacher accessibility
5. 5. Standard Day Warm up - 5 minutes Homework review - 10 minutes Direct instruction - 25 minutes Practice - 10 minutes
6. 6. A Different Model Question Think Poll Discuss Re-poll Explain
7. 7. Thermal Expansion
8. 8. Question & Think Consider a rectangular metal plate with a circular hole in it. When the plate is uniformly heated, the diameter of the hole... A. increases. B. decreases. C. stays the same. From Eric Mazur, CISC Presentation 3/21/13
9. 9. Poll Polleverywhere.com http://www.PollEv.com/mlarge
10. 10. Discuss At your table, work in groups of no more than 3. 1. Discuss your answers. 2. Explain your reasoning. 3. Use evidence from the instructional video. 4. See if you can convince the other person.
11. 11. Re-poll Polleverywhere.com http://www.PollEv.com/mlarge
12. 12. What Happened? You... • made a commitment. • externalized your answer. • moved from answer/fact to reasoning. • became emotionally invested in the learning process.
13. 13. Correct Answer? When the plate is uniformly heated, the diameter of the hole increases.
14. 14. Explain
15. 15. Explain
16. 16. From Questions to Concepts
17. 17. Discuss What strategies does Mazur advocate for building better understanding? What instructional shifts must take place in order to implement a process such as Mazur's?
18. 18. You can forget facts but you cannot forget understanding. Dr. Eric Mazur
19. 19. Explore, Explain, Apply Model • Explore: community activity – Mid-range cognitive level – Building background knowledge • Explain: individual learning – Low cognitive level – Direct instruction • Apply: community activity – High cognitive level – Transfer of knowledge and skills
20. 20. Flipping and Bloom’s Create Create Evaluate Evaluate Analyze Analyze Apply Apply Understand Understand Remember Remember Create Evaluate Analyze Apply Understand Remember
21. 21. Traditional Model Create Evaluate Analyze Apply Class Understand Remember Home
22. 22. Flipped Model Create Evaluate Analyze Apply Home Understand Remember Class
23. 23. Why "Explore"? • Builds background knowledge • Raise questions – Open-ended – Meaningful Explore • Create interest – Be provocative • Stimulate thinking – Reflection – What if…
24. 24. Introduction to Mass and Density
25. 25. Discuss Remember that we have been learning about mass and density… • What questions about mass and density does this video raise? or • What went wrong for Indiana Jones? • Design a way Indiana could have successfully replaced the gold statue using sand.
26. 26. Why "Explain"? • • • • • Teach concept Input phase First best instruction Address misconceptions Re-teaching Explain
27. 27. Why "Apply"? Apply • Higher cognitive domain • Greater depth of knowledge • Transfer from facts to understanding
28. 28. The problem with education is not one of engineering, but one of design. Farbood Nivi, grockit.com
29. 29. Your Turn: 5 minutes 1. Save a copy of the Flipped Classroom Planning Document to your Google account: http://goo.gl/hYkDt 2. Think about “explore activity” that is relevant to your grade level and subject area 3. Identify purpose and cognitive level for activity
30. 30. Resources for Explore http://ctap10.org/flip Explore Apply
31. 31. Screencasting A screencast is a digital recording of computer screen output often containing audio narration–sometimes called a video screen capture.
32. 32. Screencasting Flip instruction by exploring and/or content Pre and post assessment Other software tutorials Slideshows or other student projects Explain
33. 33. Screencasting
34. 34. Why Screencast? Increased contact time between students and teachers Students take responsibility for their own learning Absences don't leave students behind Content is archived for review or remediation Student engagement in learning Students can get a personalized education
35. 35. Four Ways to Multiply Example-Screencast Four Ways to Multiply Example-Educreations Screencast-o-matic vs. Educreations
36. 36. Edmodo http://www.edmodo.com
37. 37. Using Edmodo
38. 38. Using Edmodo
39. 39. Vehicle to the Future
40. 40. Discuss How is Flipped Classroom different for these teachers from the "flavor of the month" initiatives they mentioned?
41. 41. Resources for Direct Instruction Explain
42. 42. Resources for Direct Instruction Explain
43. 43. Resources for Direct Instruction Explain
44. 44. Lunch
45. 45. The Flipped Classroom is Not...
46. 46. Reflection Discussion Now that you’ve explored the flipped model in more depth, how would you define “flipped classroom” to other teachers at your site?