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Reaching More Learners Through
Flipped Learning: Infusing Technology
Dr. Michele Pinnock
Sam Sharpe Teachers’ College,
Vic...
Current Status
• We face a challenge of teaching to the middle without
challenging learners at either ends of the spectrum...
What’s a Flipped Learning Experience?
• Learners are first exposed to new material / knowledge
prior to class using videos...
Showcasing Flipped Classrooms in Action
• https://www.youtube.com/watch?v=63urHGx3ItU&f
eature=youtu.be
• https://www.yout...
Teacher’s Perspectives on Flipped Learning
• "[In the current model], one student goes home to
educated parents who can he...
Perspective from Researchers
• When using the flipped classroom, instructors allow
students to investigate the concepts in...
Better Days Ahead for Homework
Traditional Classroom Flipped Classroom
Student gets frustrated and gives up Teacher able t...
History of Flipped Classroom
• In 2007 two High School Chemistry teachers Jonathan
Bergman and Aaron Sams posted lectures ...
Theoretical Framework
Bransford and colleagues assert that
“To develop competence in an area of inquiry, students must:
a)...
Theoretical Framework
By providing an opportunity for students to use their new factual knowledge while they have
access t...
Educational Technology
• Capture key content – access their own content at their
convenience – LEARNER CONTROL
• Able to P...
Graphical Representation of the Theoretical Framework
Key Elements of the Flipped Classroom
• Provide an opportunity for students to gain first
exposure prior to class.
• Provi...
Four Pillars of F-L-I-P Bergman & Sams
Flexible Environment
Learning Culture
Intentional Content
Professional Educator
Flexible Environment
• Educators can create flexible spaces in which students choose when and where they
learn.
• Educator...
Intentional Content
• Educators continually think about how they can use the Flipped Learning model to
help students devel...
Roles & Responsibilities of Students and Teachers
Teacher and students engaged in
• concept exploration
• making meaning o...
Thinking in the Flipped Classroom
• Outside of class students are engaged in lower levels of
cognition (gaining knowledge ...
Flipped Learning Experience
Downloaded from http://www.knewton.com/flipped-classroom/
Traditional Classroom vs Flipped Classroom
OLD
(BEFORE THE FLIP)
NEW
(AFTER THE FLIP)
Before
Class
Students assigned somet...
Traditional Classroom vs Flipped Classroom
OLD
(BEFORE THE FLIP)
NEW
(AFTER THE FLIP)
After
Class
Students attempt the hom...
Benefits of Flipping Your Classroom
• Provides opportunity for differentiated learning
• Students become independent learn...
Benefits of Flipping Your Classroom
• Time becomes available for students to collaborate with peers on
projects, engage
• ...
Arguments Against Flipping
• Too much homework –
• Lectures on video are monotonous
• Not all students have access to tech...
Sample of flipped classroom
• https://www.youtube.com/watch?v=7seuXKZNdp0
Cultivating Independent Thinkers Through Flipped...
The Four Phases of a Flipped Classroom
• Experiential Engagement: The Activity
• Concept Exploration: The What
• Meaning M...
The Flipped Classroom Model
Experiential Exercise
• Hands-on Activity that engages the student
• They are engaged in making connections between their ...
Creating a Flipped Classroom
• http://www.youtube.com/watch?v=pkWSR9JJOsA
Ted Ed
Assessment in a Flipped Classroom
• An incentive is offered for students who come to class prepared
• Vary Assessments - o...
Deciding Which Lesson to Flip
• First, teachers should choose a topic that can be explained in 15
minutes or less.
• The f...
Flipped Classrooms at Sam Sharpe Teachers College
• https://www.schoology.com/group/90405311
Mrs. Michele McFarlane
• http...
Resources
• www.youtube.com.edu
• www.knowmia.com
• www.ted.ed
WEBQUEST
• www.zunal.com
• http://www.knowmia.com/watch/les...
Tips on Preparing Videos
• The teacher must have a good grasp of the content
• Must understand his/her audience – their ne...
Let’s be resolute that we will
Maximize our Teaching Opportunities
in order to Ensure that
Our Learners Understand!
“Be th...
I Thank You
Contact Information
Email - michele.pinnock@gmail.com
Telephone- 876-405-8195
Together We Can Make the World a...
Reference
Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to
creating an inclusive learni...
Reference
Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to
creating an inclusive learni...
Flipped Learning Resources
• http://blogs.ubc.ca/centre/tag/flipped-classroom/
• http://uwstoutmobilelearning.wikispaces.c...
Flipped Learning Resources
• http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-
model-a-full-pi...
Articles
http://net.educause.edu/ir/library/pdf/ELI7081.pdf
http://www.flippedlearning.org/cms/lib07/VA01923112/Centri
cit...
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Reaching More Learners Through Flipped Learning: Infusing Technology conference Jan 2015

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Presentation explores the concept of a Flipped Classroom and how Technology can be infused in order to ensure that all learners understand.

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Reaching More Learners Through Flipped Learning: Infusing Technology conference Jan 2015

  1. 1. Reaching More Learners Through Flipped Learning: Infusing Technology Dr. Michele Pinnock Sam Sharpe Teachers’ College, Vice Principal
  2. 2. Current Status • We face a challenge of teaching to the middle without challenging learners at either ends of the spectrum • Great Diversity among Learners – interest; cognitive abilities; preferences; developmental levels • Large class size • Many disengaged learners
  3. 3. What’s a Flipped Learning Experience? • Learners are first exposed to new material / knowledge prior to class using videos of lectures, reading assignments on handouts for example. • Valuable class time is then used to engage learners in assimilating the content being presented, perhaps through problem-solving, discussion, or debates. Video to introduce flipped classroom idea http://vimeo.com/70893101
  4. 4. Showcasing Flipped Classrooms in Action • https://www.youtube.com/watch?v=63urHGx3ItU&f eature=youtu.be • https://www.youtube.com/watch?v=7seuXKZNdp0 Suitable for Diverse Learners – gender, age; abilities; capabilities, background etc Cultivating Independent Thinkers Through Flipped Learning - Hamlet
  5. 5. Teacher’s Perspectives on Flipped Learning • "[In the current model], one student goes home to educated parents who can help him/her with homework, while another student goes home and gets no help,“ • "In the flipped model, both learners come back to the classroom after receiving the content, and now all of the help with the homework is given by the expert in the field."
  6. 6. Perspective from Researchers • When using the flipped classroom, instructors allow students to investigate the concepts introduced during the video lecture in the way that makes them comfortable- for example group work or independent reading, while focusing on gaining content knowledge (Lage, Platt and Treglia, 2000).
  7. 7. Better Days Ahead for Homework Traditional Classroom Flipped Classroom Student gets frustrated and gives up Teacher able to assist learners when they get stuck Teacher reviews homework in class Students able to review their work in class with peers and teacher Struggling students afraid to ask for help – often they don’t complete assignment Teacher able to identify students as they struggle with content and immediately provide feedback and help Students do not read the comments placed on graded assignments Teacher able to immediately provide feedback and help
  8. 8. History of Flipped Classroom • In 2007 two High School Chemistry teachers Jonathan Bergman and Aaron Sams posted lectures online
  9. 9. Theoretical Framework Bransford and colleagues assert that “To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application” (p. 16).
  10. 10. Theoretical Framework By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. The immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding Although students’ thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.
  11. 11. Educational Technology • Capture key content – access their own content at their convenience – LEARNER CONTROL • Able to Pause/ rewind/ Replay – Learner Control • Present Learning materials in a variety of formats • Multisensory • Excellent for Reviewing information at Assessment Time
  12. 12. Graphical Representation of the Theoretical Framework
  13. 13. Key Elements of the Flipped Classroom • Provide an opportunity for students to gain first exposure prior to class. • Provide an incentive for students to prepare for class. Task associated with points • Provide a mechanism to assess student understanding. • Provide in-class activities that focus on higher level cognitive activities.
  14. 14. Four Pillars of F-L-I-P Bergman & Sams Flexible Environment Learning Culture Intentional Content Professional Educator
  15. 15. Flexible Environment • Educators can create flexible spaces in which students choose when and where they learn. • Educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning. Learning Culture • The Flipped Learning model deliberately shifts instruction to a learner-centered approach where class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. Students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful. http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99
  16. 16. Intentional Content • Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding and procedural fluency. Educators use intentional content to maximize class time in order to adopt methods of student-centered, active learning strategies. Professional Educator • Professional educators continually observe their students, providing them with feedback relevant in the moment and assessing their work. • Professional educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism and tolerate controlled chaos in their classrooms. • http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99
  17. 17. Roles & Responsibilities of Students and Teachers Teacher and students engaged in • concept exploration • making meaning of content • Students take responsibility for their own learning Teacher acts as Coach/ Mentor/ Guide • Teacher helps students • Access Information • Process information • Develop critical thinking skills needed to problem solve • Set and monitor goals This aids in the development of skills needed by the 21st century worker
  18. 18. Thinking in the Flipped Classroom • Outside of class students are engaged in lower levels of cognition (gaining knowledge and comprehension) • Inside of the class they are focused on higher forms of cognition (application, analysis, synthesis, and/or evaluation) as they are supported by their peers and teacher.
  19. 19. Flipped Learning Experience Downloaded from http://www.knewton.com/flipped-classroom/
  20. 20. Traditional Classroom vs Flipped Classroom OLD (BEFORE THE FLIP) NEW (AFTER THE FLIP) Before Class Students assigned something to read Students guided through learning module that asks and collects questions. Instructor prepares lecture. Instructor prepares learning opportunities. Beginning of Class Students have limited information about what to expect. Students have specific questions in mind to guide their learning Instructor makes general assumption about what is helpful. Instructor can anticipate where students need the most help. During Class Students try to follow along. Students practice performing the skills they are expected to learn. Instructor tries to get through all the material. Instructor guides the process with feedback and mini-lectures. Table downloaded from https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped Dr. Sacha Kopp
  21. 21. Traditional Classroom vs Flipped Classroom OLD (BEFORE THE FLIP) NEW (AFTER THE FLIP) After Class Students attempt the homework, usually with delayed feedback. Students continue applying their knowledge skills after clarification and feedback. Instructor grades past work. Instructor posts any additional explanations and resources as necessary and grades higher quality work. Office Hours Students want confirmation about what to study. Students are equipped to seek help where they know they need it. Instructor often repeats what was in lecture. Instructor continues guiding students toward deeper understanding. Table downloaded from https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped Dr. Sacha Kopp
  22. 22. Benefits of Flipping Your Classroom • Provides opportunity for differentiated learning • Students become independent learners • Promotes Active Learning- focused on developing higher order skills • Promotes peer interaction and collaboration • Individuals interact with content prior to class time • Learners get an opportunity for individualized attention • Learning becomes more prominent compared to teaching • Increased efficiency - maximizing class time
  23. 23. Benefits of Flipping Your Classroom • Time becomes available for students to collaborate with peers on projects, engage • more deeply with content, practice skills, and receive feedback on their progress. Teachers can devote • more time to coaching their students, helping them develop procedural fluency if needed, and inspiring and • assisting them with challenging projects that give them greater control over their own learning.
  24. 24. Arguments Against Flipping • Too much homework – • Lectures on video are monotonous • Not all students have access to technology outside of school • Not all students will complete their activity before class
  25. 25. Sample of flipped classroom • https://www.youtube.com/watch?v=7seuXKZNdp0 Cultivating Independent Thinkers Through Flipped Learning - Hamlet
  26. 26. The Four Phases of a Flipped Classroom • Experiential Engagement: The Activity • Concept Exploration: The What • Meaning Making: The So What • Demonstration: The Now What
  27. 27. The Flipped Classroom Model
  28. 28. Experiential Exercise • Hands-on Activity that engages the student • They are engaged in making connections between their experience and creating meaning • Interest heightens because of experience – Desire to learn more • Content rich videos – Khan Academy; Teacher Tube etc
  29. 29. Creating a Flipped Classroom • http://www.youtube.com/watch?v=pkWSR9JJOsA Ted Ed
  30. 30. Assessment in a Flipped Classroom • An incentive is offered for students who come to class prepared • Vary Assessments - online quizzes to worksheets to short writing assignments, • Immediate and meaningful feedback • Grading for completion and understanding rather than effort • Diagnostic Information collected by the teacher
  31. 31. Deciding Which Lesson to Flip • First, teachers should choose a topic that can be explained in 15 minutes or less. • The flipped classroom approach works best with topics that students can understand relatively well on their own. • Teachers can use a variety of free resources to create and upload videos of their lessons, or they can turn to free, existing videos that explain their chosen topic.
  32. 32. Flipped Classrooms at Sam Sharpe Teachers College • https://www.schoology.com/group/90405311 Mrs. Michele McFarlane • https://www.schoology.com/course/87893239/materials Ms. Monica Campbell
  33. 33. Resources • www.youtube.com.edu • www.knowmia.com • www.ted.ed WEBQUEST • www.zunal.com • http://www.knowmia.com/watch/lesson/32443 • Video notes http://www.videonot.es/edit/0B-rJVITyt9uPQUU1SW1qaVhIdkE
  34. 34. Tips on Preparing Videos • The teacher must have a good grasp of the content • Must understand his/her audience – their needs and preferences • Must be able to make connections – relevance http://www.knowmia.com/browse/all-other-subjects/all-other-lessons Windows moviemaker No Experts Needed just Committed & Experienced Teachers
  35. 35. Let’s be resolute that we will Maximize our Teaching Opportunities in order to Ensure that Our Learners Understand! “Be the change that you wish to see in the world.” Mahatma Gandhi
  36. 36. I Thank You Contact Information Email - michele.pinnock@gmail.com Telephone- 876-405-8195 Together We Can Make the World a Better Place ! Just You and Me
  37. 37. Reference Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to creating an inclusive learning environment. Journal of Economic Education, 30- 43. • Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved March 4, 2013, from Center for the Integration of Research, Teaching and Learning Network (CIRTL): http://www.cirtl.net/node/7788 • White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4, 2013, from Hybrid Classroom: http://hybridclassroom.com/blog/?p=819 • Flipped Learning. Retrieved March 2, 2013. http://flipped- learning.com/?p=1073#more-1073 • The Innovative Educator. Retrieved March 1, 2013. http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html
  38. 38. Reference Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to creating an inclusive learning environment. Journal of Economic Education, 30- 43. • Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved March 4, 2013, from Center for the Integration of Research, Teaching and Learning Network (CIRTL): http://www.cirtl.net/node/7788 • White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4, 2013, from Hybrid Classroom: http://hybridclassroom.com/blog/?p=819 • Flipped Learning. Retrieved March 2, 2013. http://flipped- learning.com/?p=1073#more-1073 • The Innovative Educator. Retrieved March 1, 2013. http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html
  39. 39. Flipped Learning Resources • http://blogs.ubc.ca/centre/tag/flipped-classroom/ • http://uwstoutmobilelearning.wikispaces.com/Flipped+Classrooms • http://www.flippedlearning.org/research • http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/ LitReview_FlippedLearning.pdf • https://www.youtube.com/watch?v=21BR6vqYWC8&list=UU8oHpCxTqt2Hm ATxM5pvUPg&index=1&feature=plcp • http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/ HigherEdWhitePaper%20FINAL.pdf • http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/ FLIP_handout_FNL_Web.pdf • http://net.educause.edu/ir/library/pdf/ELI7081.pdf
  40. 40. Flipped Learning Resources • http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom- model-a-full-picture/ • http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?s equence=1 • https://www.uwstout.edu/soe/profdev/resources/flippedclassroom.cfm • http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/ • http://www.edweb.net/michelepinnock_1790832/userSettings • http://www.watchknowlearn.org/Video.aspx?VideoID=24965&CategoryID=6092 • https://www.udemy.com/online-video-to-flip-the-classroom/
  41. 41. Articles http://net.educause.edu/ir/library/pdf/ELI7081.pdf http://www.flippedlearning.org/cms/lib07/VA01923112/Centri city/Domain/41/FLIP_handout_FNL_Web.pdf

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