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# 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
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
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?