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Flip Your Classroom Upside Down
How I got time back in my classroom to
support all learners and deepen the
learning experi...
Wife & Mom of 2
Digital Learning Coach:
Working with teachers helping them
to learn how to effectively implement
technolog...
1. What is a flipped classroom?
1. My Story: Results & Benefits
1. Practical strategies for
implementation
@crystalkirch -...
One Day in
October 2011...
My lesson flopped.
My students were lost.
But I still sent them home to
complete the homework.
...
This got me thinking...
● What if I didn’t spend class
time delivering content?
● What if I could help my
students with pr...
3 minutes in my
Flipped Classroom
In a flipped classroom, your role as a teacher in class is NOT “content
deliverer”, but the “designer and facilitator” of ...
@crystalkirch -- flippingwithkirch.blogspot.com
Simple Definition of Flipping your Classroom (“Flip 101”)
Deliver your ins...
@crystalkirch -- flippingwithkirch.blogspot.com
Simple Definition of Flipping your Classroom (“Flip 101”)
Deliver your ins...
What is a Flipped Classroom?
@crystalkirch -- flippingwithkirch.blogspot.com
“I remember when I used to do
homework at home and I was
stuck on a problem, I had
nobody to help me, but now my
teacher i...
What other
teachers say
about why they
love flipping
their classroom
“It isn’t like any boring old class”
“Interacting with classmates while
still getting work done is a dream
come true”
“The...
“It isn’t like any boring old class”
“Interacting with classmates while
still getting work done is a dream
come true”
“The...
“It isn’t like any boring old class”
“Interacting with classmates while
still getting work done is a dream
come true”
“The...
What is a flipped
classroom?
With lots of student
comments and insights!
(watch 5:22-7:58 if time)
19
Traditional Math Classroom
New Lesson in Class led by
Teacher
Students get some guided practice
in class (depending on ...
20
Transition to a Flipped Learning Lesson Cycle from Traditional
21
Transition to a Flipped Learning Lesson Cycle from Traditional
MISSING or RUSHED
22
Transition to a Flipped Learning Lesson Cycle from Traditional
MISSING or RUSHED
LIVE TEACHING; all
students at one pace
23
Transition to a Flipped Learning Lesson Cycle from Traditional
MISSING or RUSHED
LIVE TEACHING; all
students at one pac...
24
Transition to a Flipped Learning Lesson Cycle from Traditional
MISSING or RUSHED
LIVE TEACHING; all
students at one pac...
25
Transition to a Flipped Learning Lesson Cycle from Traditional
MISSING or RUSHED
LIVE TEACHING; all
students at one pac...
26
Transition to a Flipped Learning Lesson Cycle from Traditional
MISSING or RUSHED
LIVE TEACHING; all
students at one pac...
27
Transition to a Flipped Learning Lesson Cycle from Traditional
MISSING or RUSHED
LIVE TEACHING; all
students at one pac...
28
The Complete Flipped Learning Lesson Cycle: Before, During, and After the Video
29
Where to Begin?
1
2a
2b
2c
3 4
Potential elementary class time flow:
1.WSQ Chat (Discussion / Collaborative
Processing Activity)
2.Practice Time! (levele...
Potential elementary class time flow:
Station Rotation (include any or all of these stations)
1. With teacher (questioning...
Practical Suggestions -
Delia Bush’s setup (5th grade teacher)
● http://flippedclassroom.blogspot.com/2013/10/how-my-flipc...
Questions I’m anticipating:
1.Holding students accountable
2.Student Access
Flip Your Classroom Upside Down
How I got time back in my classroom to support all
learners and deepen the learning experi...
Where to go from here...
resources & support
1. My contact:
a. Twitter: @crystalkirch
b. crystal.kirch@gmail.com
2. My blo...
BONUS: FLIPPED CLASSROOM
MYTHS AND MISCONCEPTIONS
Replacing a teacher
Teacher’s Role During Class Time in a “Flipped Class”
● Visiting Groups of students working
● Hosting ...
What I have learned
flipping is NOT...
Replacing a teacher
Having students simply do
worksheets in class
Yes, students nee...
Replacing a teacher
Having students simply do
worksheets in class
Just using video somehow
“A flipped classroom is not suc...
Replacing a teacher
Having students simply do
worksheets in class
Just using video somehow
Easy (for teachers or students)...
Replacing a teacher
Having students simply do
worksheets in class
Just using video somehow
Easy (for teachers or students)...
Replacing a teacher
Having students simply do
worksheets in class
Just using video somehow
Easy (for teachers or students)...
BONUS: SPOON, FORK, KNIFE
ANALOGY
• No “Spoon Feeding” in class
• Limited direct instruction to
whole group
• Teacher rarely “standing up
front”
• Student c...
Judge every activity
and decision against
those three shifts...
● Is this activity Student Centered?
Or am I still the foc...
● INTENTIONALITY with at-home time
● STRUCTURING CLASS TIME around
student needs
● CLASS TIME EXTENDS AND DEEPENS,
doesn’t...
BONUS: FIVE QUESTIONS EVERY
FLIPPED CLASSROOM TEACHER
MUST ANSWER
1. How will you organize your content and materials
in a way that is easy for students to access and
follow?
2. How will y...
1. How will you organize your content and materials
in a way that is easy for students to access and
follow?
Organization ...
2. How will you hold students accountable for actually
watching and engaging with the video content?
Organization Accounta...
2. How will you hold students accountable for actually
watching and engaging with the video content?
Organization Accounta...
Watch
watch video, take notes, actively participate by
pausing / rewatching
Summarize
write summary / answer guiding quest...
2. How will you hold students accountable for actually
watching and engaging with the video content?
Organization Accounta...
2. How will you hold students accountable for actually
watching and engaging with the video content?
Organization Accounta...
2. How will you hold students accountable for actually
watching and engaging with the video content?
Organization Accounta...
@crystalkirch -- flippingwithkirch.blogspot.com
2. How will you hold students accountable for actually
watching and engaging with the video content?
Organization Accounta...
NEED PICTURE
“It helped me realize I
had to hear and watch
not just copy whatever
you did in the videos”
2012 Student
@cry...
3. How will you structure in processing time for your
students to make sense of the material and internalize
it?
4. How wi...
NEED PICTURE
“The WSQs helped me
think critically about
the content. It helped
me process the
information for the
next day...
Why are there four
things revolving around
the video out of class if
the most important
thing in a flipped class is
suppos...
@crystalkirch -- flippingwithkirch.blogspot.com
Spring into TEAMP: Flip your classroom upside down | Crystal Kirch
Spring into TEAMP: Flip your classroom upside down | Crystal Kirch
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Spring into TEAMP: Flip your classroom upside down | Crystal Kirch

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Crystal Kirch is a Digital Learning Coach and flipped classroom expert who is passionate about helping teachers find the most effective uses of technology to transform teaching and learning. Crystal has trained teachers on flipped learning and technology integration since 2011, and published Flipping with Kirch: The Ups and Downs from Inside my Flipped Classroom in 2016. "The flipped classroom is a transformational pedagogical strategy that utilizes technology and teacher-created video instruction to free up classroom time for more differentiated support and a deeper learning experience for all students.

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Spring into TEAMP: Flip your classroom upside down | Crystal Kirch

  1. 1. Flip Your Classroom Upside Down How I got time back in my classroom to support all learners and deepen the learning experience for students Crystal Kirch @crystalkirch Flippingwithkirch.blogspot.com bit.ly/FWKirchBook
  2. 2. Wife & Mom of 2 Digital Learning Coach: Working with teachers helping them to learn how to effectively implement technology to transform teaching & learning in their classrooms. Crystal Kirch @crystalkirch Flippingwithkirch.blogspot.com bit.ly/FWKirchBook
  3. 3. 1. What is a flipped classroom? 1. My Story: Results & Benefits 1. Practical strategies for implementation @crystalkirch -- flippingwithkirch.blogspot.com
  4. 4. One Day in October 2011... My lesson flopped. My students were lost. But I still sent them home to complete the homework. I had a last minute idea to make a quick video to help them out... @crystalkirch -- flippingwithkirch.blogspot.com
  5. 5. This got me thinking... ● What if I didn’t spend class time delivering content? ● What if I could help my students with problems during class time? ● What if I could let the “fast” students move quicker and help the “slow” students still feel confident? @crystalkirch -- flippingwithkirch.blogspot.com
  6. 6. 3 minutes in my Flipped Classroom
  7. 7. In a flipped classroom, your role as a teacher in class is NOT “content deliverer”, but the “designer and facilitator” of learning activities that deepen student learning - with a lot more time to do so!
  8. 8. @crystalkirch -- flippingwithkirch.blogspot.com Simple Definition of Flipping your Classroom (“Flip 101”) Deliver your instruction or explanation (lower level Bloom’s) thru a short video or other means and have students watch it for “homework”, or at least individually where they have control over the pace of their learning.
  9. 9. @crystalkirch -- flippingwithkirch.blogspot.com Simple Definition of Flipping your Classroom (“Flip 101”) Deliver your instruction or explanation (lower level Bloom’s) thru a short video or other means and have students watch it for “homework”, or at least individually where they have control over the pace of their learning. During class, engage in meaningful activities with students now that you don’t need to stand up front explaining the basics anymore! *What are those meaningful activities? Depends on the teacher, the subject, the grade level!
  10. 10. What is a Flipped Classroom? @crystalkirch -- flippingwithkirch.blogspot.com
  11. 11. “I remember when I used to do homework at home and I was stuck on a problem, I had nobody to help me, but now my teacher is here when I need her.” -2011 student 1. More time to help those that needed it, when they needed it 2. Differentiated support 3. Students demonstrating TWIRLS and explaining their thinking 4. Students learning at different paces 5. Students can revisit content anytime they needed. thinking, writing, interacting, reading, listening, speaking @crystalkirch -- flippingwithkirch.blogspot.com
  12. 12. What other teachers say about why they love flipping their classroom
  13. 13. “It isn’t like any boring old class” “Interacting with classmates while still getting work done is a dream come true” “The ‘work together’ environment engages us in the learning” Engagement & Collaboration @crystalkirch -- flippingwithkirch.blogspot.com
  14. 14. “It isn’t like any boring old class” “Interacting with classmates while still getting work done is a dream come true” “The ‘work together’ environment engages us in the learning” “I can understand the math more” “You can help us more efficiently” “You can spend all of class answering our questions” Engagement & Collaboration Efficacy & Higher Feeling of Support @crystalkirch -- flippingwithkirch.blogspot.com
  15. 15. “It isn’t like any boring old class” “Interacting with classmates while still getting work done is a dream come true” “The ‘work together’ environment engages us in the learning” “I can understand the math more” “You can help us more efficiently” “You can spend all of class answering our questions” Talk with EVERY student EVERY day Engagement & Collaboration Efficacy & Higher Feeling of Support Relationships @crystalkirch -- flippingwithkirch.blogspot.com
  16. 16. What is a flipped classroom? With lots of student comments and insights! (watch 5:22-7:58 if time)
  17. 17. 19 Traditional Math Classroom New Lesson in Class led by Teacher Students get some guided practice in class (depending on time) Teacher asks questions of students during class Teacher reviews questions from previous day as a whole class Students complete individual practice at home Students assessed formatively and summatively via quizzes and tests
  18. 18. 20 Transition to a Flipped Learning Lesson Cycle from Traditional
  19. 19. 21 Transition to a Flipped Learning Lesson Cycle from Traditional MISSING or RUSHED
  20. 20. 22 Transition to a Flipped Learning Lesson Cycle from Traditional MISSING or RUSHED LIVE TEACHING; all students at one pace
  21. 21. 23 Transition to a Flipped Learning Lesson Cycle from Traditional MISSING or RUSHED LIVE TEACHING; all students at one pace No Reflection; Accountability thru cold calling during lesson
  22. 22. 24 Transition to a Flipped Learning Lesson Cycle from Traditional MISSING or RUSHED LIVE TEACHING; all students at one pace No Reflection; Accountability thru cold calling during lesson MISSING or RUSHED
  23. 23. 25 Transition to a Flipped Learning Lesson Cycle from Traditional MISSING or RUSHED LIVE TEACHING; all students at one pace No Reflection; Accountability thru cold calling during lesson MISSING or RUSHED HOPEFULLY THERE! Application may be missing or rushed. Usually for “homework” with no support
  24. 24. 26 Transition to a Flipped Learning Lesson Cycle from Traditional MISSING or RUSHED LIVE TEACHING; all students at one pace No Reflection; Accountability thru cold calling during lesson MISSING or RUSHED HOPEFULLY THERE! Application may be missing or rushed. Usually for “homework” with no support HOPEFULLY THERE!
  25. 25. 27 Transition to a Flipped Learning Lesson Cycle from Traditional MISSING or RUSHED LIVE TEACHING; all students at one pace No Reflection; Accountability thru cold calling during lesson MISSING or RUSHED HOPEFULLY THERE! Application may be missing or rushed. Usually for “homework” with no support HOPEFULLY THERE! HOPEFULLY THERE!
  26. 26. 28 The Complete Flipped Learning Lesson Cycle: Before, During, and After the Video
  27. 27. 29 Where to Begin? 1 2a 2b 2c 3 4
  28. 28. Potential elementary class time flow: 1.WSQ Chat (Discussion / Collaborative Processing Activity) 2.Practice Time! (leveled / differentiated. Teacher either walking around whole class or pull out small group.) 3.Application / Project (what comes next?)
  29. 29. Potential elementary class time flow: Station Rotation (include any or all of these stations) 1. With teacher (questioning, probing, clarifying, etc) 2. Independent practice 3. Online practice 4. Application / project 5. Watch lesson video
  30. 30. Practical Suggestions - Delia Bush’s setup (5th grade teacher) ● http://flippedclassroom.blogspot.com/2013/10/how-my-flipclass-room-runsuntil-i.html ● http://flippedclassroom.blogspot.com/2012/11/how-am-i-making-this-work.html ● http://flippedclassroom.blogspot.com/2012/09/attempting-wsq.html
  31. 31. Questions I’m anticipating: 1.Holding students accountable 2.Student Access
  32. 32. Flip Your Classroom Upside Down How I got time back in my classroom to support all learners and deepen the learning experience for students In Summary... 1. What is a flipped classroom? 2. My Story: Results & Benefits 3. Practical strategies for implementation
  33. 33. Where to go from here... resources & support 1. My contact: a. Twitter: @crystalkirch b. crystal.kirch@gmail.com 2. My blog a. flippingwithkirch.blogspot.com 3. My book on Amazon.com: bit.ly/fwkirch a. Flipping With Kirch: The Ups and Downs from Inside my Flipped Classroom 4. Resource documents: a. This slide deck: bit.ly/TEAMP b. bit.ly/chapmanflip
  34. 34. BONUS: FLIPPED CLASSROOM MYTHS AND MISCONCEPTIONS
  35. 35. Replacing a teacher Teacher’s Role During Class Time in a “Flipped Class” ● Visiting Groups of students working ● Hosting Small Group Instruction ● Constantly monitoring, moving around, interacting, questioning, probing, etc - Talk with every student individually every day ● Don’t stay in one place for too long! ● Structure locations for different types of activities - Individual work, Partner / Group Work, Quiz Taking, Small Group Support Replacing a teacher What I have learned flipping is NOT... @crystalkirch -- flippingwithkirch.blogspot.com
  36. 36. What I have learned flipping is NOT... Replacing a teacher Having students simply do worksheets in class Yes, students need practice. But what else could they be doing? Could the practice be differentiated? Could it be structured in a more engaging way? @crystalkirch -- flippingwithkirch.blogspot.com
  37. 37. Replacing a teacher Having students simply do worksheets in class Just using video somehow “A flipped classroom is not successful because of video tutorials, but because of the design of the teacher.” — Brian Bennett What I have learned flipping is NOT... @crystalkirch -- flippingwithkirch.blogspot.com
  38. 38. Replacing a teacher Having students simply do worksheets in class Just using video somehow Easy (for teachers or students) "Change is hard because people overestimate the value of what they have—and underestimate the value of what they may gain by giving that up." — James Belasco and Ralph Stayer Flight of the Buffalo (1994)What I have learned flipping is NOT... @crystalkirch -- flippingwithkirch.blogspot.com
  39. 39. Replacing a teacher Having students simply do worksheets in class Just using video somehow Easy (for teachers or students) Frontloading all content with DI The video can be at ANY POINT of the learning cycle - beginning, middle, or end! What I have learned flipping is NOT... @crystalkirch -- flippingwithkirch.blogspot.com
  40. 40. Replacing a teacher Having students simply do worksheets in class Just using video somehow Easy (for teachers or students) Frontloading all content with DI Having to use video for every piece of DI Use video when it makes sense… if there is still something you really feel is more valuable gone over in person, then DO IT! Warning: It is much easier to build routines, expectations, and management to have consistency in your video- watching calendar. What I have learned flipping is NOT... @crystalkirch -- flippingwithkirch.blogspot.com
  41. 41. BONUS: SPOON, FORK, KNIFE ANALOGY
  42. 42. • No “Spoon Feeding” in class • Limited direct instruction to whole group • Teacher rarely “standing up front” • Student choice in how / where they learn • Class structure differentiated and adjusted daily according to student needs • Actively involved in learning process • Activities designed to lead to active engagement and participation • Lots of student collaboration • Individual, timely support • In class activities require application, analysis, evaluation, creation • Information dissemination happens outside of class • Promote inquiry, discovery, project / problem-based learning Student-Centered Active Learning Higher Order Thinking
  43. 43. Judge every activity and decision against those three shifts... ● Is this activity Student Centered? Or am I still the focus of class time? ● Are my students Active in their Learning? Or are they still doing a lot of sitting and listening, whole- group? ● Does this activity require Higher Order Thinking skills? How can I adjust it to make it a deeper activity? @crystalkirch -- flippingwithkirch.blogspot.com
  44. 44. ● INTENTIONALITY with at-home time ● STRUCTURING CLASS TIME around student needs ● CLASS TIME EXTENDS AND DEEPENS, doesn’t just review video ● MORE “STUDENT TALK”, less “teacher talk” ● ACTIVITIES ARE STUDENT-CENTERED, require ACTIVE LEARNING, focused on HIGHER ORDER THINKING What are the differences between “watch a video for homework” and “flipping a lesson”? @crystalkirch -- flippingwithkirch.blogspot.com
  45. 45. BONUS: FIVE QUESTIONS EVERY FLIPPED CLASSROOM TEACHER MUST ANSWER
  46. 46. 1. How will you organize your content and materials in a way that is easy for students to access and follow? 2. How will you hold students accountable for actually watching and engaging with the video content? 3. How will you structure in processing time for your students to make sense of the material and internalize it? 4. How will you gather feedback from your students before they come to class, so you can effectively structure class time to meet their needs? 5. How will you facilitate discussion, collaboration, and higher-order thinking among students during class time? Organization Accountability Processing Feedback Discussion
  47. 47. 1. How will you organize your content and materials in a way that is easy for students to access and follow? Organization Accountability Processing Feedback Discussion Organize Content • Easy to find • Easy to navigate Organize Materials • Videos scheduled ahead of time so students can plan ahead • Guided notes to support students independently watching video • Assignments and activities that go with each concept
  48. 48. 2. How will you hold students accountable for actually watching and engaging with the video content? Organization Accountability Processing Feedback Discussion • How do you train them to watch a video? • “Wean them” to watching at home • Be F.I.T. and Check Your T.E.C.H. Be FIT when watching videos for education, not entertainment Have a Focused, serious attitude Be Involved in the process Take away distractions, check your T.E.C.H. (Tabs closed, Electronic devices put away, Cell phones- don't answer them, Headphones in) (acronym developed by Crystal Kirch and Lisa Light) @crystalkirch -- flippingwithkirch.blogspot.com
  49. 49. 2. How will you hold students accountable for actually watching and engaging with the video content? Organization Accountability Processing Feedback Discussion • How do you train them to watch a video? • “Wean them” to watching at home • Be F.I.T. and Check Your T.E.C.H. • How do you know if they are actually watching? • They need to do more than just WATCH… • I would argue even more than just WATCH and TAKE NOTES @crystalkirch -- flippingwithkirch.blogspot.com
  50. 50. Watch watch video, take notes, actively participate by pausing / rewatching Summarize write summary / answer guiding questions Question ask own question W.S.Q. Model A model for how students can interact with and process video content in order to facilitate effectively structured class time and engaging student-centered learning activities @crystalkirch -- flippingwithkirch.blogspot.com
  51. 51. 2. How will you hold students accountable for actually watching and engaging with the video content? Organization Accountability Processing Feedback Discussion • How do you train them to watch a video? • “Wean them” to watching at home • Be F.I.T. and Check Your T.E.C.H. • How do you know if they are actually watching? • They need to do more than just WATCH… • I would argue even more than just WATCH and TAKE NOTES • How can you “force” them to engage with the video? • Reflection Points • “Stop and Try” @crystalkirch -- flippingwithkirch.blogspot.com
  52. 52. 2. How will you hold students accountable for actually watching and engaging with the video content? Organization Accountability Processing Feedback Discussion • How do you train them to watch a video? • “Wean them” to watching at home • Be F.I.T. and Check Your T.E.C.H. • How do you know if they are actually watching? • They need to do more than just WATCH… • I would argue even more than just WATCH and TAKE NOTES • How can you “force” them to engage with the video? • Reflection Points • “Stop and Try” @crystalkirch -- flippingwithkirch.blogspot.com
  53. 53. 2. How will you hold students accountable for actually watching and engaging with the video content? Organization Accountability Processing Feedback Discussion • How do you train them to watch a video? • “Wean them” to watching at home • Be F.I.T. and Check Your T.E.C.H. • How do you know if they are actually watching? • They need to do more than just WATCH… • I would argue even more than just WATCH and TAKE NOTES • How can you “force” them to engage with the video? • Reflection Points • “Stop and Try” • What can a student “turn in” to show their learning? • Google Form submission @crystalkirch -- flippingwithkirch.blogspot.com
  54. 54. @crystalkirch -- flippingwithkirch.blogspot.com
  55. 55. 2. How will you hold students accountable for actually watching and engaging with the video content? Organization Accountability Processing Feedback Discussion • How do you train them to watch a video? • “Wean them” to watching at home • Be F.I.T. and Check Your T.E.C.H. • How do you know if they are actually watching? • They need to do more than just WATCH… • I would argue even more than just WATCH and TAKE NOTES • How can you “force” them to engage with the video? • Reflection Points • “Stop and Try” • What can a student “turn in” to show their learning? • Google Form submission • What if they don’t watch the video?@crystalkirch -- flippingwithkirch.blogspot.com
  56. 56. NEED PICTURE “It helped me realize I had to hear and watch not just copy whatever you did in the videos” 2012 Student @crystalkirch -- flippingwithkirch.blogspot.com
  57. 57. 3. How will you structure in processing time for your students to make sense of the material and internalize it? 4. How will you gather feedback from your students before they come to class, so you can effectively structure class time to meet their needs? Organization Accountability Processing Feedback Discussion • How does the WSQ allow for processing? • Summary • Question • “Secret Question” • How does the WSQ give you feedback? • Handwritten vs. Online • Summary, Question, and “Secret Questions” tell you if they got it or not • What do you do with the feedback?@crystalkirch -- flippingwithkirch.blogspot.com
  58. 58. NEED PICTURE “The WSQs helped me think critically about the content. It helped me process the information for the next day” 2012 Student @crystalkirch -- flippingwithkirch.blogspot.com
  59. 59. Why are there four things revolving around the video out of class if the most important thing in a flipped class is supposed to be the non-video class time part? You can’t build a house without a foundation... Organization Accountability Processing Feedback Discussion @crystalkirch -- flippingwithkirch.blogspot.com
  60. 60. @crystalkirch -- flippingwithkirch.blogspot.com

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