The document discusses flipped learning, which involves students learning new material outside of class such as through online videos, and using class time for activities that allow students to apply and deepen their understanding of the content with teacher guidance. This approach aims to address issues with large class sizes and student disengagement by providing individualized attention in class. Benefits include promoting active and self-directed learning, collaboration, and maximizing the use of class time for higher-order thinking. The document outlines various elements of the flipped classroom approach including its theoretical foundations and benefits.

1. Reaching More Learners Through
Flipped Learning: Infusing Technology
Dr. Michele Pinnock
Sam Sharpe Teachers’ College,
Vice Principal

2. Current Status
• We face a challenge of teaching to the middle without
challenging learners at either ends of the spectrum
• Great Diversity among Learners – interest; cognitive
abilities; preferences; developmental levels
• Large class size
• Many disengaged learners

3. What’s a Flipped Learning Experience?
• Learners are first exposed to new material / knowledge
prior to class using videos of lectures, reading
assignments on handouts for example.
• Valuable class time is then used to engage learners in
assimilating the content being presented, perhaps
through problem-solving, discussion, or debates.
Video to introduce flipped classroom idea
http://vimeo.com/70893101

4. Showcasing Flipped Classrooms in Action
• https://www.youtube.com/watch?v=63urHGx3ItU&f
eature=youtu.be
• https://www.youtube.com/watch?v=7seuXKZNdp0
Suitable for Diverse Learners – gender, age; abilities; capabilities, background etc
Cultivating Independent Thinkers Through Flipped Learning - Hamlet

5. Teacher’s Perspectives on Flipped Learning
• "[In the current model], one student goes home to
educated parents who can help him/her with
homework, while another student goes home and gets
no help,“
• "In the flipped model, both learners come back to the
classroom after receiving the content, and now all of
the help with the homework is given by the expert in
the field."

6. Perspective from Researchers
• When using the flipped classroom, instructors allow
students to investigate the concepts introduced during
the video lecture in the way that makes them
comfortable- for example group work or independent
reading, while focusing on gaining content knowledge
(Lage, Platt and Treglia, 2000).

7. Better Days Ahead for Homework
Traditional Classroom Flipped Classroom
Student gets frustrated and gives up Teacher able to assist learners when they get
stuck
Teacher reviews homework in class Students able to review their work in class
with peers and teacher
Struggling students afraid to ask for help –
often they don’t complete assignment
Teacher able to identify students as they
struggle with content and immediately provide
feedback and help
Students do not read the comments placed on
graded assignments
Teacher able to immediately provide feedback
and help

8. History of Flipped Classroom
• In 2007 two High School Chemistry teachers Jonathan
Bergman and Aaron Sams posted lectures online

9. Theoretical Framework
Bransford and colleagues assert that
“To develop competence in an area of inquiry, students must:
a) have a deep foundation of factual knowledge,
b) understand facts and ideas in the context of a conceptual
framework, and
c) organize knowledge in ways that facilitate retrieval and
application” (p. 16).

10. Theoretical Framework
By providing an opportunity for students to use their new factual knowledge while they have
access to immediate feedback from peers and the instructor, the flipped classroom helps
students learn to correct misconceptions and organize their new knowledge such that it
is more accessible for future use.
The immediate feedback that occurs in the flipped classroom also helps students recognize and
think about their own growing understanding
Although students’ thinking about their own learning is not an inherent part of the flipped
classroom, the higher cognitive functions associated with class activities, accompanied by the
ongoing peer/instructor interaction that typically accompanies them, can readily lead to the
metacognition associated with deep learning.

11. Educational Technology
• Capture key content – access their own content at their
convenience – LEARNER CONTROL
• Able to Pause/ rewind/ Replay – Learner Control
• Present Learning materials in a variety of formats
• Multisensory
• Excellent for Reviewing information at Assessment Time

12. Graphical Representation of the Theoretical Framework

13. Key Elements of the Flipped Classroom
• Provide an opportunity for students to gain first
exposure prior to class.
• Provide an incentive for students to prepare for class.
Task associated with points
• Provide a mechanism to assess student understanding.
• Provide in-class activities that focus on higher level
cognitive activities.

14. Four Pillars of F-L-I-P Bergman & Sams
Flexible Environment
Learning Culture
Intentional Content
Professional Educator

15. Flexible Environment
• Educators can create flexible spaces in which students choose when and where they
learn.
• Educators who flip their classes are flexible in their expectations of student timelines
for learning and in their assessments of student learning.
Learning Culture
• The Flipped Learning model deliberately shifts instruction to a learner-centered approach
where class time is dedicated to exploring topics in greater depth and creating rich
learning opportunities. Students are actively involved in knowledge construction as
they participate in and evaluate their learning in a manner that is personally meaningful.
http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99

16. Intentional Content
• Educators continually think about how they can use the Flipped Learning model to
help students develop conceptual understanding and procedural fluency.
Educators use intentional content to maximize class time in order to adopt
methods of student-centered, active learning strategies.
Professional Educator
• Professional educators continually observe their students, providing them with
feedback relevant in the moment and assessing their work.
• Professional educators are reflective in their practice, connect with each other
to improve their instruction, accept constructive criticism and tolerate
controlled chaos in their classrooms.
• http://thejournal.com/articles/2014/03/12/fln-announces-formal-definition-and-four-pillars.aspx#ckrGRTxdldmgzZYi.99

17. Roles & Responsibilities of Students and Teachers
Teacher and students engaged in
• concept exploration
• making meaning of content
• Students take responsibility for their own learning
Teacher acts as Coach/ Mentor/ Guide
• Teacher helps students
• Access Information
• Process information
• Develop critical thinking skills needed to problem solve
• Set and monitor goals
This aids in the development of skills needed by
the 21st century worker

18. Thinking in the Flipped Classroom
• Outside of class students are engaged in lower levels of
cognition (gaining knowledge and comprehension)
• Inside of the class they are focused on higher forms of
cognition (application, analysis, synthesis, and/or
evaluation) as they are supported by their peers and
teacher.

19. Flipped Learning Experience
Downloaded from http://www.knewton.com/flipped-classroom/

20. Traditional Classroom vs Flipped Classroom
OLD
(BEFORE THE FLIP)
NEW
(AFTER THE FLIP)
Before
Class
Students assigned something to read Students guided through learning module that
asks and collects questions.
Instructor prepares lecture. Instructor prepares learning opportunities.
Beginning
of Class
Students have limited information about what
to expect.
Students have specific questions in mind to
guide their learning
Instructor makes general assumption about
what is helpful.
Instructor can anticipate where students need
the most help.
During
Class
Students try to follow along. Students practice performing the skills they are
expected to learn.
Instructor tries to get through all the material. Instructor guides the process with feedback
and mini-lectures.
Table downloaded from https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped
Dr. Sacha Kopp

21. Traditional Classroom vs Flipped Classroom
OLD
(BEFORE THE FLIP)
NEW
(AFTER THE FLIP)
After
Class
Students attempt the homework, usually
with delayed feedback.
Students continue applying their knowledge skills
after clarification and feedback.
Instructor grades past work. Instructor posts any additional explanations and
resources as necessary and grades higher quality
work.
Office Hours
Students want confirmation about what
to study.
Students are equipped to seek help where they
know they need it.
Instructor often repeats what was in
lecture.
Instructor continues guiding students toward
deeper understanding.
Table downloaded from https://ctl.utexas.edu/teaching/flipping_a_class/what_is_flipped
Dr. Sacha Kopp

22. Benefits of Flipping Your Classroom
• Provides opportunity for differentiated learning
• Students become independent learners
• Promotes Active Learning- focused on developing higher order skills
• Promotes peer interaction and collaboration
• Individuals interact with content prior to class time
• Learners get an opportunity for individualized attention
• Learning becomes more prominent compared to teaching
• Increased efficiency - maximizing class time

23. Benefits of Flipping Your Classroom
• Time becomes available for students to collaborate with peers on
projects, engage
• more deeply with content, practice skills, and receive feedback on their
progress. Teachers can devote
• more time to coaching their students, helping them develop procedural
fluency if needed, and inspiring and
• assisting them with challenging projects that give them greater control
over their own learning.

24. Arguments Against Flipping
• Too much homework –
• Lectures on video are monotonous
• Not all students have access to technology outside of school
• Not all students will complete their activity before class

25. Sample of flipped classroom
• https://www.youtube.com/watch?v=7seuXKZNdp0
Cultivating Independent Thinkers Through Flipped Learning - Hamlet

26. The Four Phases of a Flipped Classroom
• Experiential Engagement: The Activity
• Concept Exploration: The What
• Meaning Making: The So What
• Demonstration: The Now What

27. The Flipped Classroom Model

28. Experiential Exercise
• Hands-on Activity that engages the student
• They are engaged in making connections between their experience
and creating meaning
• Interest heightens because of experience – Desire to learn more
• Content rich videos – Khan Academy; Teacher Tube etc

29. Creating a Flipped Classroom
• http://www.youtube.com/watch?v=pkWSR9JJOsA
Ted Ed

30. Assessment in a Flipped Classroom
• An incentive is offered for students who come to class prepared
• Vary Assessments - online quizzes to worksheets to short writing
assignments,
• Immediate and meaningful feedback
• Grading for completion and understanding rather than effort
• Diagnostic Information collected by the teacher

31. Deciding Which Lesson to Flip
• First, teachers should choose a topic that can be explained in 15
minutes or less.
• The flipped classroom approach works best with topics that students
can understand relatively well on their own.
• Teachers can use a variety of free resources to create and upload
videos of their lessons, or they can turn to free, existing videos that
explain their chosen topic.

32. Flipped Classrooms at Sam Sharpe Teachers College
• https://www.schoology.com/group/90405311
Mrs. Michele McFarlane
• https://www.schoology.com/course/87893239/materials
Ms. Monica Campbell

33. Resources
• www.youtube.com.edu
• www.knowmia.com
• www.ted.ed
WEBQUEST
• www.zunal.com
• http://www.knowmia.com/watch/lesson/32443
• Video notes http://www.videonot.es/edit/0B-rJVITyt9uPQUU1SW1qaVhIdkE

34. Tips on Preparing Videos
• The teacher must have a good grasp of the content
• Must understand his/her audience – their needs and preferences
• Must be able to make connections – relevance
http://www.knowmia.com/browse/all-other-subjects/all-other-lessons
Windows moviemaker
No Experts Needed just Committed & Experienced Teachers

35. Let’s be resolute that we will
Maximize our Teaching Opportunities
in order to Ensure that
Our Learners Understand!
“Be the change that you wish to see in the
world.” Mahatma Gandhi

36. I Thank You
Contact Information
Email - michele.pinnock@gmail.com
Telephone- 876-405-8195
Together We Can Make the World a
Better Place !
Just You and Me

37. Reference
Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to
creating an inclusive learning environment. Journal of Economic Education, 30-
43.
• Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved March 4,
2013, from Center for the Integration of Research, Teaching and Learning
Network (CIRTL): http://www.cirtl.net/node/7788
• White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4,
2013, from Hybrid Classroom: http://hybridclassroom.com/blog/?p=819
• Flipped Learning. Retrieved March 2, 2013. http://flipped-
learning.com/?p=1073#more-1073
• The Innovative Educator. Retrieved March 1, 2013.
http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html

38. Reference
Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to
creating an inclusive learning environment. Journal of Economic Education, 30-
43.
• Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved March 4,
2013, from Center for the Integration of Research, Teaching and Learning
Network (CIRTL): http://www.cirtl.net/node/7788
• White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4,
2013, from Hybrid Classroom: http://hybridclassroom.com/blog/?p=819
• Flipped Learning. Retrieved March 2, 2013. http://flipped-
learning.com/?p=1073#more-1073
• The Innovative Educator. Retrieved March 1, 2013.
http://theinnovativeeducator.blogspot.com/2012/12/why-flips-flop.html

39. Flipped Learning Resources
• http://blogs.ubc.ca/centre/tag/flipped-classroom/
• http://uwstoutmobilelearning.wikispaces.com/Flipped+Classrooms
• http://www.flippedlearning.org/research
• http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/
LitReview_FlippedLearning.pdf
• https://www.youtube.com/watch?v=21BR6vqYWC8&list=UU8oHpCxTqt2Hm
ATxM5pvUPg&index=1&feature=plcp
• http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/
HigherEdWhitePaper%20FINAL.pdf
• http://www.flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/41/
FLIP_handout_FNL_Web.pdf
• http://net.educause.edu/ir/library/pdf/ELI7081.pdf

40. Flipped Learning Resources
• http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-
model-a-full-picture/
• http://scholarworks.montana.edu/xmlui/bitstream/handle/1/1790/MarloweC0812.pdf?s
equence=1
• https://www.uwstout.edu/soe/profdev/resources/flippedclassroom.cfm
• http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/
• http://www.edweb.net/michelepinnock_1790832/userSettings
• http://www.watchknowlearn.org/Video.aspx?VideoID=24965&CategoryID=6092
• https://www.udemy.com/online-video-to-flip-the-classroom/

41. Articles
http://net.educause.edu/ir/library/pdf/ELI7081.pdf
http://www.flippedlearning.org/cms/lib07/VA01923112/Centri
city/Domain/41/FLIP_handout_FNL_Web.pdf