Flipped learning computing science
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This document provides an overview of resources for creating a flipped classroom. It discusses the benefits of flipping the classroom such as increasing interaction between students and teachers and providing opportunities for differentiation. It also presents data showing improvements in student performance and discipline cases after moving to a flipped model. The document then offers guidance on developing video lessons, including planning content, recording scripts, and using different tools. It suggests using the in-class time saved for activities like group work, research projects, and formative assessment. Finally, it addresses challenges of learner resistance and providing sufficient formative assessment and discusses using mastery learning in a flipped setting.
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Flipped learning computing science
- 1. Creating Resources for the Flipped Classroom Charlie Love @charlie_love http://charlielove.org
- 2. “Increasing the amount of feedback in order to have a positive effect on student achievement requires a change in the conception of what it means to be a teacher; it is the feedback to the teacher about what students can and cannot do that is more powerful than feedback to the student” John Hattie in Visible Learning *Source: Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement, John Hattie (2008)
- 4. Why flip your classroom? • • • • • Speaks language of learners Helps busy learners Helps struggling learners Pause and rewind the teacher Increasing interaction (learner/teacher, learner/learner) • Real differentiation …and much more
- 5. Before the Flip After the Flip 736 52% 19% Failed English for 165 students 44% 249 13% for 140 students Failed Mathematics Discipline Cases Source: Clintondale High School, Detroit , http://www.flippedhighschool.com/
- 6. Where to start? Arrangements Learning Intentions
- 7. Develop the lesson • Learning Intentions to ….script. • Focus on content and clear explanation • Think about contexts that have meaning for learners • Rule of thumb: 1 page A4 12pt = 3 minutes. • Plan videos to be from 3 minutes to a max of 10 minutes.
- 8. Building your Video • Record your script – Pace / Take your time! – Clarity – You can always edit! – Your audio will direct your video http://audacity.sourceforge.net/
- 9. Building your Video • Animation to audio track • Stop-motion videos – 12 frames per second / HD 720p • Change to animate digitally (speed) • Production values!
- 11. Your video, your way Make videos with another teacher! Add callouts, Annotations PowerPoint Screencast-o-matic SMART Notebook ScreenChomp – iPad app CamStudioStudio Keynote Camtasia Zooms/Pans OpenSource
- 12. Video is the easy bit! You watched the video last night? Who needs some help? Formative Assessment
- 13. What do I do with all this time? • • • • Group activities Think-Pair-Share Peer-support Paired programming/coding • Jigsaw puzzle programming • Team based learning • • • • • • Research tasks Creative Computing Extended projects Games Peer assessment Mastery Learning – Personalisation – Differentiation
- 14. Class Activities + Formative Projects to test understanding in separate IDE
- 15. Where do you put your stuff? • Share online / Glow? Subtitles (from script) Interaction about video Transcoding for streaming – all devices Make playlist for course • Use the cloud to share your content • Encourage learners to embrace the cloud to collaborate Realtime collaboration Sharing online / digital hand-in Online feedback
- 17. Mastery Learning • Don’t move on until you get it! • Clear learning objective (you have them already!) • Teacher needs to let go of control • Learner takes ownership of learning • Personalise and differentiate the class • Remediation / Support • Shows learners the value of really learning • Close the Gap/Raise the ceiling
- 18. Challenges Learner Resistance Concerned Parent You need to be a Content Master Building multiple formative assessments Summative Assessment
- 19. Resources • My flipped course: http://glo.li/n4n5course • Flip Your Classroom: Reach Every Student in Every Class Every Day by J. Bergmann & A. Sams • Flipping 2.0: Practical Strategies for Flipping Class by J. Bretzmann •
- 20. Questions
Editor's Notes
- Dylan William – Technology Innovative teachingRESearch – Michael Fullen – Becta research – good learning research. FfAndy Hargreaves – research = prof bostonuni – hargreves, Innovators dilimema – 4th way - Endorsed by 21st c skillsInnovative Teaching and Learning Research – Investments in Technology without benefits in Learning Outcomes21st Century LearnersLooking at connection between innovating T&LDesign of Learning Activity – Collaboration/Using Technology to connect and learn with othersProblem sovling/collaboration/
- Impact of the Flipped ClassroomClintondale High School, Detroit had poor rates of success with their learners. A school with a challenging intake of learners, 75% receiving a free or a subsidized lunch, and had significant issues with discipline. This was an “At Risk, Failing School”. They changed their model of instruction using the flipped classroom approach. These results are for their intake year of learners ages 14 to 15. As a result of their change to a “flipped classroom” results have significantly improved, absenteeism is down and learner discipline is significantly better.We need more research evidence.