Reaching More Learners Through a Flipped Learning Dr. Michele Pinnock Sam Sharpe Teachers’ College, Vice Principal

Current Status We face a challenge of teaching to the middle without challenging learners at either ends of the spectrum Great Diversity among Learners – interest; cognitive abilities; preferences; developmental levels Large class size Many disengaged learners

What’s a Flipped Learning Experience? Learners are first exposed to new material / knowledge prior to class using videos of lectures, reading assignments on handouts for example. Valuable class time is then used to engage learners in assimilating the content being presented, perhaps through problem-solving, discussion, or debates.

Sample Videos of Flipped Classrooms Ndp0 Ndp0 videos 3ItU&feature=youtu.be 3ItU&feature=youtu.be Flipped Classroom

Teacher’s Perspective on Flipped Learning "[In the current model], one student goes home to educated parents who can help him with his homework, while another student goes home and gets no help,“ "In the flipped model, both of those kids come back to the classroom after receiving the content, and now all of the help with the homework is given by the expert in the field."

When using the flipped classroom, instructors allow students to investigate the concepts introduced during the video lecture in the way that makes them comfortable- for example group work or independent reading, while focusing on gaining content knowledge (Lage, Platt and Treglia, 2000).

Better Days Ahead for Homework Traditional ClassroomFlipped Classroom Student gets frustrated and gives upTeacher able to assist learners when they get stuck Teacher reviews homework in classStudents able to review their work in class with peers and teacher Struggling students afraid to ask for help – often they don’t complete assignment Teacher able to identify students as they struggle with content and immediately provide feedback and help Students do not read the comments placed on graded assignments Teacher able to immediately provide feedback and help

History of Flipped Classroom In High School Chemistry teachers Jonathan Bergman and Aaron Sams. Posted lectures online

Theoretical Framework The Science Of Learning, two of which help explain the success of the flipped classroom. Bransford and colleagues assert that “To develop competence in an area of inquiry, students must: a) have a deep foundation of factual knowledge, b) understand facts and ideas in the context of a conceptual framework, and c) organize knowledge in ways that facilitate retrieval and application” (p. 16).

Theoretical Framework By providing an opportunity for students to use their new factual knowledge while they have access to immediate feedback from peers and the instructor, the flipped classroom helps students learn to correct misconceptions and organize their new knowledge such that it is more accessible for future use. Furthermore, the immediate feedback that occurs in the flipped classroom also helps students recognize and think about their own growing understanding Although students’ thinking about their own learning is not an inherent part of the flipped classroom, the higher cognitive functions associated with class activities, accompanied by the ongoing peer/instructor interaction that typically accompanies them, can readily lead to the metacognition associated with deep learning.

Educational Technology Capture key content – access their own content at their convenience – LEARNER CONTROL Able to Pause/ rewind/ Replay – Learner Control Present Learning materials in a variety of formats Multisensory Excellent for Reviewing information at Assessment Time

Key Elements of the Flipped Classroom Provide an opportunity for students to gain first exposure prior to class. Provide an incentive for students to prepare for class. Task associated with points Provide a mechanism to assess student understanding. Provide in-class activities that focus on higher level cognitive activities.

Four Pillars of F-L-I-P Bergman & Sams F F lexible Environment L L earning Culture I I ntentional Content P P rofessional Educator

Four Pillars of F-L-I-P Bergman & Sams Flexible Environment Educators can create flexible spaces in which students choose when and where they learn. Furthermore, educators who flip their classes are flexible in their expectations of student timelines for learning and in their assessments of student learning. Learning Culture The Flipped Learning model deliberately shifts instruction to a learner-centered approach where class time is dedicated to exploring topics in greater depth and creating rich learning opportunities. Students are actively involved in knowledge construction as they participate in and evaluate their learning in a manner that is personally meaningful. Read more at

Four Pillars of F-L-I-P Bergman & Sams Intentional Content Educators continually think about how they can use the Flipped Learning model to help students develop conceptual understanding and procedural fluency. Educators use intentional content to maximize class time in order to adopt methods of student-centered, active learning strategies. Professional Educator Professional educators continually observe their students, providing them with feedback relevant in the moment and assessing their work. Professional educators are reflective in their practice, connect with each other to improve their instruction, accept constructive criticism and tolerate controlled chaos in their classrooms. Read more at

Roles & Responsibilities of Students and Teachers Teacher and students engaged in concept exploration making meaning of content Students take responsibility for their own learning

Roles & Responsibilities of Teachers Teacher acts as Coach/ Mentor/ Guide Teacher helps students Access Information Process information Develop critical thinking skills needed to problem solve Teacher will help students to set and monitor goals Aids in the development of skills needed by the 21 st century worker

Thinking in the Flipped Classroom Outside of class students are engaged in lower levels of cognitive work (gaining knowledge and comprehension) Inside of the class they are focused on higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) as they are supported by their peers and teacher.

Flipped Learning Experience Downloaded from

Traditional Classroom vs Flipped Classroom OLD (BEFORE THE FLIP) NEW (AFTER THE FLIP) Before Class Students assigned something to read Students guided through learning module that asks and collects questions. Instructor prepares lecture.Instructor prepares learning opportunities. Beginning of Class Students have limited information about what to expect. Students have specific questions in mind to guide their learning Instructor makes general assumption about what is helpful. Instructor can anticipate where students need the most help. During Class Students try to follow along.Students practice performing the skills they are expected to learn. Instructor tries to get through all the material. Instructor guides the process with feedback and mini-lectures. What's Different About the Flipped Class? We thank Dr. Sacha Kopp for his creative input on this table. Table downloaded from Dr. Sacha Kopp

Traditional Classroom vs Flipped Classroom OLD (BEFORE THE FLIP) NEW (AFTER THE FLIP) After Class Students attempt the homework, usually with delayed feedback. Students continue applying their knowledge skills after clarification and feedback. Instructor grades past work.Instructor posts any additional explanations and resources as necessary and grades higher quality work. Office Hours Students want confirmation about what to study. Students are equipped to seek help where they know they need it. Instructor often repeats what was in lecture. Instructor continues guiding students toward deeper understanding. What's Different About the Flipped Class? We thank Dr. Sacha Kopp for his creative input on this table. Table downloaded from Dr. Sacha Kopp

Benefits of Flipping Your Classroom Provides opportunity for differentiated learning Students become independent learners Promotes Active Learning- focused on developing higher order skills Promotes peer interaction and collaboration Individuals interact with content prior to class time Learners get an opportunity for individualized attention Learning becomes more prominent compared to teaching Increased efficiency - maximizing class time

Time becomes available for students to collaborate with peers on projects, engage more deeply with content, practice skills, and receive feedback on their progress. Teachers can devote more time to coaching their students, helping them develop procedural fluency if needed, and inspiring and assisting them with challenging projects that give them greater control over their own learning.

Arguments Against Flipping Too much homework – Lectures on video are monotonous Not all students have access to technology outside of school Not all students will complete their activity before class

Sample of flipped classroom Ndp0 Ndp0

The Four Phases of a Flipped Classroom Experiential Engagement: The Activity Concept Exploration: The What Meaning Making: The So What Demonstration: The Now What

The Flipped Classroom Model

Experiential Exercise Hands-on Activity that engages the student They are engaged in making connections between their experience and creating meaning Interest heightens because of experience – Desire to learn more Content rich videos – Khan Academy; Teacher tube etc

Creating a Flipped Classroom OsA OsA

Assessment in a Flipped Classroom online quizzes to worksheets to short writing assignments, but in each case the task provided an incentive for students to come to class prepared by speaking the common language of undergraduates: points. In many cases, grading for completion rather than effort can be sufficient, particularly if class activities will provide students with the kind of feedback that grading for accuracy usually provides.

Deciding Which Lesson to Flip First, teachers should choose a topic that can be explained in 15 minutes or less. The flipped classroom approach works best with topics that students can understand relatively well on their own. Teachers can use a variety of free resources to create and upload videos of their lessons, or they can turn to free, existing videos that explain their chosen topic.

Flipped Classrooms at Sam Sharpe Teachers College Mrs. Michele McFarlane 9/materials 9/materials Ms. Monica Campbell

Resources ed WEBQUEST Video notes rJVITyt9uPQUU1SW1qaVhIdkEhttp:// rJVITyt9uPQUU1SW1qaVhIdkE

Tips on Preparing Videos other-lessons Windows moviemaker The teacher must have a good grasp of the content Must understand his/her audience – their needs and preferences Must be able to make connections – relevance No Experts Needed just Experienced Teachers

Reference Lage, M.J., Platt, G.J., & Treglia, M. (2000) Inverting the classroom: A Gateway to creating an inclusive learning environment. Journal of Economic Education, Bruff, D. (2012, September 15). The Flipped Classroom FAQ. Retrieved March 4, 2013, from Center for the Integration of Research, Teaching and Learning Network (CIRTL): White, R. (2012, June 30). How to Flip Your Classroom. Retrieved March 4, 2013, from Hybrid Classroom: Flipped Learning. Retrieved March 2, learning.com/?p=1073#more-1073http://flipped- learning.com/?p=1073#more-1073 The Innovative Educator. Retrieved March 1, flop.html flop.html

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Articles pdf /Centricity/Domain/41/FLIP_handout_ FNL_Web.pdf