Flipping Science ADLA All High School Inservice

Brian S. Miller
La Salle High School Pasadena, CA
31 Year Science Educator
(Chemistry, Biology, Physics, Anatomy, Environmental
Science)
BER Presenter – “Flipping Science”
SMART Board Consultant
Socratic Chemistry Founder
SOPHIA Featured Teacher
NSTA & CSTA Presenter
smarterteacher@gmail.com
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229

www.youtube.com/user/SMARTERTEACH
ER
THE PARABLE OF THE STONES
A man was out walking in the desert when a voice
said to him, "Pick up some pebbles and put them in
your pocket, and tomorrow you will be both happy
and sad."
The man obeyed. He stooped down and picked up a
handful of pebbles and put them in his pocket. The
next morning he reached into his pocket and found
diamonds, sapphires, rubies and emeralds.
And he was both happy and sad.
Happy he had taken some - sad that he hadn't taken
more.

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www.youtube.com/user/SMARTERTEACHE
R
@SMARTERTEACHER or

Four Essential
Elements of the
Flipped Classroom
• Student Centered Environment
• Teacher as Learning Facilitator
• Content Delivery Resources
• Higher-Order Questions
ER

The Teacher as Facilitator
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5-11
The Teacher as Facilitator

Content Delivery Resources
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Offer Choice
Provide Opportunity
Maintain Equal Footing

Content Delivery Resources
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Higher Order Questions

@SMARTERTEACHER or

7 STEPPING STONES TO
A FLIPPED CLASSROOM
• BRAINSTORM
• CREATE
• DESIGN
• PREPARE
• SET OUTCOMES
• BUILD A LIBRARY
• CREATE A PORTAL

7 STEPPING STONES TO A FLIPPED CLASSROOM
BRAINSTORM CREATE
ER

DESIGN PREPARE
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SET OUTCOMES
BUILD A
LIBRARY
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C R E AT E A P O R TA L START FLIPPING
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CREATING ACCOUNTABILITY IN THE
FLIPPED CLASSROOM
• C - CHOICE
• A – ACCOUNTABILITY
• N – NO EXCUSES
• T – THREE BEFORE ME
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C - CHOICE
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A - ACCOUNTABILITY
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N – No Excuses
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T – Three Before Me

BENEFITS OF THE FLIPPED CLASSROOM
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• Students can take ownership of their learning.
• Teachers can create or select educationally
entertaining videos to capture student attention,
instead of having students absorb through
textbooks and homework problems.
• The classroom becomes a student centered
learning environment, rather than teacher directed
a content driven.
• Students receive instant feedback in class as they
are problem solving.

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• Students are not as frustrated because they can ask
questions immediately and work through confusion.
• Teachers can revisit concepts that trip-up students and
reform the pace of the lesson plan based on feedback.
• Students do not have to rely on parents, tutors or
potentially inaccurate internet sources to work through
tough problems.
• Teachers can provide options to students with different
learning styles and offer more one-on-one time.

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• Students who are absent or miss class due to school
activities have access to the content delivery outside of
the classroom.
• Administrators, colleagues and parents have access to
the content being delivered in your classroom.
• More time to allow for student involvement in Project
Based Learning, Inquiry Based Learning, and
Gamification.
• Development of Critical Thinking, Communication and
Collaborative skill sets through increased interaction
between students and teachers in the classroom.

POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
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• Not all students have access to at-home technology.
• Not all teachers are tech savvy enough to master the
flipped classroom model, and schools may need to adopt
additional hiring criteria for new teachers.
• The method relies on students watching the videos and
potentially fails if they do not.

POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
ER
• Teachers may be at a loss as what to do with in-class
time. Teachers are more reliant on student feedback and
questions to drive daily interaction.
• With the emphasis on out of class lessons, some ask why
we need teachers, and insist the flipped classroom too
closely resembles a hands-off online learning
environment.
• Educators need time to develop online content and create
a student centered learning environment, through Inquiry
and Project Based Learning methods.

START FLIPPING WITH VIDEOS ONLINE , NOW!!!

MAKING A FLIPPED DIGITAL RESOURCE
48-55
http://www.screencast-o-matic.com

START FLIPPING WITH VIDEOS ONLINE , NOW!!!
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IF IT AIN’T BROKE DON’T FIX IT!!!
VIEW BEFORE ASSIGNING
• CONTENT
• VOCABULARY
• LEARNING GOALS & OBJECTIVES
• GRADE LEVEL
• SAFETY

CREATING YOUR OWN VIDEOS?
KEEP IT SIMPLE, STUPID!!!
K
I
S
S

SHORT
ONE (1) MINUTE PER GRADE LEVEL.
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INTERESTING
WOULD YOU WATCH YOUR VIDEO?
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MEANINGFUL
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PLANNED

LEARNING TOOL

EXCITING
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PLANNING THE VIDEO LESSON
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Introduction - Introduce the puropose of the video.
Identify the concept and create a connection to previous
knowledge if necessary.
Objectives - Identify 1 or 2 objectives or standards that will
be addressed in the video. Whenever possible list Common
Core or State Standards or Next Generation Science
Standards met by the concepts in the video.
Overview - Provide a brief explanation of the concept that
will be modeled in the lesson. Include new vocabulary, skills
necessary and other related materials.

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Examples - Model concept providing as many examples as
possible. Keep in mind lesson link. If necessary make
more than one video to provide additional examples and
solutions.
Self Assess – Provide opportunities troughout the lesson
for students to check their understanding. Encourage
students to pause the lesson in order to answer questions,
think about the concept or complete a sample problem.

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Going Further – Provide opportunities for students to continue
to explore the concept through additional sample problems,
further research, articles, websites or additional videos to add
to the knowledge base. Add higher order questions to help
students synthesize the content into a knowledge base that
can transition back to the classroom.
Closure – Bring the lesson to a close by revisiting the
objectives or standards that were demonstrated in the video
lesson. There is no need to summarize or repeat the key
concepts as this will only increase video time. Students always
have the option to re-watch any part of the video as many
times as may be necessary.

The more organized and prepared you are, the less re-
takes and editing you will have to do later.
The editing process can deplete your energy and waste
your valuable time.

SOFTWARE FOR FLIPPING
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FIND ONE OR TWO THAT
WORK FOR YOU.

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YOU CAN KEEP IT SIMPLE
OR
YOU CAN PRODUCE EPICS,
WHAT ARE THE NEEDS OF
YOUR STUDENTS.

STUDENT PRODUCED VIDEOS

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SAMPLE VIDEO

TECHNOLOGY
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“You can be a good teacher and never use technology
and technology will never turn a bad teacher into a good
one.
However, a good teacher who uses technology well, can
make great things happen.”
- Rushton Hurley

BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
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Four basic models of the flipped classroom
include:
• Traditional Flipped Model
• Inquiry Based Approach
• The Flipped Mastery Approach
• Project Based Learning

• Traditional Flipped Model

• Inquiry Based Approach

• The Flipped Mastery Approach

• Project Based Learning

Flipping Science ADLA All High School Inservice

Flipping Science ADLA All High School Inservice

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