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?
  47. 47. Google Forms Explain
  48. 48. Google Forms – Your Turn! Apply
  49. 49. Lesson Plan Template Explain Apply
  50. 50. Final Considerations • Explaining to administration • Explaining to parents • Access, equity, and accessibility
  51. 51. Parent Concerns • Flipping is not abdication of teaching • Flipping is not expecting parents to teach
  52. 52. Engaging Parents in Flipped Model • Engagement with child to watch video together • Higher level, academic conversations with their child based on the flipped lesson • Like CCSS ELA shift in questioning from text, parents can question from video • Meaningful and purposeful academic discussions
  53. 53. Administration Concerns • Flipping is not abdication of teaching • Students who do not have access at home • Ensuring that students do the flipped homework
  54. 54. Evaluation • Please help us make this workshop better! http://ctap10.org  Professional Development  Workshop Evaluations
  55. 55. Thank you for your participation!

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