This document presents information about flipped classrooms including: - A flipped classroom moves activities like lectures outside of class time and uses class time for hands-on work and discussions. - Benefits include personalized learning, one-on-one teacher time, and students learning at their own pace. Challenges include reliance on student preparation and increased screen time. - Steps for implementing a flipped classroom include getting buy-in, creating online resources, managing the classroom, providing technology training, and assigning content for homework. - An example lesson plan is provided that focuses on gas exchange in the lungs and uses a storytelling activity in groups.

2. Teaching Sciences 2 Project
By:
 Dania freij
 Hiba ammar
 Hanan Ezzdeen
 Aya kassem Almokdad
Presented to: Dr. Iman Shaban
June, 2020

3. What is Flipped classroom?
Why to Flip?
How to Flip a Class?
What flipped classroom focused on
Advantages !
Disadvantages !
Lesson Plan

4.  Is a model that combines online and face-to-face
learning spaces and experiences

7. A flipped classroom is an instructional strategy and a type
of blended learning  where students are introduced to
content at home and practice working through it at school.
Flipped classroom is one of the most popular trends in
education recently
It moves activities or homework into classroom and
watching online lectures, collaboration in online discussion,
or carryout research at home.

9. • Personalize
learning
• Work with
students one-
on-one
• Already
prepared
students
Teacher
• Instead of not
knowing to
help students
In homework
or solve it,
they are
watching and
learning with
their children
Parent
• Work at their
own space
• replay videos
whenever they
need
• Fast forward
and past the
parts
• pause videos
when needed
• write down
notes and
questions
Student

10.  If the problem is that students need help doing the
work rather than being introduced to the new
thinking behind the work then flip class
 As teacher we must keep up with the times and use
all the new educational techniques, as we educate
Ss for time other than the ours
 This generation is so good at using technology, they
love it and use it every day in their life. We must take
advantage of this love with technology in education.

12. 1) Buy in: Get your students, parents and administrators
on board with the flipped model
2) Creates recourses: these should be recourses for
instruction such as YouTube videos, online worksheets
3) Classroom management: just like a traditional model
flipped classroom requires classroom management, as
a teacher be sure to spend time in cooperate
expectation and procedure as this learning style maybe
new.

13. 4) Technology training: teacher should learn how to
create videos through YouTube channels, make playlist,
and students must be able to access and interact with on
line content
Now we get to the actual flipping
5) Assign content for homework: videos, hyperdocs
,interactive PowerPoint slides and much more, students
supposed to be able to access it interact with online
content
6) Students work on problems during class: students get
to work on the application of skills in class where a
teacher walks around the room and facilitates and help
students as needed

15. 7) Independent Learning : with a flipped classroom
students become independent Learners and have the
ability to move to a curriculum at their own pace
8) Peer Tutor: pair up your advanced students how
mastered the content beforehand with students having
a hard time completing the problems

16.  Student engagement
 Active learning
 Mixed levels
 Learner centered
 Exploration
 More personalized learning
experience for pupils
 Application-based activity
 Independent learning
 Peer torturing

18.  Previously, students were only exposed to one
source of information on a topic: that which the
teacher gave them in class.
 With flipped learning, they can explore much
more.
 They can access multiple sources, and equally
you can direct them towards sources from other
teachers, and more.
 This diversity will only increase their
comprehension of the subject.

19.  After students have engaged with digital content at home,
they can come to the classroom prepared with ideas and
questions.
 It’s a great way to involve students in shaping the
classroom sessions, and thereby nurture their sense of
responsibility.

20.  While students complete their courses,
assignments, and exams, the corresponding results
and statistics are immediately recorded.
 Instructors can use these statistics to better track the
progress of students and find patterns in their
results.
 It makes it easier to have a clear idea of what topics
student's, individually and as a group, struggle with
the most.
 Furthermore, it allows teacher to identify errors in
their approach or concept application.

21.  It used to be that, if a student missed a lesson,
they missed learning something, but this is not
the case with flipped learning.
 Students engage with a lesson on their own time,
and away from school, absence need not detract
from them learning the material.

22.  The project-based work that now takes place in
the classroom need not be on an individual
basis.
 A flipped classroom enables students to spend
more time collaborating with one another: not
only a great way to learn, but also good for their
team working skills.

23.  Parents can easily keep track of their child's
performance and have access to all of the
learning materials.
 Parents have the chance to help their child if he
or she does not understand a certain concept.

25. 1) Relies on student preparation
 The flipped method does rely on students
preparing for their classes ahead of time.
 If the student is already a social loafer then this
method will mean they don’t complete their own
work or learn
 Student with low technology skills will struggle

26. 2) Increased screen time
Activities and discussion required, computers
or tablets tend to be used more using the
flipped teaching method.
Time in front of screens–instead of people and
places–is increased
3) May exacerbate digital divide issues
Not all families are from the same economic
background
 Lack of access to the internet or a home
computer can result in a lack of access to the
learning materials provided.

27. 4) Time and effort for teacher
Responsibilities include taping and uploading
condensed lectures which take time& skills
and introducing activities in classroom that will
enhance the subject matter & motivate
students to participate and prepare for class
5) Lack of motivation
 It requires that they do work at home rather
than be first exposed to the subject matter in
school
 Students may not learn best by listening to a
lecture & watching instructional videos at
home is till representative of a more traditional

28. STUDENT PRE-CLASS TASK
Watch the video: “Alveoli: Gas Exchange”.
https://youtu.be/mZvzl8KH6iI
 Answer the questions on the student homework task
sheet.
RESOURCES
Poster paper (A3 sheets/coloured paper etc.)
OPTIONAL: coloured pens, glitter... (any appropriate
stationery for the poster)
Small pieces/scraps of paper (for student voting slips)

30. IN-CLASS TASKS
 Poster + writing: “A tale of two gases”. Students
work in groups to create a story giving first person
accounts of the experiences of an oxygen
molecule carbon dioxide molecule as it goes on
its “journey” into the body.
 Within each group, a poster is created to give a
visual aspect to their story to aid when presenting
to the class.
 Students should be encouraged to describe the
movements of carbon dioxide as well, which could
be described in terms of what the oxygen
molecule sees as it goes along its journey.

31. Time (min) Students’ Role Teachers’ Role
(before
students enter)
-Warmer Activity:
Board: “In what ways are students
entering the classroom similar to
and different from gas exchange
in the lungs”?
4 Discuss answers to the boarded task
with a partner as soon as they enter the
class. (See below for suggested
answers).
Monitors then elicits answers
2 In groups of about 4 or 5, review
answers to the homework task.
Monitors.
3 Review answers (and make corrections
if necessary).
Gives answers to the student task
sheet.

32. 20 Work in groups of 3-5 to create a first person narrative
(referring to the oxygen molecule as “me” and “I”)
detailing the journey of an oxygen molecule from air
to
blood. Students should be instructed that they will
read
out their story to the class, and need a visual aid (a
poster) to support their story.
They should be instructed that this is a competition,
and
awards (e.g. a merit / house point) are given out in
categories (Most funny, most detailed, best poster).
Monitors and gives support and
ideas.
15
(depe
ndent
on
class
size)
Take it in turns to read out their story in groups. They
are encouraged to refer to their poster throughout.
Monitors and offers feedback
after each presentation
For each presentation given, the observing students
should rate the presentation out of 10 for each category:
humor, scientific detail, quality of poster.
5 Refer to score sheets and vote for most funny, most
detailed, and best poster.
For each category, write group number/name on a
small piece of paper and hand in.
Collects voting slips and counts
up.
5 Awards ceremony – collect house points. Announces the winning group of
each category and gives out
house points/merits.

33. • They enter a room that is initially
free of students, which is similar
to going from an area of high
concentration to an area of low
concentration (diffusion).
• They pass through a single
doorway, analogous to a thin gas
exchange surface.
• There is a regular flow of
students into and out of a
classroom throughout the day,
analogous to good ventilation in
the lungs.
Similarities
• They use energy to walk in,
but gas exchange is passive
(diffusion).
• They will exit the class at the
end of the lesson, but oxygen
is “used up” when it enters the
body and doesn’t leave.
• There is no “flow” of students
to another room from this one,
but oxygen will flow away from
the lungs once it has entered
the blood.
• They only pass through one
layer (a single doorway) but
gases go through 5
membranes.
Differences

34.  Knowmia
 Khan Academy
 100 Incredible Science Lectures for the Flipped
Classroom

35. YouTube.com: https://www.youtube.com/watch?v=BCIxikOq73Q
Teachthought.com: https://www.teachthought.com/learning/12-types-of-blended-learning/
Teachthought.com: https://www.teachthought.com/learning/the-definition-of-the-flipped-
classroom/
Teachersource.com: http://blog.teachersource.com/2015/08/21/flipping-the-classroom-science/