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Flipped instruction
This document provides an overview of the flipped classroom model from the perspective of a social studies teacher. It discusses flipping content delivery by having students watch video lectures at home and doing homework in class. This allows class time to be used for applying knowledge through discussions, projects, and other active learning. The teacher discusses variations like allowing students to work at their own pace to demonstrate mastery of content before moving on. Peer instruction is also covered, where students discuss and debate topics in class. Websites for additional resources on flipping are provided.
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Flipped instruction
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- 2. A Beginners Guideto “The Flipped Classroom” Model George Phillip 5th and 6th Grade Social Studies Teacher
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- 6. “We are educatingpeople out of their creative capacities.” ~ Sir Ken Robinson
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- 8. What is “FlippedLearning?” “The intentional removal of direct instruction from the community into the individual space.” Ramsey Musallam Ed.D
- 9. Myths of FlippedLearning X
- 10. Basics of FlippedClassroom aka Flipping 1.0 • Direct Instruction delivered via video. • Show up to class to apply information. • Students no longer passive learners. • Teacher not a lecturer. • More 1:1 attention for students. • Students continue to “master” content.
- 11. 4 Ways Ihave “Flipped” Mastery of Content! Cycles of Learning! Peer Instruction! Reverse Instruction w/o Videos
- 12. Mastery of Content: Philosophy •Students direct their own learning ! • Watch videos at home or school and do assignments in class when ready! • Teacher interacts with students as the day goes on! • Students don’t receive zeros for missed work! • Students receive weekly grades! • Students are not allowed to move on until they demonstrate mastery of current content (70%).! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! ! Brian Bennett
- 13. My Mastery Cycles • Studentsgiven videos to watch on Greek and Roman Civilization. (14)! • Required students to take notes while watching videos.! • Various Labs set up for each video.! • When they were ready, given quiz for each lesson (paper)! • • Needed 80% to move onto next lesson! Class took test at same time. ! • Needed 80% to move on to next chapter.! • No increased test scores!
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- 18. My Explore-Flip-Apply • Start witha hooking (Explore) activity - Primary source, map, video, audio, photo, SQ3R, KWL. ! • Watch video at home and fill in gaps (if any) (Flip)! • In class, students either answer critical thinking questions, role-play, read and analyze different primary sources, lead discussion groups, debate, etc. (Apply)! • Reflections: Group projects or test
- 19. Brainstorm: What isgoing on in this video?
- 20. What can youtell me about Geography?
- 21. 5 Themes ofGeography Project • Showed a video over farming • Brainstormed 5 themes of geography • Discussions over what theme/themes fall into farming
- 22. • Watch vodcast overthe 5 Themes of Geography and take notes • Assign groups to a theme • Students then created an activity to explain their theme to second graders
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- 26. Peer Instruction andJiTT Dr. Eric Mazur Dr. Julie Scheel
- 27. What do yousee? http://dx.doi.org/10.1109/tbme.2009.2038487
- 28. How Peer InstructionWorks 1. transfer of information (out of class) 2. assimilation of that information (in class) From: Dr. Julie Scheel
- 30. From: Dr. JulieScheel
- 31. Peer Instruction inthe Classroom From: Dr. Julie Scheel
- 32. Inquiry-Based History (Reverse Instructionw/o Videos) • Having your students do the work of historians in class. • Primary/secondary sources about an era/event. • Analyze past by creating meaning, synthesize information and create their own understanding of past. • Connection • Allows to current events. students develop skills are essential to democracy and building deeper understanding.
- 33. Fishbowl Example • Meeting ofthe Minds.! • Divided students based on academic ability.! • Given primary sources and readings about Legalism and Confucianism. ! • Worked in groups to digest information, research, and summarize importance of governmental topics. Created a conversation.! • Each group “meet in secret location” and discussed topics relevant to ancient China. ! • Outside groups taking notes and will reflect using Paper Blogging concept.
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- 36. What Has Changed? • Classtime: • 60/40 • 90/10 • Producers vs. consumers • Develop skills (21st Century Skills) for future
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- 39. Helpful Websites/Blogs/Other www.cyclesoflearning.com -Ramsey Musallam - @ramusallam ! • www.thethinkingstick.com - Jeff Utecht - @jutecht ! • http://usergeneratededucation.wordpress.com - Jackie Gerstein Ed.D @jackiegerstein ! • blog.mrmeyer.com - Dan Meyer - @ddmeyer ! • http://fnoschese.wordpress.com/ - Frank Noschese - @fnoschese ! • www.flippingwithkirch.blogspot.com - Crystal Kirch - @crystalkirch ! • http://spanishflipping.blogspot.com - Heather Witten - @SraWitten ! • #flipclass, #edchat, #isedchat ! • Daniel Pink - The Flipped Manifesto - Free Download •