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The Flipped Classroom: Getting Started


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I recently gave a webinar on getting started with the flipped classroom. Lots of good questions - seems like many teachers see the value in using "flipping" to redefine their classrooms. They recognize that the traditional classroom was filled with a lot of lower-order, information transmission that can be off loaded to "homework" via content-rich websites and videos. That frees up more classroom time as a center for student interaction, production and reflection.

While some may think flipping is all about watching videos, it's really about creating more time for in-class student collaboration, inquiry, and interaction. It's also is a powerful catalyst for transforming the teacher from content transmission to instructional designer and changing students from passive consumers of information into active learners taking a more collaborative and self-directed role in their learning.

In this webinar I address the opportunities and challenges, introduce some fundamentals and offer suggestions for getting started in a feasible way. I suspect that before long, flipping will no longer be as a fad, but simply another way point in the transition to learning environments that blend the best of face-to-face and online learning.

Published in: Education, Technology
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The Flipped Classroom: Getting Started

  1. 1. The Flipped Classroom: Quick StartSlide deck from awebinar by Peter
  2. 2. For more on “flipping” and myteaching resources / workshops / webinars My blog: “Copy / Paste” My posts tagged flipped-classroom Follow me on Twitter @edteck I was flipping my class starting in the ‘80’s, but didn’t call it that. Two examples: and
  3. 3. Information flow in the traditional classroom Teachers “knew” the Students information. “got” it from teachers and proved they Just the old model of “learned” it. “teaching as telling.”
  4. 4. The Teacher - gatekeeperTraditional deciding what’s important to knowClassroom and be able to do. Content delivered to the student during class time. Student asked to “assimilate” the learning outside of classroom via homework. Student - content consumer.
  5. 5. The essentials of theflipped classroom ... 1.Redefines the classroom as a center for student interaction / production. 2.Shifts the transfer of information and skills to the “homework.” 3.Redefines roles of teacher and student.
  6. 6. Guard against flipping hype. It’s NOT: A new instructional method A replacement for teachers A video substitute for homework
  7. 7. Flipping’s not a fad about watching videos. It’s about student collaboration, inquiry, and reflection. See my posts onstudent motivation
  8. 8. For a visual overview, see my post:"The Flipped Classroom: An Infographic Explanation"
  9. 9. How does flipping change the role of teacher? You no longer simply deliver content. You become an instructional designer and coach. You’re free during class time to work with your students.
  10. 10. Benefits for teachers You get to see your students at work - interacting in collaborative groups. Now you’re free during class time to assist your students individually. You can group struggling students and create a tutorial group.
  11. 11. Challenges for teachers You now have a new job - learning designer. If you cant get kids to read their homework - will they watch a video? Where do you get the video content?
  12. 12. Talking to parents and administrators? Tell your principal you found ways to get to PBL, inquiry based, student centered, differentiation, peer instruction. Tell parents you can now observe how their child performs at higher level tasks. Tell them both it’s part of and approach that blends in-class and online resources. And flipping expands teaching and learning beyond the classroom and the school day.
  13. 13. How does flipping change the role of the student?
  14. 14. In the flipped classroom, the student:• Shifts from passive consumer of information to active learner.• Has more control of pace of learning while watching videos.• Enjoys more peer interaction both in-class and online.
  15. 15. Your students are ready to take more control -There’s a new digital landscape outside school.Technology has put students in charge of theinformation they access, store, analyze and share. Text
  16. 16. Benefits for students at home
  17. 17. Is free to stop and re-watchAt home, the student the video without appearing to be “slow.” Can skim quickly over material they already know. Can review content as needed. Doesn’t miss out, if they are absent from class. iStockphoto #9780512
  18. 18. Benefits for studentswhen in class Dont struggle with assignments at home - working on them in class and getting assistance from peers and teacher. Become active learners - discussing, challenging, explaining, critiquing. Students no longer stuck at pace of whole class.
  19. 19. Flipping is a way to improve order thinking skills (HOTS)If you currently lecture, when are the HOTS being used?Now the classroom is center for HOTS.Class time for discussion, debate, Socratic seminar, project-based learning, reenactments, collaboration, presentations.
  20. 20. •They set the pace of their home viewing.•Get to figure out their own approaches in class, rather than just learn “the facts.”•Share their thinking with their peers and compare approached.•Can reflect on their progress as learners. Students can take increasingImage credit: iStockphoto / 4301781 responsibility for their learning
  21. 21. But there’s also challenges for studentsWill need to shift from passive listening.Need to be able to work independently at home.May need to increase total time on academics.Their past grades might be based on their memorizing skills.~ What if they have to figure it out? iStockphoto File # 14041655
  22. 22. The Flipped Classroom starts with one question:what is the best use of my face-to-face class time? ~ Jonathan Bergmann link
  23. 23. Key design questions 1. What “lower-order” content of the unit am I currently delivering via lecture? 2. Could parts of lecture can be shifted to homework via video or other web content? 3. What classroom activities would I now have time for? 4. What web resources exist (or could we create) to support those activities?
  24. 24. A basic framework 1. Begin by setting the stage in class - activity, brief demo, pose a problem (Goal - a reason to watch the video) 2. Deliver content in short videos - watch with a purpose through guiding questions. (Interact with peers online?) 3. Then back in class - apply the learning in a student-centered activity. Could lead back into the or to teacher-delivered content.
  25. 25. Keep it flexible - Multiple, bite-size videos Some student Could use might prefervideo to foster reading or curiosity interactiveand introduce a website. new unit. Use lecture to conclude unit when students have a “need-to-know” and can frame their own questions .
  26. 26. What if your students don’thave internet access at home? •Use classroom stations to view. •Utilize school / community libraries. •Burn some DVD’s or thumbdrives.
  27. 27. Few videos to share? Then focus on giving students more input on key instructional elements. Remember - it’s about the learning, not the videos!See my post: “The Four Negotiables of Student Centered Learning”
  28. 28. "Video itself will not help kids achievemore in your class.The flipped classroom is about makingconnections with learners anddifferentiating your instruction.The flipped class is an ideology, not amethodology."~ Brian Bennett link
  29. 29. TEDEd Why make yourTED Talks own videos,Vimeo when youTeacherTube could use?Khan Academy YouTube iTunes U ed collection
  30. 30. 1. Select any YouTube or TED video, it will publish to its own unique URL.2. Create MC and open-ended questions, and add additional readings or activities.3. Share the lesson with students via e-mail, Facebook, or Twitter. You can My post “Flip Any decide who gets to see that page. YouTube Video into a Lesson with TED-Ed4. Log in to see data on student Tools” viewings and question responses. IihqBy
  31. 31. • GroupMe - Discussion boards • Voicethread groups to collaborate around any type of multimedia • Animoto create collage video out of your content • Jing Screencapture • Google Ed Apps • Big Marker web conferencing bigmarker.comFree websites and apps
  32. 32. Why not let your students be video curators?
  33. 33. Student curated videos? 1. Pick a single upcoming lesson that you already plan to teach. 2. Recruit a few students to find existing online video material to support the lesson. 3. Work with the student team to develop an in- class activity that all students will do after viewing the video.
  34. 34. Student curated (con’t)4. Post (or link to) the video and ask full class to view and do in-class activity.5. Ask full class to evaluate the video and activity. Develop a rubric. My post: “How to Flip Your Classroom - and Get Your6. Repeat steps until you Students to Do the Work” get a good basis for student curated videos.
  35. 35. Use flipping with a pre-test
  36. 36. Pre-test model #1Teacher designs1. Students watch video or other content.2. Ask them to note what they understand and where they have questions.3. Students post their “knows” and “don’t knows” on a discussion board or poll.4. Teacher uses feedback to focus lesson on gaps.
  37. 37. Pre-test model #2 Students design1. Give a pre-test or student self-assessment.2. Let students decide which elements of an upcoming unit need video support.3. Then assign teams of students to find online content to support the gaps.4. Let students who “get it” teach their peers.
  38. 38. Giving students a design role, fosters digital literacy skills 1. find information 2. decode it 3. critically evaluate it 4. organize it into digital libraries 5. be able to share it with others 6. maintain a selective focus~ Adapted from David Warlick
  39. 39. See my Prezi on reflective schools
  40. 40. Two great waysto network with other teachers Search Twitter using hashtag #flipclass Flipped Class Network
  41. 41. For more on “flipping” and myteaching resources / workshops / webinars My blog: “Copy / Paste” My posts tagged flipped-classroom Follow me on Twitter @edteck I was flipping my class starting in the ‘80’s, but didn’t call it that. Two examples: and