2. Introductions
Your hosts
– Tim Downey
– Molly Large
– Yma Marañon-Davis
– Jenny Thomas
And you are...
– Name
– District
– Role
– 1 thing you are
hoping to get from
this session
4. Why Flip?
• Too much content for schedule
• Lots of absences
• Move from algorithms to concepts
• Place high cognitive load activities in the
classroom with teacher accessibility
5. Standard Day
Warm up - 5 minutes
Homework review - 10 minutes
Direct instruction - 25 minutes
Practice - 10 minutes
8. Question & Think
Consider a rectangular metal
plate with a circular
hole in it.
When the plate is uniformly heated, the
diameter of the hole...
A. increases.
B. decreases.
C. stays the same.
From Eric Mazur, CISC Presentation
3/21/13
10. Discuss
At your table, work in groups of no more than 3.
1. Discuss your answers.
2. Explain your reasoning.
3. Use evidence from the instructional video.
4. See if you can convince the other person.
12. What Happened?
You...
• made a commitment.
• externalized your answer.
• moved from answer/fact to reasoning.
• became emotionally invested in the learning
process.
17. Discuss
What strategies does Mazur advocate for
building better understanding?
What instructional shifts must take place in
order to implement a process such as
Mazur's?
18. You can forget facts but you
cannot forget understanding.
Dr. Eric Mazur
19. Explore, Explain, Apply Model
• Explore: community activity
– Mid-range cognitive level
– Building background knowledge
• Explain: individual learning
– Low cognitive level
– Direct instruction
• Apply: community activity
– High cognitive level
– Transfer of knowledge and skills
25. Discuss
Remember that we have been learning about
mass and density…
• What questions about mass and density does
this video raise?
or
• What went wrong for Indiana Jones?
• Design a way Indiana could have successfully
replaced the gold statue using sand.
26. Why "Explain"?
• Teach concept
• Input phase
• First best instruction
• Address misconceptions
• Re-teaching Explain
27. Why "Apply"?
• Higher cognitive
domain
• Greater depth of
knowledge
• Transfer from facts to
understanding
Apply
28. The problem with education
is not one of
engineering, but one of
design.
Farbood Nivi, grockit.com
29. Your Turn: 5 minutes
1. Save a copy of the Flipped Classroom
Planning Document to your Google account:
http://goo.gl/hYkDt
2. Think about “explore activity” that is relevant
to your grade level and subject area
3. Identify purpose and cognitive level for
activity
31. Screencasting
A screencast is a digital recording of computer
screen output often containing audio
narration–sometimes called a video screen
capture.
32. Screencasting
Flip instruction by exploring and/or content
Pre and post assessment
Other software tutorials
Slideshows or other student
projects Explain
34. Why Screencast?
Increased contact time between students and
teachers
Students take responsibility for their own
learning
Absences don't leave students behind
Content is archived for review or remediation
Student engagement in learning
Students can get a personalized education
46. Reflection Discussion
Now that you’ve explored the flipped model in
more depth, how would you define “flipped
classroom” to other teachers at your site?
52. Engaging Parents in Flipped Model
• Engagement with child to watch video
together
• Higher level, academic conversations with
their child based on the flipped lesson
• Like CCSS ELA shift in questioning from
text, parents can question from video
• Meaningful and purposeful academic
discussions
53. Administration Concerns
• Flipping is not abdication of teaching
• Students who do not have access at home
• Ensuring that students do the flipped
homework
54. Evaluation
• Please help us make this workshop better!
http://ctap10.org
Professional Development
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