Flip your science instruction ss

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flipped4science.blogspot.com
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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
NSTA & CSTA Presenter

• Graduate Credit for
Professional Development
from Brandman University
pA-E
• Resources Page -p80
• Notes -p82
• Evaluation – p89
• Page NotationsP

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

2
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

2
Objectives
• 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.

2
Objectives
• 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

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?
3

4
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.

5-11
Four Essential Elements of the
Flipped Classroom
• Student Centered Environment
• Teacher as Learning Facilitator
• Content Delivery Resources
• Higher-Order Questions

5-11
Student Centered Environment

5-11
The Teacher as Facilitator

5-11
Content Delivery Resources
Offer Choice
Provide Opportunity
Maintain Equal Footing

5-11
Higher Order Questions

CHECKPOINT QUESTIONS
12
• Where are you at currently, in regards to using the
flipped lesson format?
• What do you need to do to begin/increase/continue
your flipped learning classroom? What are the
obstacles you need to overcome?
• What has fueled your interest in the flipped learning
format?

Rebecca Navarro – Program
Manager

NGSS
STEM
STEAM

13-18
7 STEPPING STONES TO
A FLIPPED CLASSROOM
• BRAINSTORM
• CREATE
• DESIGN
• PREPARE
• SET OUTCOMES
• BUILD A LIBRARY
• CREATE A PORTAL

7 STEPPING STONES TO A FLIPPED CLASSROOM
BRAINSTORM CREATE
13-18

DESIGN PREPARE
13-18

SET OUTCOMES
BUILD A
LIBRARY
13-18

C R E AT E A P O R TA L START FLIPPING
13-18

19-24
CREATING ACCOUNTABILITY IN THE
FLIPPED CLASSROOM
• C - CHOICE
• A – ACCOUNTABILITY
• N – NO EXCUSES
• T – THREE BEFORE ME

19-24
C - CHOICE

19-24
A - ACCOUNTABILITY

19-24
N – No Excuses

19-24
T – Three Before Me

25
• 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?

BENEFITS OF THE FLIPPED CLASSROOM
27
• 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.

27
• 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.

27
• 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.

POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
28
• 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.

POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
28
• 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.

START FLIPPING WITH VIDEOS ONLINE , NOW!!!
29-35

START FLIPPING WITH VIDEOS ONLINE , NOW!!!
29-35 smarterteacher@gmail.com
IF IT AIN’T BROKE DON’T FIX IT!!!
VIEW BEFORE ASSIGNING
• CONTENT
• VOCABULARY
• LEARNING GOALS & OBJECTIVES
• GRADE LEVEL
• SAFETY

25
• What online resources do you currently utilize to find, use,
and introduce media, for your flipped lesson format?
• What format are you currently using to share your flipped
lessons with your students for your classroom
environment?

CREATING YOUR OWN VIDEOS?
KEEP IT SIMPLE!!!
37-43

SHORT
37-43
ONE (1) MINUTE PER GRADE LEVEL.

INTERESTING
37-43
WOULD YOU WATCH YOUR VIDEO?

MEANINGFUL

PLANNED
37-43
STORY BOARD
ON PAGE 44

LEARNING TOOL
37-43

EXCITING

PLANNING THE VIDEO LESSON
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.

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.

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.

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

SOFTWARE FOR FLIPPING
FIND ONE OR TWO
THAT WORK FOR YOU.

YOU CAN KEEP IT
SIMPLEOR YOU CAN
PRODUCE EPICS,
WHAT ARE THE NEEDS
OF YOUR STUDENTS.

MAKING A FLIPPED DIGITAL RESOURCE
48-55
http://www.screencast-o-matic.com

TECHNOLOGY
“You can be a good teacher and never use
technology and technology will never turn a bad
teacher into a good one.
However, a good teacher who uses technology
well, can make great things happen.”
- Rushton Hurley

BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
Four basic models of the flipped classroom include:
• Traditional Flipped Model
• Inquiry Based Approach
• The Flipped Mastery Approach
• Project Based Learning

71-75
• Traditional Flipped Model

71-75
• Inquiry Based Approach

71-75
• The Flipped Mastery Approach

71-75
• Project Based Learning

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Flip your science instruction ss

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