Flipping out for Flipped
Classrooms
Lisa Rubenstein, Ph.D.
Ball State University
Southern Indiana Education Center, Jasper...
Helpful Information
Name
Position
Current level of knowledge of flipped classrooms
1: No Understanding
2: Definitional Lev...
What is the purpose of education?
What are the many, varied, and unusual
purposes of teachers?
Introduction to
Flipped Learning
The Struggle of
Delegation
Can we trust someone else to
do what we do?
Who would benefit?
Traditional Structure
In Class
Lectures
Homework
Practice
Defining the Flipped Classroom
In Class
Practice
Homework
Lectures
Four Pillars from FLN
Flexible Environments
Shift in Learning Culture
Intentional Content
Professional Educators
Is it a wise investment?
What is the truth?
What could cause this variance?
Possible Variables?
Teacher Variance (teacher’s ideal teaching methods and
comfort)
Students Variance (developmental level...
Successful flipped classrooms are
founded on sound educational
practices.
Possible Benefits
Student Control (Pace, Repeat as Necessary, Depth)
Content Differentiation
More Time for Exploration and...
Scientist Teacher
Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Designing Flipped C...
Agenda
9-10 Introduction and Clarity of Instructional Objectives
10-10:30 Student Pre-Assessment
10:30-11:30 Teacher Devel...
Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Designing Flipped C...
Clarity of Curricular
Goals
Clarity of Curricular Goals
Rubenstein Bakery
Clarity of Curriculum Goals
What Should Students: Know, Be Able to Do, Understand
Are you able to separate them?
Can you d...
Constitution
Water Cycle
Biodiversity
Awesome Activities Copious Content
Sins of Curriculum Development
Big Ideas
Systems: System components
affect each other. When one
piece is out of balance, it
affects the others.
What is t...
Big Ideas
Essential Questions
Enduring
Understandings
Perspective, Change, Relationships, Systems...
What affects one’s
pe...
Sample:
Biodiversity
Text/IN Objectives: Explain the value of biodiversity. Identify
the factors that affect biodiversity....
Sample:
Biodiversity
Text/IN Objectives: Explain the value of biodiversity. Identify
the factors that affect biodiversity....
Objectives.
Pick a standard or a lesson. Think about the goals.
Know:
Be Able to Do:
Understand:
Share and Evaluate Objectives
Are your understandings...
...aligned with standards?
...overarching (to promote transfer) a...
Evaluate when these objectives
should be addressed.
Is this something they could do on their own?
Where do student misconc...
Awareness of
Students
Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Designing Flipped C...
Awareness of Students
Pre-assessments: Instructional levels and needs, access to
technology, and interests
How much respon...
Differentiation
Readiness = Growth
Interest = Motivation
Learning Profile = Efficiency
Exit/Entrance Cards
Stoplight Learning Video
Exit Tickets Video
Biodiversity Pre/Post-Assessment
What is biodiversity?
What factors influence biodiversity?
How are humans influencing bio...
Assessment
How will you know what your students need?
What might an entrance/exit card look like for your students?
Deliberate Content
Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Designing Flipped C...
Deliberate Content
Teacher Developed Teacher Compiled
Student CompiledStudent Developed
Teacher Developed Content
Why might you want to develop
your own content?
Teacher Developed Content
Benefits...
Connections with
students, parents,
administrators, and
teachers
Demonstrates your
k...
Khan Academy
Fractions
What works within this video?
Could you improve it?
Ted-Ed
One is one or is it...
What works within this video?
Could you improve it?
What videos do you watch for
information?
What makes them good?
What makes them bad?
$100 a word
Is it as simple and concise as
possible?
Others...
Content: concise, accurate, useful, bias free, stated/met
objectives, content presentation, learner application,...
Design a 3-minute (or less) content
outline.
What are your options?
Face + Screen (Powerpoint or others...)
Face + Whitebo...
Try and share with partner...
What worked?
What didn’t?
Design Options...
What do you want?
Face + Screen OR Just Screen = Screencastomatic
Face + Whiteboard = iMovie or Windows ...
Screencast-o-matic
FREE for 15 minute clips
$15 a year for pro, unlimited recordings...
Captures screen and self
Posts to ...
Try and share with partner...
What worked?
What didn’t?
Other Options
Educreation: ipad drawing app (voice and drawing)
iMovie or Windows Movie Player (video of self only)
Camstu...
Existing
Content
What are the benefits of using
existing content?
Teacher Compiled Content
Benefits
Multiple perspectives
Real world connection
Possible differentiation
Saving time???
Awar...
TED-ED, Khan, and Other
Outsourced Content
Bill Nye the Science Guy
TED: Sylvia Earle
MIT/Universities
Khan Academy
TED-ED...
Student Designed or Compiled
Teach the students how to develop and find content
More ownership and potential for learning
Organizational
Options
TED ED CourseSites
Two Free Management Systems
Presenting Content using TED-ED
Go to Ted-Ed. Create account.
Click on “Find and Flip”.
Choose the video you want to prese...
Free CourseSites from Blackboard
Organize course content and materials.
Let’s check it out!
Others?
Your Own Youtube channel
Sqworl account
Others???
Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Designing Flipped C...
Balancing Content and Experiences
Typical Timeline
10 minutes: Review notes
35 minutes: Work
15 minutes: Be distracted. :)...
Purposeful Classroom
Experiences
Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Designing Flipped C...
Purposeful Classroom Experiences
Student Driven Questions
Addressing Misconceptions
Reflections
Critical and Creative Thin...
Purposeful Classroom Experiences
Student Driven Questions
Addressing Misconceptions
Reflections
Critical and Creative Thin...
Purposeful Learning Experiences
Simulations
Choice Projects
Socratic Seminars
Gilded Age
Hurricane Katrina
Oil Spill
Sample Simulations
What makes a simulation a
simulation?
Simulations
Vary in length, intensity/complexity, and authenticity
Adopt the role of a practicing professional
Inherently ...
Commercial Simulations
Interact Units
Online Simulations
Dissecting frogs online:
http://
frog.edschool.virginia.edu/
Frog2/Dissection/Incisions/
skin3_sep.html...
Simulation: RAFTs
Role
Audience
Format
Topic
Simulation: RAFT Example
Role: Scientist
Audience: Grant Reviewers
Format: Grant Proposal
Topic: A Research Study Examinin...
Simulation: RAFT Example
Role: Oceanographers
Audience: United Nations Symposium
Format: Speech/Presentation
Topic: Promot...
83
Sample RAFT Strips
Role Audience Format Topic
Semicolon
Middle School Diary Entry I Wish You Really Understood
Where I ...
Self Portrait RAFT
High School Art
Students will
Know:
! ! Characteristics of self portrait
! ! Appropriate use of artisti...
Self Portrait RAFT
Role Audience Format Topic
Norman
Rockwell
Masses Illustration What You See
is What You
Get
Van Gogh Se...
Design a RAFT.
Choice Projects
Menus
Choice Boards
Sternberg Intelligences
Choice Projects: Menus
Menu Sample
Learning Contract—Menu Planner-- Fantasyland
Destination: Fantasyland Due: 2 week
Main Dish: (Complete all)
q Select one ...
Choice Projects: Choice Boards
Novel Think Tac-Toe basic version
Directions: Select and complete one activity from each horizontal row to help you and
ot...
Choice Projects: Sternberg
Triarchic Theory of Intelligence: Creativity, Practicality, and
Analysis
Migration Example
• Analytical – Find two animals that share a similar migration pattern. Chart their similarities and dif...
Design a Triarchic Choice.
Practical
Creative Analytical
Socratic Seminars
Paideia Approach (www.paideia.org)
Example of Paideia in Action
What did you learn from the classrooms i...
ParticipantsFacilitator
Text
Questions
ESSENTIAL COMPONENTS OF A SEMINAR
Ideas&and&
Values&
Degree&of&
Challenge&
Curricular&and&
Personal&
Relevance&
Ambiguity&
Evalua=on&
of&Text&
CHIMAMANDA ADICHIE
WOULD THIS BE AN APPROPRIATE TEXT?
WHAT ABOUT THIS TEXT?
I pledge allegiance to the flag of the
United States of America, and to the
republic for which it sta...
Where else could you find a
text?
Types of Content
Poem, Fictional Story, Essay
Multi-Media Presentation
Work of Art
Picture, Graph, Map,
Diagram, or Chart
...
Paideia Format
Pre
Content
Process
Post
Content
Process
Thoughtful
Big Ideas
Clear
Open
EVALUATION OF QUESTIONS
Pre-Seminar
Content: What is the relevant information? (You may want to give the students an
opportunity to think about th...
QUICK WAYS TO MOVE THE DISCUSSION
Add on...
Rephrase...
Agree or
disagree...
Revoice
• Choose
a
Format

• Find
an
Appropriate
Text

• Create
Ques6ons

Though8ul

Prepara6on

• Ensure
Appropriate

Student
Beh...
Amy Tan and Questions
“[Life experiences] led me to my big
questions. And they are the same ones
that I have today. And th...
Stephen Hawking and Questions
“...questions I would like to talk about
are: One, where did we come from? How
did the unive...
If questions are at the beginning
of all knowledge, why aren’t we
teaching students to ask them?
Analyze questions.
What makes a question good?
What makes it bad?
Is it an inquiry, clarifying, critical thinking, or infe...
Teaching Students to
Respond
Use students’ names.
Ask for reasons or clarification.
Support other students’ ideas with exam...
ParticipantsFacilitator
Text
Questions
ESSENTIAL COMPONENTS OF A SEMINAR
RECLAIM TEACHING!
Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Flipping Classrooms
Additional Information
Friday Institute: FIZZ (https://www.fi.ncsu.edu/project/fizz/)
Katie Gimbar’s videos on Youtube (ht...
SEIC Flip Day
April 4, 2014
#SEIC14Flip
Challenge: By April 4, 2014, implement a flipped lesson.
Experiment! Then tweet wh...
Flipping out for Flipped Classrooms
Flipping out for Flipped Classrooms
Flipping out for Flipped Classrooms
Flipping out for Flipped Classrooms
Upcoming SlideShare
Loading in …5
×

Flipping out for Flipped Classrooms

973 views

Published on

This is the presentation from March 14, 2014 at the SEIC.

Published in: Education
0 Comments
2 Likes
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
973
On SlideShare
0
From Embeds
0
Number of Embeds
149
Actions
Shares
0
Downloads
27
Comments
0
Likes
2
Embeds 0
No embeds

No notes for slide

Flipping out for Flipped Classrooms

  1. 1. Flipping out for Flipped Classrooms Lisa Rubenstein, Ph.D. Ball State University Southern Indiana Education Center, Jasper, IN March 14, 2014
  2. 2. Helpful Information Name Position Current level of knowledge of flipped classrooms 1: No Understanding 2: Definitional Level 3: Experimental Level 4: Expert Level
  3. 3. What is the purpose of education?
  4. 4. What are the many, varied, and unusual purposes of teachers?
  5. 5. Introduction to Flipped Learning
  6. 6. The Struggle of Delegation Can we trust someone else to do what we do? Who would benefit?
  7. 7. Traditional Structure In Class Lectures Homework Practice
  8. 8. Defining the Flipped Classroom In Class Practice Homework Lectures
  9. 9. Four Pillars from FLN Flexible Environments Shift in Learning Culture Intentional Content Professional Educators
  10. 10. Is it a wise investment? What is the truth?
  11. 11. What could cause this variance?
  12. 12. Possible Variables? Teacher Variance (teacher’s ideal teaching methods and comfort) Students Variance (developmental level, SES, support, outside demands) Implementation Variance (quality of independent content, quality and design of in class experiences, time, available support and resources)
  13. 13. Successful flipped classrooms are founded on sound educational practices.
  14. 14. Possible Benefits Student Control (Pace, Repeat as Necessary, Depth) Content Differentiation More Time for Exploration and PBL Experiences More Support Outside the Classroom More Directed Help Inside the Classroom
  15. 15. Scientist Teacher
  16. 16. Deliberate Content Purposeful Classroom Experiences Clarity of Curricular Goals Awareness of Students+ Designing Flipped Classrooms
  17. 17. Agenda 9-10 Introduction and Clarity of Instructional Objectives 10-10:30 Student Pre-Assessment 10:30-11:30 Teacher Developed Content 11:30-12 Exploration of Existing Content 12-12:30 Lunch 12:30-1:00 Designing Organizational Systems 1:00-2:45 Purposeful Classroom Experiences 2:45-3:00 Design Sharing and Questions
  18. 18. Deliberate Content Purposeful Classroom Experiences Clarity of Curricular Goals Awareness of Students+ Designing Flipped Classrooms
  19. 19. Clarity of Curricular Goals
  20. 20. Clarity of Curricular Goals Rubenstein Bakery
  21. 21. Clarity of Curriculum Goals What Should Students: Know, Be Able to Do, Understand Are you able to separate them? Can you differentiate them? What can they do on their own? Where will you make the most difference? How will you assess them?
  22. 22. Constitution Water Cycle Biodiversity
  23. 23. Awesome Activities Copious Content Sins of Curriculum Development
  24. 24. Big Ideas Systems: System components affect each other. When one piece is out of balance, it affects the others. What is the effect of an imbalanced system? Biodiversity Constitution Water Cycle
  25. 25. Big Ideas Essential Questions Enduring Understandings Perspective, Change, Relationships, Systems... What affects one’s perspective? History involves interpretation; historians may disagree. Understanding
  26. 26. Sample: Biodiversity Text/IN Objectives: Explain the value of biodiversity. Identify the factors that affect biodiversity. Name some human activities that threaten biodiversity. List some ways to protect biodiversity. CCS: Informational Texts, 6.7 Integrates information presented in different media or formats to develop a coherent understanding of a topic or issue. To Know, Be able to Do, Understand
  27. 27. Sample: Biodiversity Text/IN Objectives: Explain the value of biodiversity. Identify the factors that affect biodiversity. Name some human activities that threaten biodiversity. List some ways to protect biodiversity. CCS: Informational Texts, 6.7 Integrates information presented in different media or formats to develop a coherent understanding of a topic or issue. KnowledgeProcessUnderstanding Concept: Systems EQ: How does the diversity of life affect survival?
  28. 28. Objectives. Pick a standard or a lesson. Think about the goals. Know: Be Able to Do: Understand:
  29. 29. Share and Evaluate Objectives Are your understandings... ...aligned with standards? ...overarching (to promote transfer) and topical (specific enough to focus teaching, learning, and assessment)? ...not obvious or true by definition? ...thought provoking and arguable?
  30. 30. Evaluate when these objectives should be addressed. Is this something they could do on their own? Where do student misconceptions normally occur? How is your time best spent?
  31. 31. Awareness of Students
  32. 32. Deliberate Content Purposeful Classroom Experiences Clarity of Curricular Goals Awareness of Students+ Designing Flipped Classrooms
  33. 33. Awareness of Students Pre-assessments: Instructional levels and needs, access to technology, and interests How much responsibility can students take for their own learning? Can you increase it over time? Contextual component of learning (access and support)
  34. 34. Differentiation Readiness = Growth Interest = Motivation Learning Profile = Efficiency
  35. 35. Exit/Entrance Cards Stoplight Learning Video Exit Tickets Video
  36. 36. Biodiversity Pre/Post-Assessment What is biodiversity? What factors influence biodiversity? How are humans influencing biodiversity? Why is biodiversity important? What happens if biodiversity decreases? Process Assessment: Provide 2 sources to integrate. Interest: What environmental issue concerns you the most? In which endangered species are you most interested?
  37. 37. Assessment How will you know what your students need? What might an entrance/exit card look like for your students?
  38. 38. Deliberate Content
  39. 39. Deliberate Content Purposeful Classroom Experiences Clarity of Curricular Goals Awareness of Students+ Designing Flipped Classrooms
  40. 40. Deliberate Content Teacher Developed Teacher Compiled Student CompiledStudent Developed
  41. 41. Teacher Developed Content Why might you want to develop your own content?
  42. 42. Teacher Developed Content Benefits... Connections with students, parents, administrators, and teachers Demonstrates your knowledge of subject and care for the students Controllable level of depth Awareness of... Perfectionism Time
  43. 43. Khan Academy Fractions What works within this video? Could you improve it?
  44. 44. Ted-Ed One is one or is it... What works within this video? Could you improve it?
  45. 45. What videos do you watch for information? What makes them good? What makes them bad?
  46. 46. $100 a word
  47. 47. Is it as simple and concise as possible?
  48. 48. Others... Content: concise, accurate, useful, bias free, stated/met objectives, content presentation, learner application, learner reflection Technical Production: video, audio, and visual quality
  49. 49. Design a 3-minute (or less) content outline. What are your options? Face + Screen (Powerpoint or others...) Face + Whiteboard Whiteboard Only Voice Only Screen Only
  50. 50. Try and share with partner... What worked? What didn’t?
  51. 51. Design Options... What do you want? Face + Screen OR Just Screen = Screencastomatic Face + Whiteboard = iMovie or Windows player + actual whiteboard Whiteboard = iPad app like Educreation Voice Only = Podcasting
  52. 52. Screencast-o-matic FREE for 15 minute clips $15 a year for pro, unlimited recordings... Captures screen and self Posts to accessible formats like youtube or google drive Simple to set up. Let’s try it...
  53. 53. Try and share with partner... What worked? What didn’t?
  54. 54. Other Options Educreation: ipad drawing app (voice and drawing) iMovie or Windows Movie Player (video of self only) Camstudio Other NOT FREE Options: Camtasia, Screenflow...
  55. 55. Existing Content
  56. 56. What are the benefits of using existing content?
  57. 57. Teacher Compiled Content Benefits Multiple perspectives Real world connection Possible differentiation Saving time??? Awareness needed... Time required Watch the entire video
  58. 58. TED-ED, Khan, and Other Outsourced Content Bill Nye the Science Guy TED: Sylvia Earle MIT/Universities Khan Academy TED-ED: Dino Martins
  59. 59. Student Designed or Compiled Teach the students how to develop and find content More ownership and potential for learning
  60. 60. Organizational Options
  61. 61. TED ED CourseSites Two Free Management Systems
  62. 62. Presenting Content using TED-ED Go to Ted-Ed. Create account. Click on “Find and Flip”. Choose the video you want to present. Add in discussion questions and details. Share with students. Serves as an exit and entrance card.
  63. 63. Free CourseSites from Blackboard Organize course content and materials. Let’s check it out!
  64. 64. Others? Your Own Youtube channel Sqworl account Others???
  65. 65. Deliberate Content Purposeful Classroom Experiences Clarity of Curricular Goals Awareness of Students+ Designing Flipped Classrooms
  66. 66. Balancing Content and Experiences Typical Timeline 10 minutes: Review notes 35 minutes: Work 15 minutes: Be distracted. :) 5 minutes: Warm up 35 minutes: Lecture 10 minutes: Practice/Interact 5 minutes: Wrap Up 1 class hour 1 home hour 1 class hour 1 home hour Flipped Timeline or Shifted Timeline 5 minutes: Directed questions 15 minutes: Review content 30 minutes: Practice/Interact 5 minutes: Wrap Up 20 minutes: Watch content videos. 20 minutes: Work on problems. 10 minutes: Prepare questions. 10 minutes: Be distracted. :) Maybe with class content?
  67. 67. Purposeful Classroom Experiences
  68. 68. Deliberate Content Purposeful Classroom Experiences Clarity of Curricular Goals Awareness of Students+ Designing Flipped Classrooms
  69. 69. Purposeful Classroom Experiences Student Driven Questions Addressing Misconceptions Reflections Critical and Creative Thinking Projects
  70. 70. Purposeful Classroom Experiences Student Driven Questions Addressing Misconceptions Reflections Critical and Creative Thinking Projects
  71. 71. Purposeful Learning Experiences Simulations Choice Projects Socratic Seminars
  72. 72. Gilded Age Hurricane Katrina Oil Spill Sample Simulations
  73. 73. What makes a simulation a simulation?
  74. 74. Simulations Vary in length, intensity/complexity, and authenticity Adopt the role of a practicing professional Inherently answers the question: Who cares?
  75. 75. Commercial Simulations Interact Units
  76. 76. Online Simulations Dissecting frogs online: http:// frog.edschool.virginia.edu/ Frog2/Dissection/Incisions/ skin3_sep.html Lollipop Mystery: http:// www.pbslearningmedia.org /asset/ tdc02_int_creatednafp2/
  77. 77. Simulation: RAFTs Role Audience Format Topic
  78. 78. Simulation: RAFT Example Role: Scientist Audience: Grant Reviewers Format: Grant Proposal Topic: A Research Study Examining Biodiversity
  79. 79. Simulation: RAFT Example Role: Oceanographers Audience: United Nations Symposium Format: Speech/Presentation Topic: Promoting and protecting biodiversity
  80. 80. 83 Sample RAFT Strips Role Audience Format Topic Semicolon Middle School Diary Entry I Wish You Really Understood Where I Belong N.Y. Times Public Op Ed piece How our Language Defines Who We Are Huck Finn Tom Sawyer Note hidden in a tree knot A Few Things You Should Know Rain Drop Future Droplets Advice Column The Beauty of Cycles Lung Owner Owner’s Guide To Maximize Product Life Rain Forest John Q. Citizen Paste Up “Ransom” Note Before It’s Too Late Reporter Public Obituary Hitler is Dead Martin Luther King TV audience of 2010 Speech The Dream Revisited Thomas Jefferson Current Residents of Virginia Full page newspaper ad If I could Talk to You Now Fractions Whole numbers Petition To Be Considered A Part of the Family A word problem Students in your class Set of directions How to Get to Know Me LanguageArtsScienceHistoryMath Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998
  81. 81. Self Portrait RAFT High School Art Students will Know: ! ! Characteristics of self portrait ! ! Appropriate use of artistic materials ! ! Principles of Design ! ! Definition of artistic expression Understand: ! ! Each artist has a personal style. ! ! Personal style reflects the individual’s culture, time, and personal experiences. ! ! Use of materials and style are related. Be Able to Do: ! ! Analyze an artist’s personal style and use of materials ! ! Create a facsimile of an artist’s personal style and use of materials
  82. 82. Self Portrait RAFT Role Audience Format Topic Norman Rockwell Masses Illustration What You See is What You Get Van Gogh Self Oil Painting Can I Find Myself In Here? Andy Warhol Someone you want to know the true you Photograph Now you see Me, Now you Don’t Rueben Self Oil Painting Props Make the Person Goya School Charcoal On the Side, but Central
  83. 83. Design a RAFT.
  84. 84. Choice Projects Menus Choice Boards Sternberg Intelligences
  85. 85. Choice Projects: Menus Menu Sample
  86. 86. Learning Contract—Menu Planner-- Fantasyland Destination: Fantasyland Due: 2 week Main Dish: (Complete all) q Select one fairy tale. Read it q to yourself q to one other person ______________________(name) q Complete a story map (to show characters; setting; problem; solution). q Find five new, interesting words. Write a sentence for each word. Side Dish – Learning Centers (Choose 1 or more) q Comparing center: Compare this fairy tale to another story you have read. How are they alike? How are they different? Choose your design: trifold, flip book, or mini-book. q Tape Center: Record your favorite part of the fairy tale on the recorder. q Art Center: Illustrate the most important event in your fairy tale. Dessert q Listening post: Listen to a fairy tale tape of your choice. Title:__________________________________ q Library corner: Find another fairy tale to read. Title:__________________________________
  87. 87. Choice Projects: Choice Boards
  88. 88. Novel Think Tac-Toe basic version Directions: Select and complete one activity from each horizontal row to help you and others think about your novel. Remember to make your work thoughtful, original, accurate, and detailed (Tomlinson, 2003). Create a pair of collages that compares you and a character from the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the characters are alike and different. Be sure to included the most important traits in each poem. Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character. Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why. Make a model or map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’. Make 2 timelines. The first should illustrate and describe at least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting. Using books of proverbs and/or quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices. Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough. Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning. ThemeSettingCharacter
  89. 89. Choice Projects: Sternberg Triarchic Theory of Intelligence: Creativity, Practicality, and Analysis
  90. 90. Migration Example • Analytical – Find two animals that share a similar migration pattern. Chart their similarities and differences. Be sure to include information on each animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include an explanation as to why you think they share this pattern. • Practical – National Geographic has asked you to research the migratory habits of _________ (your choice). They would like you to share your findings with other scientists AND to offer them recommendations about the best manner of observing in the future. Be sure to include information on the animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a “How To” checklist for future scientists to use in their research pursuits of this animal. • Creative – You have just discovered a new species of ____________. You have been given the honor of naming this new creature and sharing the fruits of your investigation with the scientific world via a journal article or presentation. Be sure to include information on this newly-discovered animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a picture of the animal detailed enough that other scientists will be able to recognize it. Kristi Doubet (2005)
  91. 91. Design a Triarchic Choice. Practical Creative Analytical
  92. 92. Socratic Seminars Paideia Approach (www.paideia.org) Example of Paideia in Action What did you learn from the classrooms in the video? How would you prepare students for a seminar?
  93. 93. ParticipantsFacilitator Text Questions ESSENTIAL COMPONENTS OF A SEMINAR
  94. 94. Ideas&and& Values& Degree&of& Challenge& Curricular&and& Personal& Relevance& Ambiguity& Evalua=on& of&Text&
  95. 95. CHIMAMANDA ADICHIE WOULD THIS BE AN APPROPRIATE TEXT?
  96. 96. WHAT ABOUT THIS TEXT? I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
  97. 97. Where else could you find a text?
  98. 98. Types of Content Poem, Fictional Story, Essay Multi-Media Presentation Work of Art Picture, Graph, Map, Diagram, or Chart Word Problem or Scientific Experiment Primary Source Documents
  99. 99. Paideia Format Pre Content Process Post Content Process
  100. 100. Thoughtful Big Ideas Clear Open EVALUATION OF QUESTIONS
  101. 101. Pre-Seminar Content: What is the relevant information? (You may want to give the students an opportunity to think about this at home or overnight.) Process: What should we work on as a group and as individuals to make this a good seminar? Seminar Opening: What is the speakers’ purpose? What would be a good title for this talk? (Make sure the students are supporting their answers.) What is the speaker’s passion? What is the most important idea? Core: What is meant by…? Is this the appropriate solution? What is the difference between this speakers’ approach and…? How do you think this speech would be viewed by… ? Did the speaker support his or her ideas? Is any of the information misleading? What further experiments might be completed to support this perspective? Closing: What does this speech teach us about…? How do these ideas relate to our curriculum? What are the barriers to the implementation of this solution or idea? Why is this important? What are other related questions? What did you learn from the other participants? Do you have any ideas for improving the speaker’s ideas? Post-Seminar Process: What did we do well during our discussion? Content: What are your new ideas? General Outline
  102. 102. QUICK WAYS TO MOVE THE DISCUSSION Add on... Rephrase... Agree or disagree... Revoice
  103. 103. • Choose
a
Format
 • Find
an
Appropriate
Text
 • Create
Ques6ons
 Though8ul
 Prepara6on
 • Ensure
Appropriate
 Student
Behavior
 • Foster
a
Safe
Environment
 • Ask
Follow‐up
Ques6ons
 Meaningful
 Involvement
 • Consider
Strengths
and
 Weaknesses
 • Make
Notes
for
Future
 Seminars
 • Give
Students
Feedback
 Deliberate
 Evalua6on
 Acknowledge and explore student misconceptions. Recognize and acknowledge student connections, even outside of seminar. After FACILITATOR’S ROLE
  104. 104. Amy Tan and Questions “[Life experiences] led me to my big questions. And they are the same ones that I have today. And they are: Why do things happen and how do things happen...How do I make things happen.” “But I go back to this question of, how do I create something out of nothing? And how do I create my own life? And I think it is by questioning.”
  105. 105. Stephen Hawking and Questions “...questions I would like to talk about are: One, where did we come from? How did the universe come into being? Are we alone in the universe? Is here alien life out there? What is the future of the human race?” “All of my life I have sought to understand the universe and find answers to these questions. I have been very lucky that my disability has not been a serious handicap; indeed, it has probably given me more time than most people to pursue the quest for knowledge.”
  106. 106. If questions are at the beginning of all knowledge, why aren’t we teaching students to ask them?
  107. 107. Analyze questions. What makes a question good? What makes it bad? Is it an inquiry, clarifying, critical thinking, or inference question? When should you use different types of questions?
  108. 108. Teaching Students to Respond Use students’ names. Ask for reasons or clarification. Support other students’ ideas with examples or counterexamples. Honestly evaluate ideas. Be willing to change your mind. Refer to the text. Engage with all students.
  109. 109. ParticipantsFacilitator Text Questions ESSENTIAL COMPONENTS OF A SEMINAR
  110. 110. RECLAIM TEACHING!
  111. 111. Deliberate Content Purposeful Classroom Experiences Clarity of Curricular Goals Awareness of Students+ Flipping Classrooms
  112. 112. Additional Information Friday Institute: FIZZ (https://www.fi.ncsu.edu/project/fizz/) Katie Gimbar’s videos on Youtube (http://www.youtube.com/ watch?v=g1MKpyVPilI&list=PLB632EC24182B4D40) Flipped Learning Network (http://flippedlearning.org)
  113. 113. SEIC Flip Day April 4, 2014 #SEIC14Flip Challenge: By April 4, 2014, implement a flipped lesson. Experiment! Then tweet what worked, what didn’t, and/or what you will do in the future! Questions, Experiences, Thoughts? lmrubenstein@bsu.edu Twitter Account: rubensteingted

×