1. THE FLIPPED SCIENCE CLASSROOM Josh Corbat Green Hope High School

2. What is a “flipped” classroom and how does it work?

3. Traditional Science Class Activity90-minute class50-minute class Introduction5 minutes Lecture (~60%)40-50 minutes30 minutes Activity (lab, discussion) (~30%) 40-45 minutes10 minutes Wrap-up (if time)5 minutes Send home homework

4. “Flipped” Science Class Activity90-minute class50-minute class Introduction5 minutes Activity (lab, discussion) (~90%) 70-80 minutes30-40 minutes Wrap-up5 minutes Students watch lecture videos at home FREEDOM!

5. The Videos  Set a limit  5 minutes for each video  No more than 3 videos per night  Keep it simple  Use technology you already have  Don’t create anything!  No crazy editing  Add your flair  Be funny!  Use jokes and stories you would normally tell in class

6. Accountability  Have something for students to fill-in or complete as they watch the videos  Fill-in-the-Blank notes  Take their own notes  Foldables  Summaries  Quizzes  Online or In class

7. Why Flip?  It’s not “easy!”  Videos take time Make several at a time  Students may resist at first Promise yourself you will try it for at least 3 lessons  Less stress  Students that are absent won’t miss material  It’s nice knowing you are available “on-demand”  Special Ed and the Administration love you

8. Why Flip?  Develop relationships  With students  With parents  Fewer behavior problems  No more waking students up during lecture  Students take an active role in learning

9. How to Flip  Record your video (it HAS to be YOU!)  Upload it to YouTube (or any site that you want)  YouTube has great privacy options  Available on most devices  Give students the link  Point them to your YouTube Channel  Embed the video  Give a (very) short recap the next day

10. What to do with all this extra time  Integrate new projects and assignments  Students can produce more polished products  Graphs from lab data  Final drafts (no more reading students’ stream-of- consciousness-style papers)  Lab analysis (mean of class data, sources of error)  Study Hall before tests  Teach study skills

11. Roadblocks  Some students will resist at first  Students may forget a day or two  Technical difficulties

12. My Experiences  Test scores increased  Students must INTERACT with the material  Student accountability increased  Interest in the subject increased

13. THANK YOU! jcorbat@wcpss.net www.corbatscience.com