FLIPPING YOUR CLASSROOM Making students into active learners through collaboration with their peers and your expert guidance.

What is a Flipped Classroom? In-class time is “re-purposed” for inquiry, application, and assessment Students study course material outside of class, using readings, pre- recorded video lectures (using technology such educreations, youtube, wistia), or research assignments. During class, instructors become facilitators of the learning process by helping students work through problems individually and in groups.

Why Flip? The point is to free up valuable in-person class time for deep and rich learning experiences where the instructor is available to guide and facilitate. Preserve the value of lectures Re-design the concept of lectures and methods of gaining knowledge and information. When, where, what, and how.

Other Side Effects of a Flipped Classroom Increased time in the classroom also means increasingly engaged activities. Additional procedures and transitions need to be in place Reflective activities to have students think about what they learned. Students not doing the pre-work at home and coming to class unprepared. Mandatory or optional videos. Can be unfair to expect students to watch videos outside of the classroom. May be too long. Need to maintain reasonable length of time for videos. What technology do you have to support the Flipped Classroom? Video recording software. Student access to technology. Mobile learning. No internet access.

#1 Identify where a flipped classroom model will work best for you. What in class activities do you rarely have time to complete during class and requires students to apply their content knowledge and skills? What concepts or topics do students struggle the most to understand based on assessment data? What topics would students benefit from the opportunity to apply the concepts within the classroom with your expertise to guide their development?

#2 Use Class time to engage students in application activities with feedback The toughest part is now figuring out what to do with all this newfound free class time. Appropriate level of rigor Utilizing your expertise as a coach and/or guide. Collaborative learning experiences Labs Homework sets Group Essay writing Project-Based Learning Design-Based Learning

#3 Clarify connections and differences between in and out of the class learning The point is to move the lecture to before class time and the application of the content we identify as homework into the classroom setting. A few questions to ask yourself: What part of my current “homework assignment” system could be moved to class time to help students better apply the content? Am I rushing my in class activities? What is happening inside my class to prepare them for larger assignments that I expect them to complete later on in the school year? How can I make the connections between what is happening in the class and outside of the class clear? What do students need to know before class to successfully engage in the learning activity during class?

#4 Repurpose your materials for students to gain content knowledge before class The Flipped classroom does not have to be about videos. Teachers can repurpose reading such that students will come to class with low level questioning and high level questions to begin a discussion around the topic (See Ms. DePaolo) Must hold students accountable for completing the pre-class assignment Provide a way for students to inquire and share their curiosity about the learning occurring outside the classroom Blogs, forums, Facebook groups, detailed notes for class discussions Online Video or Audio content Podcasts, videos, online mini-lectures, simulations, labs and demos To start, keep it simple and use other peoples sources. Begin to create your own.

#5 Learning must be meaningful Learning occurring must go beyond the basic reasons for needing to know things. Students can not be expected to watch videos on content that is not important. The activities in the class need to utilize the pre-class work and engage students. Use of collaborative practice to make learning more social Use of blogs or social media to encourage meaningful discussions on the topic Encourage study groups

Source for outside learning I record on the IPAD with educreations. I record through Imovie. Powerpoints can be recorded with screen capturing software such as Camtasia (paid software, Mr. Jocz uses it), Jing (Records first 5 mins), Recorder (Some computers come with a screen recording application already installed), Smartboard recorder (Part of the Smart software collection free online) Audio recorder to capture podcasts of your lecture.

Places to put your sources online Youtube Lausd.wistia.com (Paid for by the district. Log on with SSO) School website Personal Website Dropbox Google Drive Moodle

Note Structure and Expectations Students must take meaningful notes Identify what they understand Pose questions about things they do not understand Ask clarifying questions on things they kind of understand Students use class time to address they misconceptions either through engaging activities, labs, Socratic seminars, small group discussions, etc Organized Chaos. Class setting and environment that encourages discussions everyday. Noise Constant observation and informal assessment Determine key moments to check for understanding.

Survey & References learning/flipping-the-classroom/ learning/flipping-the-classroom/ Materials/marshal%20helain.b.pdf Materials/marshal%20helain.b.pdf classroom/279013/ classroom/279013/ give-every-student-a-chance-to-succeed/ Survey - /FGltHmPiVC