The document provides an overview of a training on flipping the classroom. It defines flipping the classroom as assigning instructional videos for homework and using class time for interactive activities and application of the material. The training objectives are to understand the advantages and potential drawbacks of flipping the classroom and to experiment with it. Advantages include students learning at their own pace and having more opportunities for engagement and collaboration during class. Potential drawbacks include students not watching videos and teachers spending time creating videos. The document shares results of a student survey that found mixed opinions and provides guidance on how to flip a classroom, including creating instructional videos and using learning management systems.
ETUG Spring 2013 Workshop - My flipped classroom by Judy Larsen BCcampus
My Flipped Classroom: A Case Study
Our world is shifting, and knowledge no longer flows solely from teachers and textbooks, but rather from a variety of multimedia. The affordance provided by technology to seamlessly deliver course content online and out of class time can allow for the development of a student-centered classroom environment conducive to autonomous learning and engagement with material. In this session, Judy Larsen will share her experiences with developing and delivering a hybrid upgrading mathematics course through the implementation of a flipped classroom model. Aims for choosing the flipped classroom design and implementation strategies will be over viewed along with a demonstration of the technology used to create the design (Camtasia, PowerPoint, & Blackboard Learn). Attendees will have a chance to collaborate about ideal learning environments, share personal experiences with blended learning environments, discuss concerns about the flipped classroom design, and ask questions about implementation and student response to the design. Finally, future direction for the flipped classroom model will be considered.
by Judy Larsen
http://judy-larsen.weebly.com/1/post/2013/06/etug-presentation-my-flipped-classroom.html
Presentation about the Flipped Classroom model as it applies to ELT. More readings here - http://teachers.schooloftefl.com/forum/topics/the-flipped-curriculum
ETUG Spring 2013 Workshop - My flipped classroom by Judy Larsen BCcampus
My Flipped Classroom: A Case Study
Our world is shifting, and knowledge no longer flows solely from teachers and textbooks, but rather from a variety of multimedia. The affordance provided by technology to seamlessly deliver course content online and out of class time can allow for the development of a student-centered classroom environment conducive to autonomous learning and engagement with material. In this session, Judy Larsen will share her experiences with developing and delivering a hybrid upgrading mathematics course through the implementation of a flipped classroom model. Aims for choosing the flipped classroom design and implementation strategies will be over viewed along with a demonstration of the technology used to create the design (Camtasia, PowerPoint, & Blackboard Learn). Attendees will have a chance to collaborate about ideal learning environments, share personal experiences with blended learning environments, discuss concerns about the flipped classroom design, and ask questions about implementation and student response to the design. Finally, future direction for the flipped classroom model will be considered.
by Judy Larsen
http://judy-larsen.weebly.com/1/post/2013/06/etug-presentation-my-flipped-classroom.html
Presentation about the Flipped Classroom model as it applies to ELT. More readings here - http://teachers.schooloftefl.com/forum/topics/the-flipped-curriculum
How Flipping your Classroom Can Improve InstructionElizabeth Nesius
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
Spring into TEAMP: Flip your classroom upside down | Crystal KirchRenee Hoareau
Crystal Kirch is a Digital Learning Coach and flipped classroom expert who is passionate about helping teachers find the most effective uses of technology to transform teaching and learning. Crystal has trained teachers on flipped learning and technology integration since 2011, and published Flipping with Kirch: The Ups and Downs from Inside my Flipped Classroom in 2016. "The flipped classroom is a transformational pedagogical strategy that utilizes technology and teacher-created video instruction to free up classroom time for more differentiated support and a deeper learning experience for all students.
An observation on the over reliance on powerJames Zaworski
Many educators rely too heavily on power point presentations, and do so often at the expense of their teaching and at the expense of student's interest, and ability to learn.
Electronic Management of Assessment - Daniel Villalbatelshef
Electronic Management of Assessment (i.e. Electronic Submission, Marking and Feedback) offers the opportunity to streamline administrative processes and improve the quality of feedback that students get on their assessed work. This session explored both the advantages and broader issues surrounding the use of EMA and the important factors that you need to consider to make this a success. There was an opportunity to learn from the experiences of your colleagues who have recently introduced EMA at departmental level.
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013ilithyia
Paul Drew, Head of Physics at Shatin College, Hong Kong, presents at the Digital Education Show Asia 2013 [27-28 May, Hilton Kuala Lumpur]. Find out more about "Flipping the classroom: Encouraging students to learn anywhere and anytime".
How Flipping your Classroom Can Improve InstructionElizabeth Nesius
Flipping a classroom is a type of blended learning that allows instructors more time to interact with their students by placing traditional classroom activity, such as lectures, outside of class time. Watching lectures in class leaves class time for hands-on activities, small group work, and one-on-one interactions between professor and student. Flipping can be done through LMS forums, Khan Academy, lecture capture software, VoiceThread, etc. This presentation will discuss benefits of the flipped classroom model, provide ideas and best practices for successful classroom flipping, and give participants an opportunity to start planning how to flip their own classes.
Spring into TEAMP: Flip your classroom upside down | Crystal KirchRenee Hoareau
Crystal Kirch is a Digital Learning Coach and flipped classroom expert who is passionate about helping teachers find the most effective uses of technology to transform teaching and learning. Crystal has trained teachers on flipped learning and technology integration since 2011, and published Flipping with Kirch: The Ups and Downs from Inside my Flipped Classroom in 2016. "The flipped classroom is a transformational pedagogical strategy that utilizes technology and teacher-created video instruction to free up classroom time for more differentiated support and a deeper learning experience for all students.
An observation on the over reliance on powerJames Zaworski
Many educators rely too heavily on power point presentations, and do so often at the expense of their teaching and at the expense of student's interest, and ability to learn.
Electronic Management of Assessment - Daniel Villalbatelshef
Electronic Management of Assessment (i.e. Electronic Submission, Marking and Feedback) offers the opportunity to streamline administrative processes and improve the quality of feedback that students get on their assessed work. This session explored both the advantages and broader issues surrounding the use of EMA and the important factors that you need to consider to make this a success. There was an opportunity to learn from the experiences of your colleagues who have recently introduced EMA at departmental level.
Flipping the classroom: Shatin College HK - Digital Education Show Asia 2013ilithyia
Paul Drew, Head of Physics at Shatin College, Hong Kong, presents at the Digital Education Show Asia 2013 [27-28 May, Hilton Kuala Lumpur]. Find out more about "Flipping the classroom: Encouraging students to learn anywhere and anytime".
Created as part of our monthly themed workshops, this presentation started off the month. It covers flipped learning versus traditional learning, examples of flipped content, and steps to move towards flipping your class.
FLIPPING THE CLASSROOM: THE GAINTIME PROJECTPaula Peres
The GainTime project aims and objectives are to develop professional and pedagogic competences among teachers and trainers at secondary education level. It intends to enhance Information and Communication Technology uptake, through the support of learning and access to open educational resources (OER) with the objective to combine higher levels of excellence and attractiveness with increased opportunities for all. The project in fact stems from the need of improving the professional profile of teachers through digital teaching methods related to OERs.
The Flipped Classroom: How videos can turn your classroom upside downDale Eizenga
In this presentation I describe my journey in using videos to teach skills in my high school chemistry classroom. This is now referred to as the "flipped classroom"
Learning environment optimisation: Doing less with more for better outcomesStephen Dann
A maxi-edition of my guide to Learning Management Environment optimisation, whereby we hack the workload model to our favour, make marking easier (and more fun) for the lecturer, and put the students second in the pursuit of "How can we use this teaching technology to deliver something superior to our own work days?". Because quite often, the better systems for improving academic workplace effectiveness never get sold on the basis of "Want to do less work with more resources for better personal outcomes?"
By Liu Qizhang.
Flipped classroom is an emerging pedagogical model in which the typical lecture and homework elements of a course are reversed. It blends education technology and activity learning to enhance students’ learning. We are among the pioneers in the School of Business to flip part of our course.
In this talk, we will share our experience of flipping four lessons in Semester I 2013/2014. In particular, we will answer some of the questions related to flipped classroom: Why flip the classroom? What should be flipped and what should not? How to make flipped classroom more efficient? What do students think about flipped classroom?
Top Opportunities for Flipped Classroom Platform Innovation
Flipping the classroom is a fast-growing trend in education. At Useagility, we believe that the best digital product strategy starts with uncovering unmet user needs and gathering insights that drive innovation.
We recently conducted an independent study to better understand how educators are using technology to flip their classrooms and to explore gaps and unmet needs. Research shows clear opportunities for eLearning companies seeking to improve their platforms and grow business through improved support of flipped learning.
1. Most are not using a single platform, which makes it harder. Teachers are darn resourceful. On average instructors are using at least three separate (often free) tools to create flipped lesson assignments and to deliver them for students to use. It’s not seamless and not integrated with other systems.
2. Lack of feedback loop to inform instructors. One of the biggest gaps for instructors is not knowing which students actually watched the lessons. Instructors want more insight into what students do or don’t understand before they come to class.
3. Student-side experience can be difficult. In most cases, there isn’t a centralized place for students to find lessons and homework for different classes. This creates a burden for parents and lowers student completion. In addition, video lessons are usually accompanied by a note worksheet or sample problems. Student need multiple technologies - which are not currently integrated - to complete the work.
This presentation includes the full research findings and product design recommendations.
3. Objectives of Training
• At the conclusion of this training, participants will…
• Understand the advantages of the flipped classroom.
• Understand the potential drawbacks of the flipped
classroom.
• Experiment with flipping their own classroom.
• One lesson, two lessons, a week, a chapter, a unit…
whatever you feel comfortable with!
4. What does it mean to “flip the
classroom”?
Traditional Teaching & Learning
The Flipped Classroom
Instruction
during class
Instruction
at home
Application
at home
Application
during class
5. Advantages of Flipping the
Classroom
• Changing role of teacher: sage-on-stage guide-on-side
• Students must take responsibility for own learning
• At home: learning at own pace; can pause, rewind, and rewatch video lessons at any time
• In class: learning through interactive, hands-on application
activities and real-world problem solving; more student
engagement; active, student-centered learning; opportunity
for students to ask questions; more student collaboration;
more effective use of class time
• Videos available for students who miss class
• Research has shown that…
• Students prefer the flipped classroom
• The flipped classroom is as effective, if not more, than the
traditional classroom
6. Potential Drawbacks of Flipping
the Classroom
• Students may not watch videos at home and be unprepared
for in-class activities
• Time-consuming for teachers to find and/or create videos
• Cannot provide in-the-moment clarification or answer
questions
• Cannot monitor comprehension of lesson during instruction
• Not all students have technology available at home
8. Results of Student Survey
• Do you like “flipping the classroom” for your math lessons?
Why or why not?
• “I do like flipping the classroom because I find it easier to get my
work done by doing it in school. That way, I can ask questions if I
get stuck on a problem.”
• “Yes because I get to go at my own speed and can rewind
something if I don't get something and you can help my with
problems if I need in help in class.”
• “Yes, It's nice to be able to stop the lesson and think and then ask
questions later”
• “I do not like flipping the classroom because i cant ask a
computer questions (I have tried) it didn't work”
9. Results of Student Survey
• What do you like about flipping the classroom?
• “I like how it's easy to take notes at home. It's quick and if you
have a question, you can just ask the teacher tomorrow. Also,
when doing the work in class, you can ask questions as you go
through the problems.”
• “I like that I can rewind if I don't get something and you can help
me with problems in class.”
• “I think it is easier to do because if the homework is hard, we are
doing it in school so we can ask you”
10. Results of Student Survey
• What do you dislike about flipping the classroom?
• “I don't like how when learning the lesson, if you are unsure
about what is being said, you have to wait to ask your questions
until the next day. This causes a lot of unwanted confusion.”
• “I dislike that if I really don't get a lesson it's hard for you to
explain by video if I don't get one specific thing.”
• “Not being able to ask questions”
11. Results of Student Survey
• Would you want to flip the classroom for the rest of the year?
Why or why not?
• “I would want to flip the classroom for the rest of the year
because its easier. Like I said earlier, getting work done in class is
better because you can ask question as you go through the
problems. Also, taking notes is quicker when watching the video
than doing it in class.”
• “Yes I would because I feel it helps me more and is more
efficient.”
• “Yes, I think the pros are better then the cons”
• “i would not want to flip the class room for the rest of the year
because i cant ask questions to a computer”
12. HOW do I flip my classroom?
1. Create video lesson (Make it short! About 3-5 minutes)
2. Assign video for homework
• Optional: Assign fill-in notes for students to complete while
watching video lesson
• Optional: Require students to complete brief quiz/questionnaire
related to concepts taught in video lesson
• Optional: Require students to write blog response related to
video lesson
3. Allow first 5 minutes of class for clarification questions
4. Engage students in interactive application activities related
to concepts taught in video lesson
5. Repeat!
13. Pre-Made Instructional Videos
• Khan Academy (FREE)
• https://www.khanacademy.org
• LearnZillion (FREE)
• http://learnzillion.com
• ShowMe (FREE)
• http://www.showme.com
• Educreations (FREE)
• http://www.educreations.com
* Make sure to review videos before assigning – some do
contain errors!
14. Self-Made Instructional Videos
• SMART Notebook (one-time purchase)
• http://smartnotebook.com
• ShowMe (FREE) – There’s an iPad app for that!
• http://www.showme.com
• Educreations (FREE) – There’s an iPad app for that!
• http://www.educreations.com
• iPad/iPod/iPhone/any device
• Or a traditional camcorder will do!
15. Learning Management Systems
• Edmodo (FREE)
• https://www.edmodo.com
• Schoology (FREE)
• https://www.schoology.com
• Moodle (our school district is already subscribed!)
• https://moodle.org
17. Your Turn!
• Recall last objective of this training:
• Experiment with flipping their own classroom.
• One lesson, two lessons, a week, a chapter, a unit… whatever
you feel comfortable with!
• Your task: Brainstorm with the people at your table.
• How do you envision experimenting with flipping your classroom?
• If you teach multiple classes/contents, which one(s) do you see
yourself experimenting with?
• Each group will share their thoughts.
18. Flipping YOUR Classroom
• Think about…
• Which class(es) you will experiment with flipping
• Which lesson(s)/unit(s) you will flip (duration)
• What technology you will use
• Will you create your own videos? Or use pre-made?
• Will you post videos using a LMS?
• What questions you still have about flipping your classroom
• Complete the questionnaire
19. Your task…
• Develop at least one flipped lesson
• You may create your own instructional video or find a pre-made
instructional video for your students to watch.
• Develop hands-on, interactive activities for students to complete
during class the following day.
20. References
Flipped Learning (2013, March 15). How the Flipped Classroom
Transformed One Teacher. Retrieved March 1, 2014, from
http://www.youtube.com/watch?v=5NSdRqMqlU0&feature=c4overview-vl&list=PLP24P3yfORxCCPlYA0QrnRxREzclCqG7a.
Flipped Learning (2010, October 28). Flipped/Mastery Educational
Model: Student Impressions. Retrieved March 1, 2014, from
http://www.youtube.com/watch?v=iJrmsjdcmTY&list=PLP24P3yfORxC
CPlYA0QrnRxREzclCqG7a.
Flipped Learning (2012, July 20). Flipped Class Video Tour. Retrieved
March 1, 2014, from
http://www.youtube.com/watch?v=63urHGx3ItU&list=PLP24P3yfORxC
CPlYA0QrnRxREzclCqG7a .
Editor's Notes
All participants will receive print-out of slides with space to take notes.
Video: “Listen as Steve Kelly explains how the flipped classroom transformed his classes and created a student centered place of learning” (Flipped Learning, 2013).
Provide overview of the flipped classroom: instructional videos assigned for homework,students must watch videos; videos are usually short in length, about 5 minutes; fill-in notes,quiz, blog response, etc. may accompany video for homework; next day in class – application/interactive, hands-on, collaborative activities take place; students may also ask clarification questions during class
Discuss personal experiences – Piloted a flipped classroom model with one Algebra class last year; most students enjoyed it, liked learning at their own pace, liked being able to fast-forward or re-watch video lessons; was beneficial for absent students
Discuss personal experiences – one student in particular did not like the flipped model; did not like that he could not ask questions while watching the video; was difficult for me to find time and a quiet place to create videos
Video: “When Jonathan Bergmann & Aaron Sams started the flipped/mastery model of education, they had no idea that it would strike a chord around the country. One question they are often asked is what do your students think about learning in this way. So they asked their students. In this video their students answer that question” (Flipped Learning, 2010).
Discuss personal experiences – results of student survey after flipping a unit in one Algebra class
Discuss personal experiences – results of student survey after flipping a unit in one Algebra class
Discuss personal experiences – results of student survey after flipping a unit in one Algebra class
Discuss personal experiences – results of student survey after flipping a unit in one Algebra class
Discuss personal experiences – Used ShowMe iPad app to create videos and Edmodo to post link to videos for students to watch; allowed students to ask questions at the beginning of class; used class time for students to practice and apply new skills
Khan Academy and LearnZillion allow teachers to “create a class” that students can enroll in. Teachers can then assign students videos to watch and/or quizzes to complete.
Educreations also allows teachers to “create a class” that students can enroll in. Teachers can then create their own video lessons and assign them to students through the site.ShowMe allows teachers to create their own video lessons, but does not allow them to create a class. If teachers use ShowMe, they must send the link of the video lesson to the students.ShowMe and Educreations have iPad apps that allow you to create your own lesson – much easier than creating a lesson on a computer.
Edmodo, Schoology, and Moodle allow teachers to create classes and have students enroll. Teachers can then share content with students through the site. Edmodo and Schoology allow students to create their own discussion threads so others can read/comment. Teachers can also create their own blogs, quizzes, or polls. They even auto-correct!
Video: “This is a sampler video of different teachers using the flipped class method of instruction” (Flipped Learning, 2012).
Allow approximately 15 minutes for small group discussions. Then come back together and allow each group to share what they discussed.
Questionnaire will ask the questions listed on the slide.