This document outlines an agenda for a professional development seminar on implementing flipped classroom techniques for science teachers. The day-long seminar will cover the essential elements of a flipped classroom, creating online video lessons, developing student accountability, and incorporating educational technologies and hands-on activities to enhance science instruction in a student-centered learning environment. Attendees will learn strategies for flipping their own classrooms and have opportunities to collaborate with others on developing flipped lesson resources.
Meet the Polar Bears & Help Change the World -
Join us for a unique opportunity as we connect virtually for a live presentation from the Canadian tundra in Churchill, Manitoba. You'll hear from leading scientists and learn about the impact climate change is having on polar bear habitats. In addition, we will provide ongoing opportunities for you and your students to make a positive change in your schools, communities, and around the world through the Siemens We Can Change the World Challenge, the premier national K–12 environmental sustainability competition
This is my presentation slide deck with all the links to the materials and resources from my plenary at King Saud University. The presentation looked at how we can resist the changes technology is forcing into the classroom or how we can welcome them, adapt our teaching style to them and make technology a positive force for change.
Presentation for the South Australian Science Teacher's Association conference at Brighton Secondary College on Monday 18th and Tuesday 19th April, 2016.
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
Meet the Polar Bears & Help Change the World -
Join us for a unique opportunity as we connect virtually for a live presentation from the Canadian tundra in Churchill, Manitoba. You'll hear from leading scientists and learn about the impact climate change is having on polar bear habitats. In addition, we will provide ongoing opportunities for you and your students to make a positive change in your schools, communities, and around the world through the Siemens We Can Change the World Challenge, the premier national K–12 environmental sustainability competition
This is my presentation slide deck with all the links to the materials and resources from my plenary at King Saud University. The presentation looked at how we can resist the changes technology is forcing into the classroom or how we can welcome them, adapt our teaching style to them and make technology a positive force for change.
Presentation for the South Australian Science Teacher's Association conference at Brighton Secondary College on Monday 18th and Tuesday 19th April, 2016.
Learn about SBAC's definition for formative assessment and tech tools that can be used to gather student data, give feedback, and capture student thinking.
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4. Brian S. Miller
La Salle High School Pasadena, CA
30 Year Science Educator
(Chemistry, Biology, Physics, Anatomy, Environmental
Science)
SMART Board Consultant
Socratic Chemistry Founder
SOPHIA Featured Teacher
NSTA & CSTA Presenter
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www.youtube.com/user/SMARTERTEACHER
@SMARTETEACHER or @ScienceRoom229
5. • Graduate Credit for Professional
Development from Brandman
University pD-E
• Resources Page -p80
• Notes -p82
• Evaluation – p89
• Page Notations
Page
6. OUR DAY 8:00 – 8:30 - Arrival
8:35 – 9:00 - Introductions and Housekeeping
9:00 – 10:00 - The Essentials of Flipping
10:00 – 10:15 - Break
10:15 – 10:45 - Stepping Stones to Flipping
10:45 – 11:15 - Creating Accountability
11:15 – 11:45 - Starting With Online Videos
11:45 – 1:00 - Lunch
1:00 – 2:00 - Lets Make a Resource
2:00 – 2:10 - Break
2:10 – 2:50 - Back to Your Classroom
2:50 – 3:00 - WPA’s and Closure
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Objectives
By the end of the day you should be able to
• Explain how you could get started in implementing a successful flipped
classroom for your science discipline.
• List tools for using mobile technology to create “flipped” learning
experiences for your students
• Design effective flipped science lessons with highly effective apps and
other tech tools to meet the needs of your students
• Identify Step-by-step techniques for using the flipped classroom to
effectively teach rigorous science skills and concepts, including those
aligned with the Next Generation Science Standards
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Objectives
By the end of the day you should be able to
• Explain how to create a more accessible learning environment for all
students
• Identify creative ways to reach students in their world through online tools
and media they already use
• Initiate innovative, student-centered strategies to implement the flipped
classroom in secondary science classes
• Identify Low-cost and no-cost ideas for flipping your classroom for
science.
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Objectives
By the end of the day you should be able to
• Evaluate what is new in educational technology, including apps and
outstanding software that are ideal for differentiated learning in a flipped
classroom
• List ways to fully involve ALL of your students during in-class learning
• Step-by-step instructions for creating effective videotaped lessons that
can be used to pre-teach, re-teach and strengthen understanding
• Identify Proven techniques to involve students in “seeing and doing”
science with effective video clips that enhance your science instruction
10. INTRODUCTORY QUESTIONS
1. After looking over the objectives, what questions do you feel are most
important for your purposes in attending today’s seminar?
2. Are there any other questions or concepts that are not represented in
the objectives that you would like to see addressed?
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THE PARABLE OF THE STONES
A man was out walking in the desert when a voice said to him, "Pick
up some pebbles and put them in your pocket, and tomorrow you
will be both happy and sad."
The man obeyed. He stooped down and picked up a handful of
pebbles and put them in his pocket. The next morning he reached
into his pocket and found diamonds, sapphires, rubies and
emeralds.
And he was both happy and sad.
Happy he had taken some - sad that he hadn't taken more.
38. 13-18
7 STEPPING STONES TO
A FLIPPED CLASSROOM
• BRAINSTORM
• CREATE
• DESIGN
• PREPARE
• SET OUTCOMES
• BUILD A LIBRARY
• CREATE A PORTAL
39. 7 STEPPING STONES TO A FLIPPED CLASSROOM
BRAINSTORM CREATE
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40. 7 STEPPING STONES TO A FLIPPED CLASSROOM
DESIGN PREPARE
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41. 7 STEPPING STONES TO A FLIPPED CLASSROOM
SET OUTCOMES
BUILD A
LIBRARY
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13-18
42. 7 STEPPING STONES TO A FLIPPED CLASSROOM
C R E AT E A P O R TA L START FLIPPING
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43. 19-24
CREATING ACCOUNTABILITY IN THE
FLIPPED CLASSROOM
• C - CHOICE
• A – ACCOUNTABILITY
• N – NO EXCUSES
• T – THREE BEFORE ME
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49. CHECKPOINT QUESTIONS
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• How do you see student accountability and the flipped lesson
format playing a role in your classroom environment?
• What methods do you currently utilize to hold students
accountable in your traditional classroom? How can these be
adapted to the flipped lesson format?
• What methods do currently utilize in your use of the flipped
lesson format to maintain and encourage student accountability?
50. BENEFITS OF THE FLIPPED CLASSROOM
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• Students can take ownership of their learning.
• Teachers can create or select educationally entertaining videos to
capture student attention, instead of having students absorb through
textbooks and homework problems.
• The classroom becomes a student centered learning environment,
rather than teacher directed a content driven.
• Students receive instant feedback in class as they are problem
solving.
51. BENEFITS OF THE FLIPPED CLASSROOM
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• Students are not as frustrated because they can ask questions
immediately and work through confusion.
• Teachers can revisit concepts that trip-up students and reform the
pace of the lesson plan based on feedback.
• Students do not have to rely on parents, tutors or potentially
inaccurate internet sources to work through tough problems.
• Teachers can provide options to students with different learning styles
and offer more one-on-one time.
52. BENEFITS OF THE FLIPPED CLASSROOM
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• Students who are absent or miss class due to school activities have
access to the content delivery outside of the classroom.
• Administrators, colleagues and parents have access to the content
being delivered in your classroom.
• More time to allow for student involvement in Project Based Learning,
Inquiry Based Learning, and Gamification.
• Development of Critical Thinking, Communication and Collaborative
skill sets through increased interaction between students and
teachers in the classroom.
53. POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
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• Not all students have access to at-home technology.
• Not all teachers are tech savvy enough to master the flipped
classroom model, and schools may need to adopt additional hiring
criteria for new teachers.
• The method relies on students watching the videos and potentially
fails if they do not.
54. POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
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• Teachers may be at a loss as what to do with in-class time. Teachers
are more reliant on student feedback and questions to drive daily
interaction.
• With the emphasis on out of class lessons, some ask why we need
teachers, and insist the flipped classroom too closely resembles a
hands-off online learning environment.
• Educators need time to develop online content and create a student
centered learning environment, through Inquiry and Project Based
Learning methods.
65. CREATING YOUR OWN VIDEOS?
SHORT
37-43
ONE (1) MINUTE PER GRADE LEVEL.
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66. CREATING YOUR OWN VIDEOS?
INTERESTING
37-43
WOULD YOU WATCH YOUR VIDEO?
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67. CREATING YOUR OWN VIDEOS?
MEANINGFUL
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73. CREATING YOUR OWN VIDEOS?
EXCITING
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74. PLANNING THE VIDEO LESSON
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Introduction - Introduce the puropose of the video. Identify the
concept and create a connection to previous knowledge if necessary.
Objectives - Identify 1 or 2 objectives or standards that will be
addressed in the video. Whenever possible list Common Core or State
Standards or Next Generation Science Standards met by the concepts
in the video.
Overview - Provide a brief explanation of the concept that will be
modeled in the lesson. Include new vocabulary, skills necessary and
other related materials.
75. PLANNING THE VIDEO LESSON
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Examples - Model concept providing as many examples as possible.
Keep in mind lesson link. If necessary make more than one video to
provide additional examples and solutions.
Self Assess – Provide opportunities troughout the lesson for students to
check their understanding. Encourage students to pause the lesson in
order to answer questions, think about the concept or complete a
sample problem.
76. PLANNING THE VIDEO LESSON
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Going Further – Provide opportunities for students to continue to explore
the concept through additional sample problems, further research, articles,
websites or additional videos to add to the knowledge base. Add higher
order questions to help students synthesize the content into a knowledge
base that can transition back to the classroom.
Closure – Bring the lesson to a close by revisiting the objectives or
standards that were demonstrated in the video lesson. There is no need to
summarize or repeat the key concepts as this will only increase video time.
Students always have the option to re-watch any part of the video as many
times as may be necessary.
77. The more organized and prepared you are, the less re-
takes and editing you will have to do later.
The editing process can deplete your energy and waste
your valuable time.
37-43
78. SOFTWARE FOR FLIPPING
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FIND ONE OR TWO THAT
WORK FOR YOU.
79. SOFTWARE FOR FLIPPING
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YOU CAN KEEP IT
SIMPLEOR YOU CAN
PRODUCE EPICS, WHAT
ARE THE NEEDS OF YOUR
STUDENTS.
80. SOFTWARE FOR FLIPPING
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81. MAKING A FLIPPED DIGITAL RESOURCE
48-55
http://www.screencast-o-matic.com
85. BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
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Four basic models of the flipped classroom include:
• Traditional Flipped Model
• Inquiry Based Approach
• The Flipped Mastery Approach
• Project Based Learning
86. BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75
• Traditional Flipped Model
87. BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75
• Inquiry Based Approach
88. BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75
• The Flipped Mastery Approach
89. BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75
• Project Based Learning
90.
91.
92. Pick up your certifictes on the registration tab