flipping educational technology pd for k-12 educators

“Flipping” Educational Technology PD for K-12 Educators

Dan SpencerMSU DSME Thesis Defense

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Thank You’s

MerleMargaretMy Wife Rachel

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Michigan Center HSChemistry/Physics Teacher 2004-2011

Jackson County ISDEducational Technology Coordinator 2011-Present

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Why Research PD?

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“Can you come in and show my teachers how to use Microsoft Office?”

[Local principal, one week before school started]

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Take what I did in my chemistry classroom and

apply it towards Professional Development

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Layered Curriculum (2006)

Choices = Ownership“You Choose” Assignments

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Flipped Classroom (2008)

What is the best use of class time?

Content available 24/7

I’m available when they need me the most

Learn at your own pace

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Project Based Learning (2010)

Real world applications to classroom problems

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. . . but what does this have to do with PD?

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Emphasis on Demonstrating Understanding

Common Core State Standards

Next Generation Science Standards (NGSS)

National Educational Technology Standards (NETS)

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Put teachers in a PD situation and we become

our students.

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Appropriate Training Time

Learned More Than I Knew Before

Practiced Using the Technology

Knew Where to Go With Questions

Effective Use of My Time

Able to Use Right Away

0% 20% 40% 60% 80% 100%

Jackson County Teacher Feedback

Teacher Survey Results

46%

53%

51%

51%

42%

36%

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Free Response Results

Category % Mentioned

“It didn’t apply to my classroom” 36%

“Didn’t get to try it” 24%

“But how do I use it in my teaching?” 11%

“I already knew it” . . . “I was lost” 11%

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“It’s ineffective when I leaving feeling I can’t use it

in my classroom”

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Hypothesis

By shifting from a trainer-centered model of PD to a leaner-centered model, participants (teachers) will be more confident to try using the tool in their teaching.

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Research Based on the Work of:

Dr. Malcolm Knowles (Adult Learner Theory)

Dr. Punya Mishra (TPACK)

Dr. Judy Harris (Learning Activities)

Jonathon Bergmann, Aaron Sams, and Dr. Ramsey Musallam (Flipped Classroom)

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The Adult Learner

Dr. Malcolm Knowles

The Adult Learner: A Neglected Species (1990)

Andragogy in Action: Applying Modern Principles of Adult Education (1984)

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Andragogy and the Adult LearnerSix Assumptions About Adult Learners:

Need to Know

Self Directed Learning

Personal Experience

Direction and Support

Experiential Learning

Intrinsically motivatedDr. Malcolm Knowles

http://www.youtube.com/watch?v=vLoPiHUZbEw

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TPACK

Dr. Punya Mishra

What Happens When Teachers Design Educational Technology? A Development of Technological Pedagogical Content Knowledge (2005)

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge (2006)

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Dr. Punya Mishra

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Learning ActivitiesDr. Judy Harris

Instructional Planning Activities Types as Vehicles for Curriculum-Based TPACK Development (2009)

Teacher’s Technological Pedagogical Content Knowledge and Learning Activity Types (2009)

TPACK in Action: A Descriptive Study of Secondary Teachers’ Curriculum-Based, Technology-Related Instructional Planning (2011)

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Flipped Classroom

Jon Bergmann, Aaron Sams

Flip Your Classroom: Reach Every Student in Every Class Every Day (2012)

Dr. Ramsey Musallam

Explore-Flip-Apply (2012)

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Most effective use of face-to-face time

Accessible content

At their own paceAaron Sams and Jonathon Bergmann

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Dr. Ramsey Musallam

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Learner-Centered PD

Focus on classroom application

Choices

At their pace and access to content

Learn by doing projects

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“Can you do a training on PowerPoint?”

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Instead . . .

Pedagogical Focus - Creating engaging presentations

Examples/Feedback before and during training

Choice of Tools (PPT, Google Pres., or Prezi)

How-to screencasts and other resources

“Learn by Doing” project(s)

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ExampleDemo TED-Ed video

Content videos and formative assessment?

Choices: TED-Ed or pen.io

How-to screencasts

Create a TED-Ed video of your own

https://sites.google.com/site/fcpdexample/

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“Flipping” PD Project

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Demographics• 70 K-12 Teachers

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Demographics• Teacher Background

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Demographics• Training Settings

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Training Topics

Cell Phones (1)

iPads (1)

Screencasting (1)

Flipped Classroom (3)

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Pre-survey vs. Overall Post-Training Feedback

Appropriate Training Time

Learned More Than I Knew Before

Practiced Using the Technology

Knew Where to Go With Questions

Effective Use of My Time

Able to Use Right Away

0% 20% 40% 60% 80% 100%

Pre Survey Post Training

46%67%

53%84%

51%

51%

42%

36%

84%

86%

93%

67%

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A Comparison

Screencasting and the Flipped Classroom Trainings:

Pinconning SchoolsDetroit School of ArtsJackson County ISD

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Pinconning Schools TrainingTwo hours

Computers weren’t working - Discussion and Demo Only

Effective Use of My Time

Able to Use Right Away

0% 20% 40% 60% 80% 100%

Pre Survey Pinconning

42%81%

36%31%

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Detroit School of Arts TrainingTwo hours

Project: Create a two minute screencast tutorial for a subject you will teach next year using the program of your choice.

Effective Use of My Time

Able to Use Right Away

0% 20% 40% 60% 80% 100%

Pre Survey Detroit Academy of Arts

42%

36%

89%

56%

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Jackson County ISD TrainingScreencasting and the Flipped Classroom

Two Full Days

Project 1: Create a two minute screencast tutorial

Project 2: Using the screencast from P1, create a TED-Ed lesson or pen.io page

Project 3: Link the tutorial, TED-Ed lesson, or pen.io page to your classroom LMS, web page, blog, or wiki.

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Effective Use of My Time

Able to Use Right Away

0% 20% 40% 60% 80% 100%

“Flipped” PD Survey Results

Pre Survey Jackson County ISD

Jackson County ISD Training

42%

95%

36%

89%

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Comparing Training Results“This Was An Effective Use Of My Time”

0% 20% 40% 60% 80% 100%

“Flipped” PD Survey Responses

Pre SurveyPinconningDetroit Academy of ArtsJackson County ISD

42%

81%

89%

95%

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Comparing Training Results“I Can Use What I Learned Right Away”

0% 20% 40% 60% 80% 100%

“Flipped” PD Survey Responses

Pre SurveyPinconningDetroit Academy of ArtsJackson County ISD

36%

31%

56%

89%

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Conclusion

The data suggests that teachers involved in “learner-centered” PD are more confident to try the tools they learned about in their teaching.

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Discussion

Yes, they are more confident, but is it really making an impact in student learning?

PD Models That Work:

Showers and Joyce

Kristin Daniels and Wayne Feller, Stillwater MN - flippedpd.org

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