Administrators Kickoff 2014 The Science of ImplementationPractice: Hybrid Instruction & The Flipped ClassroomName: Les Forster & Dana CooperSchool: Cypress High School, LOSD

Stage & Scope of implementation

• Four Cypress instructors complete COE’s Leading Edge Certification, including Dana Cooper

• Prompt: Need to change the pace and roll out of math instruction• Professional Development: CUE (Computer Using Educators)

Conference in Napa - Intro to Flipped Classroom (Jonathan Bergmann)• Research: Online, YouTube Videos• Organization of Structure• Developing a platform• Created Google presentation and parent letter home to introduce

Flipped Classroom concept to parents.

History & Context Why was this THE idea to push to full implementation?

• Many students who enroll at Cypress struggle with math and are at different levels of math skill

• Needed a different approach to teaching math:

–Direct Instruction–Project/Problem Based–Not enough differentiation

• Professional Development opportunities: CUE Conference

• Great district/site support and encouragement

3 key obstacles and how they were overcome

• 1 Teacher time investment - preparation & maintenance

• 2 Students don’t do homework - switch from traditional

flipped classroom model (homework at school/lectures at home) to more blended classroom model (self-paced)

• 3 Organization - Developing a system that works for

everyone - differentiation, study skills etc.

Which DRIVERS do you have in place?Professional Development:• Educational and Tech Conferences

–CUE (Computer Using Educators) Conferences–Alan Novembers BLC Conference in Boston–California League of Schools - Monterey Conference

• Inspirational/Supportive BTSA Mentor• Leading Edge process - Teacher Certification• Tech support - Classroom student computer access,

Teacher website, Screencasting (Camtasia/Screenr)

iPad (Educreations)• Site support and encouragement

Non-negotiables• Students would have at least 60 minutes of OTT (on task time) each 85

minute class period not including opening and closing (approx 10 minutes) to earn a productivity stamp at the end of the period.

• Students had to pass a standards based test with 70% or greater before moving on to the next unit. They could retake each test (different version) once before having to come in for additional help.

• As the flipped class developed I instated bi-weekly checkpoints and due dates to encourage students to stay on track and seek extra help if needed.

• I also developed a pre-assessment for each unit that allowed students to skip the concept videos/standards that they’ve already “mastered”.

• I eventually allowed students to use the textbook as a supplement or replacement resource to choose from as well as my concept (lecture) videos.

Impact on students and staffStudents:● Most students appreciated the change of pace

in the classroom● Some students didn’t have enough

patience/stamina/confidence to allow the flipped classroom process/transition to take effect

Staff/Colleagues:● Supportive & Inquisitive● Social Studies teacher deployed her

adaptation of a flipped/blended classroom for her freshman geography class

Parents:● Asked questions at open house night, otherwise supportive

Everyone/All:● Helped prepare us to consider alternative ways of learning

How will you sustain or grow the practice?

• Considering blended learning units while developing common core curriculum.

• We’ve used blended learning techniques in Algebra, Geography, Senior Seminar (blended), researching integrated math options.

• Partial use of flipped model for staff meetings.Advice:• Consider flipping one unit or lesson rather than a whole semester/year. • Slowly develop content and procedures so you can be flexible and grow

as you learn what is working and what needs to change.