This document provides an overview of a professional development workshop that utilizes flipped classroom techniques and technology tools. The workshop agenda is outlined which includes segments for talking and listening, doing hands-on activities, and synthesizing the information. The document encourages participants to stop just talking and to actively engage in discussion and activities. It also promotes using technology for face-to-face interaction and providing online access to information.

1. FLIPPED!
Professional
Development
Meets 2.0
Technology
Elizabeth Fogarty, PhD
East Carolina University
fogartye@ecu.edu
www.lizfogarty.com
NAGC
2013
Professional Development
Network

3. I hear and I forget.
I see and I remember.
I do and I understand.
- Confucious

6. http://blog.straightnorth.com/praise-beyond-bullet-points-ive-seen-the-light/

7. Avenues to Professional
Development Online: Technology
Tips and Tools for Professional
Development in Gifted Education
Dr. Catherine Little
Dr. Brian Housand
Gifted Child Today
October 2011

9. We’ve got to stop talking!
Talk &
Listen
30 minutes
Do
30 minutes
Synthesize
30 minutes

10. Professional
Development Ideas

11. Talk &
Listen
30 minutes
Do
30 minutes
Synthesize
30 minutes

12. Provide Access to
Information Online

16. PD
Flipping the Classroom
Exit Ticket
Ticket for Entry

17. Use
Google
Docs

18. Technology for Face to
Face Interaction

24. Credit to Dr. Shelagh Gallagher

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26. Sam Edder
=
Albert
Einstein

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28. Albert Wright
=
Abraham
Lincoln

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30. A Terman Study
Participant
IQ = 180+
Sarah Lang
=
Sarah Lang
Kindergarten
Teacher

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32. Mike Grost = Mike Grost

34. PD Through Asynchronous
Online Discussion

35. Talk &
Listen
30 minutes
Do
30 minutes
Synthesize
30 minutes

37. Learning Differences:
Preferences for Expression
You are about to be given an assignment
 On a piece of paper rank from highest (1)
to lowest (5) your preferred expression
style






Draw
Act
Build
Sing
Write

38. The Assignment: Groups

In a minute you will find your group – they are others
who:




Least want
Least want
Least want
Least want
to
to
to
to
draw
act
build
sing

39. Assignment
Using your least favorite
expression style, you will work
with others in your group to create
a representation
to
explain differentiation
that you will then share with the
group.

40. The Assignment: Groups



How do you feel about the assignment you’re about
to do?
Are you excited about the assignment?
Imagine being a child for whom reading and writing is
a constant struggle…

41. The Assignment: Groups

This simulation, however, is a bit like using remedial
instruction. If we never let students do what they like
and are good at, we never see their potential. We also
do not fulfill their need for power, fun, freedom.

42. The Actual Assignment
The actual assignment is to work with those in
your MOST preferred learning style in order
to create the representation about
differentiation.

43. {

47. www.edublogs.com

48. Video Conferencing

52. Strongly Agree … Agree … Disagree
… Strongly Disagree

61. Constructing and
Facilitating an Online and
Ongoing Community

64. Talk &
Listen
30 minutes
Do
30 minutes
Synthesize
30 minutes

65. Use
Google
Docs