Three ways to flip
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This document outlines 3 ways to flip a classroom: 1. Communicate - Students need ways to communicate with the teacher and each other to access lesson materials and message about projects. Wikispaces and Edmodo are suggested communication platforms. 2. Provide resources - Teachers should share online content for students to access lesson readings and videos through links. Interactive websites can also be used to check vocabulary definitions. 3. In-class strategies - Examples include using online polling questions for entrance tickets, working in groups to analyze materials, and creating multimedia projects for assessment using collaborative tools. Acting out chapters and writing creative assignments extend learning outside of class.
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Three ways to flip
- 1. 3 Ways to Flip Your Classroom Brian Thomas, Social Media/Acct. Mgr bthomas@teachtci.com @Brian_ThomasTCI
- 2. Preview
- 4. Preview Poll Use the chat box to answer the following question: “How many of you have implemented principles of flipped instruction? A. Never B. Rarely –have done it once or twice C. Sporadically D. Routinely
- 6. Communicate The infrastructure of a flipped classroom is communication. Students need ways to get links from you as well as message you, and ideally a way to communicate with each other (in projects). http://www.wikispaces.com/ http://www.edmodo.com/?language=en&auto_selected_lang=true&logout=true Wikispaces & Edmodo
- 7. Communicate
- 10. Example KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles. 1. She assigns her students to read section 5 of chapter nine from Government Alive! Power, Politics, and You.
- 11. Example KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles. 2. KJ then shares the link for the website, “The Living Room Candidate” with the students via a custom Twitter hashtag she created for her class.
- 12. Example Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration. 1. Brian gives his students a word cloud of some of the vocabulary from the text they are about to start reading. Students are to circle at least three words they don’t know, find them, draw a line from the word to a sentence describing/defining it.
- 13. Example Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration. 2. Brian shares with his students the link to http://visuwords.com Students are able to use this tool to help them complete and check some (not all) of the words provided.
- 16. Example KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles. 3. As students enter class, they respond to an entrance question using their laptops, tablets, or smartphones via padlet.com.
- 17. Example KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles. 4. During class, students work in partners to identify persuasive techniques in other election pieces stretching back to the 19th century.
- 18. Example KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles. 5. For outside work, students in groups are assigned a fictional candidate for President and must create an advertisement using the techniques they learned from the lesson. KJ has her students use tools like Mozilla Webmaker and Animoto. Students collaborate together on celly and lino.it.
- 19. Example Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration. 3. Brian creates a placard for each word. As students enter the room, they are encouraged to stand by one that they covered out of class. In small groups, students share what they learned. They then listen to other groups who represent words they did NOT do. The teacher filters the information.
- 20. Example Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration. 4. The class is divided into reading quads. As groups read a chapter, they are responsible for preparing a quick Act-it-Out to show what happened/what was important. The act-it-outs should include appropriate vocabulary from the book, simple props, and visuals to bring it to life. It’s not necessary to have a script but it should show what they know.
- 21. Example Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration. 5. Outside of class, students are challenged to write an obituary for Pinkus that might have appeared in a newspaper. To make it seem realistic, Brian provides the site http://fodey.com to his students to make a news clip look real.
Editor's Notes
- Press F5 or enter presentation mode to view the poll\r\nIn an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser:\r\nhttp://www.polleverywhere.com/multiple_choice_polls/LTE2MjQ1Mzg4MTIIf you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone.