1. Using Online Courses to Flip Your Classroom
Foundation - well designed courses that can be accessed anywhere - flexible formats - mobile, online, paper - Trained teachers, schools as hubs.
Here I will assume that teachers have access to completed online courses
Plan for this session is my process - overview of methods, example in practice, look at unit together, then login to bclearningnetwork.com and plan a unit independently then check in
Using Online Courses to Flip Your Classroom
By Nick
October 21, bclearningnetwork.com

2. My background
Teaching blended and online classes SD39 and SD46 since 2002
Master’s of Educational Technology from UBC 2007
Alternative Ed, Enriched, Adult Ed
Instructional Designer BCLN
Educational journalist for the Tyee

3. Today’s session
This is a workshop. You will need a pen and paper and must be willing to work
Teacher’s in BC public schools have access to comprehensive, well- designed online courses
You will create a unit plan using an online course before you leave
Teachers wanting to use a flipped model should use these courses rather than assembling materials found online or making own

4. standard flipped model

5. Flipped class Role change
facilitating interactions
giving one to one critical feedback in the moment

6. What is an online course?
has all components of the course - content, assignments, projects, assessments

7. online resources
Khan academy, crash course, youtube

8. The best models of education will have these four elements in common
Classroom
Read through slide above
Well trained teachers - in methods and technologies
Good courses that have been designed by a team
Buildings that have been designed for flexible learning
I will break these down going into details for each.
Online
One to One
Communication

9. Online- is organized and predictable
Content
Instructions
Work Habits
Reflection
The online part of the course is organized. Students can see what is expected of them - what they are responsible for completing. Assignment instructions must be clear so that students can figure them out alone. Refer to slide above.

10. Classroom - unpredictable, collaborative, dynamic
Discussions
Projects
Performance
Community
Social Learning
From the photo you can see classroom doesn’t require students to be within four walls. I meet with this class weekly. this time is used to negotiate meaning with peers (social learning) and taking risks with them. They build a sense of belonging.

11. One to One - flexible, conversational and on student’s terms
Give feedback
Review assignments
Build competencies
Personalize instruction
Assess informally
This is where teachers get to know students including their academic strengths and deficits. This is where students can complete individual assignments with the teacher there for clarification and immediate feedback that they can respond to.

12. Communication is key - teacher must be available “just in time”
in person - make it positive
with student (message, phone, text)
parents (reports, , phone)
F2F feedback is important as this is where relationship is built.
Students must feel comfortable with teacher to message when they are working on an assignment. Let your students know your expectations around communication

13. What it looks like
I will go over an EN9 unit that I have taught recently to show you how this works in practice. Letters as stories - Epistolary novel.
Step 1 - make this unit available to students. Tell them to skim it before next class
Step 2 - Tell students to read overview
When they show up next, we can dive into the assignment

14. Day 1 - Go over the whole unit
Explain assignment and criteria
Print templates
Do it together
Monitor as students work
Read through slide first.
I will put this up on a big screen to explain assignment.
Here I explain the reasoning behind the formatting in a way that the instructions can’t. Students should be able to finish this in class and hand in.

15. day 2
introduce Griffin and Sabine
read aloud first few pages
explain unit assignment (reveal)
Here I asked students to bring in a letter from home. I brought one too and read it aloud. They start to understand letter as story. Another assignment I have done is I have made up a letter then had them each respond. We then read them aloud which is fun but they get the idea of filling in the story.
Here I introduce the epistolary novel. I have a hard copy. They can read it online.
Unit project is to write their own epistolary narrative.
I will ask some students to come in to the school to work on this with me.
Weekly assignment
students read through book on their own and begin to look at unit project

16. Weekly assignment Write first letter Set up scenario day 3
Read selections from Griffin and Sabine - discuss
Outline unit project together
Discuss characters, scenarios, motifs
Show how to format
I read selections for discussion.
I will give students in class an outline.
I will give a lesson on various ways to format this. Students can do a slideshow or hard copy. They must have graphics that tell part of the story.
Students who did not complete outline in class will have to come in.
Weekly assignment
Write first letter
Set up scenario

17. Day 4 Weekly Assignment Finish good copy Prepare for performance
Finish Griffin and Sabine and discuss
Lesson on incorporating images
Work on rough copy of story in groups
Once again, I discuss key points.
As a class we look at how Bantock incorporates images so that they tell the story with the words rather than just repeating or reinforcing.
When students work on their rough copies, I can check in with each of them to see how things are progressing.
I remind them to rehearse for performances. They can read both sides of story, have me read one, a friend read one.
I tell students what to expect on the test. They discuss how to study.
Weekly Assignment
Finish good copy
Prepare for performance
Study for test

18. Day 5 Finish good copy Perform Write test Intro next unit
I will give students 15 mins to polish good copy and get it ready to hand in.
We review criteria for performance then they perform.
Test demands broad understanding rather than memorization.

19. Assignment - table
classroom
online
one to one
communication

20. Teaching ss10 online in the classroom
1. each person fills in table
2. at table - make unit plan
How to introduce
How many classes
What to do in class
What to assign for home
What to do one to one
Required communication
If you have a bcln account, feel free to login to take a look but it isn’t necessary. Let’s just look at what is on the screen. We have an intro, learning guide, four sections and a final project + test. You will sit down to plan this out to teach with a cohort. What do you want students to know before they start? How many classes and for how long? How much time between classes?

21. Home Assignment

22. Summary
start by accessing well-designed courses not by curating and designing
organize each unit ahead of time for maximum impact
learn to be a process specialist, not a content specialist