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Flipping the Classroom Around the World


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Expert speakers webinar for the eTwinning Learning Event: Let's flip the classroom

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Flipping the Classroom Around the World

  1. 1. Let’s Flip It!
  2. 2. DECEMBER 12, 2016 ARJANA BLAZIC @abfromz & BART VERSWIJVEL @Bartverswijvel #FLIPITLE #ETWION with
  3. 3. FLIPPING THE CLASSROOM Louis Pienaar Parklands College @mrlouispienaar
  4. 4. A quick survey 1. I struggle to find enough time for my students to adequately engage with content, do higher-order activities and receive particular feedback.
  5. 5. A quick survey 2. When I was at school, I often did projects at the last minute and hoped for the best when it came to my grade.
  6. 6. A quick survey 3. Students in my class sometimes look like they’re listening, but when it comes to the test I was discover I was wrong
  7. 7. Immediate lessons 1) Teachers suffer a lack of time 2) Students struggle with managing their own time, and often save things for the last minute 3) It’s impossible to gauge whether a student is learning anything based on their passive behaviour in class. Lesson: Learning is enhanced through active engagement.
  8. 8. A possible solution? Flipping the classroom!
  9. 9. My context @ParklandsTweet @ParklandsTweet
  10. 10. Definition of the flipped classroom A form of blended learning that reverses (“flips”) the traditional structure of lessons, where students gain exposure to material outside class, before lessons. Lesson times are used for learning activities such as problem-solving or creative design.
  11. 11. The reasons for flipping Allows you as a teacher to: - Save time - Be more effective - Address the needs of those who need it most
  12. 12. Comparing teaching approaches
  13. 13. Comparing teaching roles
  14. 14. Comparing classroom environments
  15. 15. Traditional Classroom At home In class
  16. 16. Flipped Classroom At home In class
  17. 17. What does the research say? The flipped classroom can - Motivate and engage students - Increase assessment results - Address different learning styles
  19. 19. 3 Fundamentals A) Content to be distributed and engaged with before class B) Activities to be performed in class C) Changing classroom culture
  20. 20. A) Content Two options: 1) Create your own content 2) Find content online
  21. 21. Creating content - Turn your textbook into a video - Record lessons as they happen - Add voiceovers to Powerpointand export as a video - Create audiobooks - Get students to produce videos
  22. 22. Finding content Multiple online aggregators of educational content Academic Earth Khan Academy Khan Academy Big Think Coursera EdX EdX iTunes U SchoolTube TED WatchKnowLearn YouTube EDU
  23. 23. NextVista: Videos created by students and teachers
  24. 24. MAJOR CHALLENGE Are my students watching or reading content at home?
  25. 25. B) Distributing content Resource can be hosted online in a variety of ways: - Youtube Channel / playlists - Teacher/faculty website - Cloudsharing platforms e.g. Google Drive - Mobile phones or flash drives This greatly depends on the needs and technology available at your institution
  26. 26. Parklands Intranet
  27. 27. C) Changing classroom culture From this:
  28. 28. C) Changing classroom culture AND this
  29. 29. C) Changing classroom culture TO THIS
  30. 30. Challenges remain 1) The digital divide 2) Lectures on video remain lectures 3) Can make teachers lazy or negligent in class 4) Time-consuming to get started NB: Find the technology that works for you and your students Be prepared to change your classroom culture Be prepared to COLLABORATE with other teachers
  31. 31. Questions 1 2
  32. 32. Thank you! Feel free to contact me with any questions or ideas for collaboration in the future! @mrlouispienaar
  33. 33. Jonathan Thomas-Palmer •  High school physics teacher since 2000 •  Flipping classes since fall of 2012 •  Currently teaching part =me and crea=ng Flipping Physics videos
  34. 34. Basic Flipping Sugges=ons •  Prepare your students and parents. – Handout and/or video. •  Teach your students to learn from videos. –  Video: “How to Learn from a Flipping Educa=onal Video” •  Don’t flip too much. – I assign roughly 45 minutes of EDpuzzle per week. •  Don’t create more work for the students. –  If you add an assignment, you need to remove one. •  U=lize other teacher’s work. Edpuzzle!
  35. 35. My Flipped Classroom •  EDpuzzle lessons are due by 7 AM
  36. 36. My Flipped Classroom •  EDpuzzle lessons are due by 7 AM – Can always do late for ½ credit
  37. 37. My Flipped Classroom •  EDpuzzle lessons are due by 7 AM – Can always do late for ½ credit •  Twice as much in-class =me for labs •  Assignments are due at the end of class •  Students typically have several op=ons of assignments to be working on •  Quiz days – Prac=ce quiz with my solu=ons then the real quiz
  38. 38. Horace Mann School photographs, Collec3on 0420.047, City of Boston Archives, Boston | Public Domain | hEps:// | Own work FLIPPED CLASSROOM
  39. 39. Horace Mann School photographs, Collec3on 0420.047, City of Boston Archives, Boston | Public Domain | hEps:// | Own work Basic Information teacher = moderator students learn on their own
 → learning process is more intense
 → own speed four principles 
 F – Flexible Environment 
 L – Learning Culture 
 I – Intentional Content 
 P – Professional Educator three main methods of Flipped Classroom
 1) Preparation
 2) In-class Flip
 3) Revision
  40. 40. Horace Mann School photographs, Collec3on 0420.047, City of Boston Archives, Boston | Public Domain | hEps:// | Own work Tips & Tricks length: 4-6 min
 → videos for revision are longer structure: no script!
 → talking should be authentic! task: not only input 
 → working with tasks is necessary for learning! production
 → basic | PowerPoint (Microsoft) und Keynote (Apple)
 → intermediate | VideoScribe, PowToon (browser)
 → advanced | DoInk (iOS), Green Screen (Android) 

  41. 41. Horace Mann School photographs, Collec3on 0420.047, City of Boston Archives, Boston | Public Domain | hEps:// | Own work Further Information Aaron Sams & Jon Bergmann, "What is Flipped Learning?" FLIP_handout_FNL_Web.pdf Production with Lightboard: Jules White explains how to build and use a lightboard (until 8:06 min) 

  42. 42. Horace Mann School photographs, Collec3on 0420.047, City of Boston Archives, Boston | Public Domain | hEps:// | Own work "do you need it perfect or by tuesday??" Just start and go for it!!
  43. 43. Gert Lemmens BELGIUM ØTeacher Technology ØTeacher Trainer flipped classroom / 1:1 learning ØKey note speaker “interactive classroom”
  44. 44. Gert Lemmens Teacher Technology Exponential times
  45. 45. Exponential times
  46. 46. Gert Lemmens Teacher Technology Flipped classroom
  47. 47. Flipped classbook
  48. 48. Flipped classbook
  49. 49. Flipped classbook
  50. 50. Gert Lemmens Teacher Technology Flipped website
  51. 51. Gert Lemmens Teacher Technology Flipped online community
  52. 52. Ø Start with a simple flipped lesson ( or lesson part). Ø Create instructional videos and post them on a website, blog, youtube, vimeo Ø Implement game based elements in your flipped classroom lessons ( levels, leaderboard, …) Ø Work in different grades of difficulty Flipped tips for starters
  53. 53. The flipped classroom scenario ØCreate a learning environment where you challenge students to investigate, develop and exchange. ØTeacher's role: “helpdesk” and “coach” Flipped tips for starters
  54. 54. Students skills Ø Active learning Ø Collaboration Ø Critical thinking Flipped tips for starters
  55. 55. Gert Lemmens Teacher Technology Flipped online community
  56. 56. Gert Lemmens Teacher Technology Flipped online community
  57. 57. It’s not about the videos Planning your Flipped Classroom
  58. 58. First a question: What is the best use of your class time?
  59. 59. Where do we want to get with class time?
  60. 60. PLAN!!!!! • Plan the classroom activities first – that’s where the learning happens. • Make videos to support the classroom activity.
  61. 61. Flipped 101 PBL Mastery Gamification UDL
  62. 62. Ask me more Q’s any time: @mr_van_w Podcast: Teachers Talking Teaching (search Catfish Education on iTunes)
  63. 63. Flipping math Sanela Jukić, Croatia Dec. 12th 2016.
  64. 64. WHY? WHEN? HOW?
  65. 65. HOW DO I DO IT …
  67. 67. YES YOU CAN! Thank you
  68. 68. The Flipped Classroom Inquiry and Experiential Learnings’ Companion. Mr. Joe Sheik
  69. 69. Flipped Outlined….. • Shifts focus to a learner centered model Ø Move away from traditional model. • Incorporates Technology into your practice Ø Uses technology as both a learning tool and delivery model. • Be purposeful about what content and how Ø Flipping the acquiring of the content to the home. • No Right way to Flip but the power of technology should be employed so it isn’t a recorded lecture on video but instead interactive and engaging.
  70. 70. Flipped Pedagogy • Reflect on your own practice. Ø What am I doing and why am I doing it. • How are you reaching all of your students? Ø A variety of Instructional practice allows you to reach all types of learners. – Flipped is but 1. • Multiple Strategies can be employed within a flip based on your instructional choices. Ø Games and simulations, experiments, blogging, interactive websites, community activities, on line chats,
  71. 71. Pairing the Flipped Class • What will I do with my classroom time if I flip the content to the home? Ø Math manipulatives, in depth laboratory work, peer review, inquiry/project based learning, concept attainment….etc… Ø Digging deeper into the concepts/skills • Experiential Learning is an excellent partner to the Flipped Classroom • Simulation of real world experiences can now take place during class time.
  72. 72. Simulations : Canadian Election • Role Cards were developed for each of the roles. • A calendar breakdown of expectations as well rubrics for grading purposes. • Information packages with hyperlinks to key websites were developed • Content was flipped to reviewed at home freeing time for the two week simulation in class. • Interviews conducted, media produced, Press conferences held, debates conducted, Election simulated.
  73. 73. Simulations : Sweat Shops/Factories • Interactive Videos and websites outlining the content of Victorian Sweat Shops- flipped home. • Mini guided inquiry on elements of late 1800 factories - flipped. • Class time devoted to simulation of factory life. • Noise, danger and pace of work, disconnect between the work and final product, quality of product all simulated. • Consolidation of the learning to anchor understanding through several open ended questions and reflective google form ( both)
  74. 74. Role Playing – Chaos at Bathurst • Articles to establish a character were flipped • Key you tube videos were highlighted to establish the context of the event. • A guided sheet used to capture key understandings and to establish 5 W’s • Class time now freed to review key concepts, establish group dynamics and conduct the Role Play. • Key to Role play is consolidation of the learning which can be flipped or dealt with in class.
  75. 75. Inquiry Based Learning • Any genuine Inquiry can be flipped • A specific video, or Provocative image or article can be used as a starting point of Observe/Infer/Wonder. • Once students have developed their O/I/W class time can be used to refine the lists • Students work with teacher to develop their wonderings into questions and an Essential Question. • Teachers coach students into the research
  76. 76. Inquiry Based Learning- TimeProject • • Articles, interactive websites, sample videos all flipped home. • Class time used for coached research process and methodologies. • Class time used for practice of video conferencing technique. • Class time used for coaching and development around slide show presentations. • Class time use for the execution of the project itself
  77. 77. Final Flipped Thoughts • The flipped classroom is but one strategy and it is best used with intention, care and deliberate focus. • Pair it with other instructional strategies that will deepen the understanding of concepts and skills. • New technologies should be utilized to heighten engagement and to allow for collaboration. • Flipped can also be consolidation not always introduction to content. • Are we doing things differently or doing different things?
  78. 78. Thankyou! @Mr_van_W @Joe_Sheik @sj_jukic @ninatoller @gertlemmens @FlippingPhysics @MrLouisPienaar @BartVerswijvel @abfromz