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The Flipped Classroom
RIMS CTAP
March 5.2013
Introductions
Your hosts
– Tim Downey
– Molly Large
– Yma Marañon-Davis
– Jenny Thomas
And you are...
– Name
– District
– Role
– 1 thing you are
hoping to get from
this session
Lecture at
home
Practice at
School
Why Flip?
• Too much content for schedule
• Lots of absences
• Move from algorithms to concepts
• Place high cognitive load activities in the
classroom with teacher accessibility
Standard Day
Warm up - 5 minutes
Homework review - 10 minutes
Direct instruction - 25 minutes
Practice - 10 minutes
A Different Model
Question
Think
Poll
Discuss
Re-poll
Explain
Thermal Expansion
Question & Think
Consider a rectangular metal
plate with a circular
hole in it.
When the plate is uniformly heated, the
diameter of the hole...
A. increases.
B. decreases.
C. stays the same.
From Eric Mazur, CISC Presentation
3/21/13
Poll
Polleverywhere.com
http://www.PollEv.com/mlarge
Discuss
At your table, work in groups of no more than 3.
1. Discuss your answers.
2. Explain your reasoning.
3. Use evidence from the instructional video.
4. See if you can convince the other person.
Re-poll
Polleverywhere.com
http://www.PollEv.com/mlarge
What Happened?
You...
• made a commitment.
• externalized your answer.
• moved from answer/fact to reasoning.
• became emotionally invested in the learning
process.
Correct Answer?
When the plate is uniformly heated, the
diameter of the hole increases.
Explain
Explain
From Questions to Concepts
Discuss
What strategies does Mazur advocate for
building better understanding?
What instructional shifts must take place in
order to implement a process such as
Mazur's?
You can forget facts but you
cannot forget understanding.
Dr. Eric Mazur
Explore, Explain, Apply Model
• Explore: community activity
– Mid-range cognitive level
– Building background knowledge
• Explain: individual learning
– Low cognitive level
– Direct instruction
• Apply: community activity
– High cognitive level
– Transfer of knowledge and skills
Flipping and Bloom’s
Create
Evaluate
Analyze
Apply
Understand
Remember
Create
Evaluate
Analyze
Apply
Understand
Remember
Create
Evaluate
Analyze
Apply
Understand
Remember
Traditional Model
Create
Evaluate
Analyze
Apply
Understand
Remember
Home
Class
Flipped Model
Create
Evaluate
Analyze
Apply
Understand
Remember
Home
Class
Why "Explore"?
• Builds background
knowledge
• Raise questions
– Open-ended
– Meaningful
• Create interest
– Be provocative
• Stimulate thinking
– Reflection
– What if…
Explore
Introduction to Mass and Density
Discuss
Remember that we have been learning about
mass and density…
• What questions about mass and density does
this video raise?
or
• What went wrong for Indiana Jones?
• Design a way Indiana could have successfully
replaced the gold statue using sand.
Why "Explain"?
• Teach concept
• Input phase
• First best instruction
• Address misconceptions
• Re-teaching Explain
Why "Apply"?
• Higher cognitive
domain
• Greater depth of
knowledge
• Transfer from facts to
understanding
Apply
The problem with education
is not one of
engineering, but one of
design.
Farbood Nivi, grockit.com
Your Turn: 5 minutes
1. Save a copy of the Flipped Classroom
Planning Document to your Google account:
http://goo.gl/hYkDt
2. Think about “explore activity” that is relevant
to your grade level and subject area
3. Identify purpose and cognitive level for
activity
Resources for Explore
http://ctap10.org/flip
Explore Apply
Screencasting
A screencast is a digital recording of computer
screen output often containing audio
narration–sometimes called a video screen
capture.
Screencasting
Flip instruction by exploring and/or content
Pre and post assessment
Other software tutorials
Slideshows or other student
projects Explain
Screencasting
Why Screencast?
Increased contact time between students and
teachers
Students take responsibility for their own
learning
Absences don't leave students behind
Content is archived for review or remediation
Student engagement in learning
Students can get a personalized education
Screencast-o-matic
vs.
Educreations
Four Ways to Multiply Example-Screencast
Four Ways to Multiply Example-Educreations
Edmodo
http://www.edmodo.com
Using Edmodo
Using Edmodo
Vehicle to the Future
Discuss
How is Flipped Classroom different for these
teachers from the "flavor of the month"
initiatives they mentioned?
Resources for Direct Instruction
Explain
Resources for Direct Instruction
Explain
Resources for Direct Instruction
Explain
Lunch
The Flipped Classroom is Not...
Reflection Discussion
Now that you’ve explored the flipped model in
more depth, how would you define “flipped
classroom” to other teachers at your site?
Google Forms
Explain
Google Forms – Your Turn!
Apply
Lesson Plan Template
Explain Apply
Final Considerations
• Explaining to administration
• Explaining to parents
• Access, equity, and accessibility
Parent Concerns
• Flipping is not abdication of teaching
• Flipping is not expecting parents to teach
Engaging Parents in Flipped Model
• Engagement with child to watch video
together
• Higher level, academic conversations with
their child based on the flipped lesson
• Like CCSS ELA shift in questioning from
text, parents can question from video
• Meaningful and purposeful academic
discussions
Administration Concerns
• Flipping is not abdication of teaching
• Students who do not have access at home
• Ensuring that students do the flipped
homework
Evaluation
• Please help us make this workshop better!
http://ctap10.org
 Professional Development
 Workshop Evaluations
Thank you for your participation!

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