1. +
Flipped teaching
Innovate 2013

2. +
Some study that I used to know –
How much do you remember from high school?

3. +
Some study that I used to know
 (Student)
Now and then I think of what I learned in high school
Like AP Bio and British Literature
Is that igneous or metamorphic
I don’t need to write an iambic
I’ll admit I know shit about Millard Fillmore
 Why did I have to learn this stuff?
It is never coming handy;
Never used it for nothing
Why did we read the Scarlet Letter?
Puritans are boring even when one is a slut

4. +
Some study that I used to know
 There's actually one thing I still know
Eli Whitney he invented the cotton gin
Definitely do not need that though
Now it's just a study that I use to know
Now it's just a study that I use to know
 (Teacher)
Now and then I think of all the things I taught you…
Every hand out with a Farside Cartoon appropo
You don’t want to live that way
Forgetting every word I say
You said you'd never let it go
I guess mneumonic devices just wasn’t enough for you though
 You really freaking pissed me off
I worked so hard to teach you something, now you don’t know nothing
What does the conch symobolise or anything beyond the first three digits of pi?
And what about SohCahToa or asexual reproduction of the Protozoa
I guess you didn’t need that though
Now it’s just a study that you use to know
A study (I use to know)
Now it’s just a study that you use to know (I use to know, I use to know)

5. +
Math Problem:
In high school, students are in class for approximately 1,000
hours per year. How many years of school have you attended?
Approximately how many hours have you been a student in a
classroom?

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Psychology Question:
Reflect on this line from the song:
“Why did I have to learn this stuff? It has never come in handy,
never used it for nothing.” On a scale from 1 (not at all) to 7
(completely agree), how much do you agree with the singer’s
sentiment? Why or why not?

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Innovate sessions attended
 The IB Biological clock is ticking: getting dirty with a flipped
model – Amaral Cunha (Graded School) and Rory Newcomb
(American School of Bombay)
 The promise of blended learning: – Joel Cohen, Antoine
Delaitre, Seth Hubbert (French American International School in
San Francisco)
 Outline
 What is flip?
 Why flip?
 How flip?

8. +
What is flipped teaching?

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What is driving it?
Learn almost
anything for free

11. +
 http://www.youtube.com/watch?v=fru7IBsgZAQ
 http://www.youtube.com/watch?v=aubZU0iWtgI

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Why flip?
 All kids are different and learn
differently
 Students decide when they want to
watch the video, study at their own
pace, can stop, rewind, fast forward
 Can challenge students at
appropriate level instead of going
for the middle ground
 Frees up time to do meaningful
activities in the class
 Responsibility for their own learning

13. +
Student testimonials
 http://www.internationalsf.org/21stCentury
 My grade 10 class

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Videos

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 Flip this lesson
 Create customized lesson plan to assign to students
 Sharing – Flipping a flip
 Creating – Get involved

16. +
Paul Anderson

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 Teach what you know
 Captures your voice and handwriting
 Learn what you don’t

18. +
Screen casting
Create your own videos!

19. +
Study tools: checking for
understanding

20. +
Self assessment: Quizlet

21. +
Self assessment

22. +
Self assessment: Google form

23. +
i-Mind map

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3. Social network

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Ning

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Facebook
 One billion users
 Share various media: posts, articles, videos, photos, links, etc.
 Facebook page versus personal regular accounts
 https://www.facebook.com/IBGeography
 https://www.facebook.com/larevolution.francaise

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Final thoughts
 Flipped model makes classroom experience more engaging
 Digitalization of teacher and presence in student’s online world
creates connection with students