Flipped classrom

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Flipped classrom

  1. 1. The Flipped ClassroomRIMS CTAPMarch 5.2013
  2. 2. IntroductionsYour hosts– Tim Downey– Molly Large– Yma Marañon-Davis– Jenny ThomasAnd you are...– Name– District– Role– 1 thing you arehoping to get fromthis session
  3. 3. Lecture athomePractice atSchool
  4. 4. Why Flip?• Too much content for schedule• Lots of absences• Move from algorithms to concepts• Place high cognitive load activities in theclassroom with teacher accessibility
  5. 5. Standard DayWarm up - 5 minutesHomework review - 10 minutesDirect instruction - 25 minutesPractice - 10 minutes
  6. 6. A Different ModelQuestionThinkPollDiscussRe-pollExplain
  7. 7. Thermal Expansion
  8. 8. Question & ThinkConsider a rectangular metalplate with a circularhole in it.When the plate is uniformly heated, thediameter of the hole...A. increases.B. decreases.C. stays the same.From Eric Mazur, CISC Presentation3/21/13
  9. 9. PollPolleverywhere.comhttp://www.PollEv.com/mlarge
  10. 10. DiscussAt 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.
  11. 11. Re-pollPolleverywhere.comhttp://www.PollEv.com/mlarge
  12. 12. What Happened?You...• made a commitment.• externalized your answer.• moved from answer/fact to reasoning.• became emotionally invested in the learningprocess.
  13. 13. Correct Answer?When the plate is uniformly heated, thediameter of the hole increases.
  14. 14. Explain
  15. 15. Explain
  16. 16. From Questions to Concepts
  17. 17. DiscussWhat strategies does Mazur advocate forbuilding better understanding?What instructional shifts must take place inorder to implement a process such asMazurs?
  18. 18. You can forget facts but youcannot forget understanding.Dr. Eric Mazur
  19. 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
  20. 20. Flipping and Bloom’sCreateEvaluateAnalyzeApplyUnderstandRememberCreateEvaluateAnalyzeApplyUnderstandRememberCreateEvaluateAnalyzeApplyUnderstandRemember
  21. 21. Traditional ModelCreateEvaluateAnalyzeApplyUnderstandRememberHomeClass
  22. 22. Flipped ModelCreateEvaluateAnalyzeApplyUnderstandRememberHomeClass
  23. 23. Why "Explore"?• Builds backgroundknowledge• Raise questions– Open-ended– Meaningful• Create interest– Be provocative• Stimulate thinking– Reflection– What if…Explore
  24. 24. Introduction to Mass and Density
  25. 25. DiscussRemember that we have been learning aboutmass and density…• What questions about mass and density doesthis video raise?or• What went wrong for Indiana Jones?• Design a way Indiana could have successfullyreplaced the gold statue using sand.
  26. 26. Why "Explain"?• Teach concept• Input phase• First best instruction• Address misconceptions• Re-teaching Explain
  27. 27. Why "Apply"?• Higher cognitivedomain• Greater depth ofknowledge• Transfer from facts tounderstandingApply
  28. 28. The problem with educationis not one ofengineering, but one ofdesign.Farbood Nivi, grockit.com
  29. 29. Your Turn: 5 minutes1. Save a copy of the Flipped ClassroomPlanning Document to your Google account:http://goo.gl/hYkDt2. Think about “explore activity” that is relevantto your grade level and subject area3. Identify purpose and cognitive level foractivity
  30. 30. Resources for Explorehttp://ctap10.org/flipExplore Apply
  31. 31. ScreencastingA screencast is a digital recording of computerscreen output often containing audionarration–sometimes called a video screencapture.
  32. 32. ScreencastingFlip instruction by exploring and/or contentPre and post assessmentOther software tutorialsSlideshows or other studentprojects Explain
  33. 33. Screencasting
  34. 34. Why Screencast?Increased contact time between students andteachersStudents take responsibility for their ownlearningAbsences dont leave students behindContent is archived for review or remediationStudent engagement in learningStudents can get a personalized education
  35. 35. Screencast-o-maticvs.EducreationsFour Ways to Multiply Example-ScreencastFour Ways to Multiply Example-Educreations
  36. 36. Edmodohttp://www.edmodo.com
  37. 37. Using Edmodo
  38. 38. Using Edmodo
  39. 39. Vehicle to the Future
  40. 40. DiscussHow is Flipped Classroom different for theseteachers from the "flavor of the month"initiatives they mentioned?
  41. 41. Resources for Direct InstructionExplain
  42. 42. Resources for Direct InstructionExplain
  43. 43. Resources for Direct InstructionExplain
  44. 44. Lunch
  45. 45. The Flipped Classroom is Not...
  46. 46. Reflection DiscussionNow that you’ve explored the flipped model inmore depth, how would you define “flippedclassroom” to other teachers at your site?
  47. 47. Google FormsExplain
  48. 48. Google Forms – Your Turn!Apply
  49. 49. Lesson Plan TemplateExplain Apply
  50. 50. Final Considerations• Explaining to administration• Explaining to parents• Access, equity, and accessibility
  51. 51. Parent Concerns• Flipping is not abdication of teaching• Flipping is not expecting parents to teach
  52. 52. Engaging Parents in Flipped Model• Engagement with child to watch videotogether• Higher level, academic conversations withtheir child based on the flipped lesson• Like CCSS ELA shift in questioning fromtext, parents can question from video• Meaningful and purposeful academicdiscussions
  53. 53. Administration Concerns• Flipping is not abdication of teaching• Students who do not have access at home• Ensuring that students do the flippedhomework
  54. 54. Evaluation• Please help us make this workshop better!http://ctap10.org Professional Development Workshop Evaluations
  55. 55. Thank you for your participation!

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