Flipped Classroom notesFlip Your Classroom: Reach Every Student in every Class Every DayBy Jonathan Bergmann and Aaron Sams

Book Notes compiled by Jane L. Sigford

Chapter 1: Our Story: Creating the Flipped Classroom

Background: In 2007 2 teachers in Colorado, Jonathan Bergman and Aaron Sams, realized they were spending an inordinate amount of time on catching students up when they missed class. Because towns are so far apart, many athletes struggled to keep up and be in class when they had to be on the bus for hours to go to competitions. Technology got to a point to be a tool to use whereby the two teachers, Jonathan and Aaron, began videotaping their lessons so absent students could hear the information and students who were present could watch and pick up on information they may have missed during class. Side effects: More emails from students asking questions, emails from teachers who were using the videos, online science teacher forums, etc.

Flipped Classroom is Born: Aaron had a stark realization: The time when students really need me physically present is when they get stuck and need my individual help. They dont need me there in the room with them to yak at them and give them content; they an receive content on their own. P. 5 Began to prerecord all lessons as homework and then just helped students with concepts they didnt know. Teachers found they had more time for labs and for problem work time. They ran out of things for the students to do. They were completing all their work with 20 minutes left in class. This model was much more efficient than lecturing and assigning homework. P. 5 Personalization of education for each student has merit but how can a teacher individualize for 150 students each day when the model is built on the standardized, factory model? Flipping the classroom facilitates the individualization. Realized that some students were getting more information yet the Jonathan and Aaron realized they were still pushing some kids through before they had achieved mastery of content. They realized they had never been trained in how to set up a classroom designed for mastery learning. They experimented and realized several things: One, there is no such thing as THE flipped classroom. Its about a mindset, not a recipe. The attention is on the student, not the teacher.

Chapter 2: The Flipped Classroom What is a flipped classroom? That which has been homework is now done in class and that which was done in class is now done at home. But there is more. What does a class look like: Start with discussion of video from night before. They spend considerable time training the students how to watch the video with an inquiring eye and mind. Train them to turn off other distractions, take notes about questions they have, pause and rewind, use Cornell note taking. Use the common questions as indicators that this is a topic that is not secure for all the students. The outlier questions allow opportunities for individualization and differentiation. Then students given assignment for daylab, inquiry activity, directed problem solving. Depending on length of class period, students may have more than one of these activities per class. Teachers role is more tutorial. Still have tests, quizzes, papers to grade. Benefitthe students who struggle the most, get the most attention.

Chapter 3: Why you Should Flip your Classroom It has transformed their teaching practice. Have a different role More in line with how todays students engage and learn. Some adults worry that they are increasing screen time for their children. The response is that they are infiltrating the video/digital culture instead of fighting it. P. 21.Bad reasons for flipping your classroom: Because some guys who got a book published told you so Because you think it will crate a 21st century classroom Because you think you will become cutting edge Because you think flipping your classroom exempts you from being a good teacher Because you think it will make your job easierWhen you walk into a flipped classroom you will see: Students using multiple ways of learning including their own technological devices which may be more sophisticated and up to date than those owned by the school.

Flipping Helps busy Students Students can work ahead, catch up, repeaton their timebefore practice, after practice, while homebound etc. Flipping Helps Struggling Students Previously, the best and brightest were the ones who got the most attention. Now teachers walk around helping those when and how they need it. We think this may be the single most important reason that students thrive in the flipped classroom. P. 23Flipping Helps students of all abilities to excel Students who need more time and repetition can watch the videos as much as they want. Flipping allows students to pause and rewind their teacher Students can pause the teacher when things move to fast or if they miss a point. And some can skip over material they already know and get to the more advanced information. Plus, they can watch in segments if they have to leave in the middle to go to practice. Flipping increases student-teacher interaction Flipping does not replace teachers like online. In fact, it increases the need for teachers to individualize, build relationships, know their students, and design instruction accordingly. It is more of a blended classroom. Teachers play a vital role in the lives of their students. Face-to-face interaction is invaluable. P. 25 Flipping allows teachers to know their students better Teachers not only produce content but they are there to inspire, encourage, listen and provide vision. They also build relationships and provide an adult role model. P. 26 These are IMPORTANT roles. Relationships get stronger as teachers know their students better in a flipped classroom. Flipping increases student-student interaction Can organize groups based on common needs. Students can solve problems together and develop a culture of learning and collaboration, instead of competition. The goal is for all to be the best learners possible. Flipping allows for real differentiation If students can prove mastery of certain learning target, we can assign them fewer or different problems, therefore, differentiating. Also, if someone needs more practice, we can assign that as well. P. 28Flipping changes classroom management Because the classroom is structured around activities, not seat time, students are engaged and inattention becomes a non-issue. Disruptive students are engaged and dont have an audience for their behavior. Flipping changes the way we talk to parents Conversations now are more about what the student has or has not learned and what they need to learn next, instead of being about whether or not the student is participating, behaving in class, paying attention. The conversation is now about how the student can become a better learner.Flipping educates parents The parents watch the videos and feel more knowledgeable about what their child is learning. They learn too and leads to great discussions at home and school. Really helpful for ELL parents. Flipping makes your class transparent The videos make the classroom transparent and invite the public in. Videos are posted on Internet and parents have free access. Posting the videos has actually brought some students back to this school which was previously perceived as not being as academic. P. 32Flipping is a great technique for absent teachers Can prerecord the video for days when there will be a substitute. The sub can play the video and students can take notes and get the same lesson they would have gotten with the teacher present. Flipping can lead to the flipped-mastery program Now have flipped mastery program. Not all students watch the same videoIt is differentiated based on needs. Students watch and learn in asynchronous system leading to mastery. Have to do this gradually and over a period of years.

Chapter 4:How to Implement the Flipped Classroom First, be sure that videos are correct medium for your lesson. Dont just videotape for technologys sake. If you do not speak well in front of computer, try a different tool, for example. You may want to use another teachers videos if they are better. Its hard to make videos without live audience. Perhaps have a teacher in the room so you are speaking to a person. You may find free videos online to use. The key is to find quality videos of your subject matter.Making your own videos Can do it while teaching the class (using smartboards for example) Jonathan and Aaron use Camtasia Studio. Adding picture-in-picture, video clips and other postproduction items make the presentation more engaging. It takes time to video so plan to take a year!!! Dont try to do it all at once. P. 37Video making equipment They use screencasting software, computer, pen-tablet input device, microphone, and webcam. Pen-table device and software may be all you need because most new computers have built in mics and cameras.

Screencasting software Captures what on you computer screen. With mic can record voice. Many available programs, some are free and open source. Find a program that works for you and your situation,Pen annotation Indispensable. Use Microsoft PowerPoint because it has pen annotation feature. Have been experimenting with SMART software using SMART boards. Many options here. One is Wacom Bamboo. Then there are wireless tablets which have the advantage of being able to walk around. Teachers can use tablet PCThey are not in favor because you still need a computer. Prefers wireless tablet because of cost factorMicrophone Try to the mic on your computer to see if it produces the quality you want. It is important that the videos be of high quality and not frustrating to watch and listen to. If the mic is not great, you can purchase external mics for under $10 at a big box retailer. External mics dont record the sound of clicking keys on the computer or mouse pad If recording live, you will want wireless mic. Webcam Most new computers come equipped with this but if not, you may need to purchase. They use webcam and the PIP feature to include science demonstrations that are either unsafe or too lengthy to conduct in class. They record the lesson, pause, then turn the webcam onto science demonstration and resume recording to capture the event. P. 400Recording software Has PIP feature. Will capture webcam shot of presenter while they record. Can use editing features to change size and position of PIP. Students really like being able to see teachers face and demonstration at same time. Video camera Great value in creating more than screencast, such as short clips from video camera. They shoot clips as often as they canscientific experiments, in world around them, etc.Money To start they had a tablet, added the software, and over time upgraded to better microphone, stand-alone webcam, and eventually a digital video cam.

Stages in Making a Video4 stages Planningdetermine learning targets. Then ask if video is appropriate instructional tool to accomplish your goal. If video of direct instruction is not the best tool, then do not make a video. Some people flip their classroom without making a single video. [Underlining and bolding mine]You can use power points and tools you have already created. If you make videos, you may want to vary the format so they dont become repetitive and boring. Add video clips, blank slates, etc. Recording the videoSit at whiteboard, computer with mic, webcam, writing device, and camera. Teach to absent audience. Some work better from script or outline, but dont make the video boring and a talking head. Make the lessons conversational and less formal. If you use a script, sometimes the videos are shorter and better. They dont have to be long. Editing the videoDo as much or as little as you want. Its time consuming but you can remove mistakes. Can add videos and pip ideas, zoom in and out, etc. Dont expect it to be perfect or Hollywood quality. P. 43 Publishing the videoEvery school system different. Can post online to YouTube, internal district servers. Can also burn to DVD for those who dont have online access. Find out what works best in your setting. P. 43

How to Make Videos your Students will Love Keep it short: We are in YouTube generation, Dont make videos same length as usual lecture. One topic per video Under 15 minutes but shoot for 10 minutes Animate your voiceUse some sort of presentation softwarePowerPoint, Prezi, Keynote, Smart Notebook, etc. You want more than just your voice and your pen. Change the inflection in your voice. Chances are you will be more relaxed as time goes on. P. 45 Create the video with another teacherWatching two people have a conversation and team teaching may be more engaging than watching one person. This is a way to vary the presentation. This is also a way to introduce other teachers to the flipped classroom. Add humorHumor can either add a lot or take some away because not everyone has the same sense of humor. But wackiness adds to the video just like it adds to a classroom Dont waste your students timeKeep the video to the topic. Dont talk about your week-end or football, e.g. Add annotationsUse the writing tool to demonstrate. Add calloutsText boxes, shapes etc that appear and disappear from the video add attention to key elements in a video. Zoom in and outwe do this postproduction. The whole screen is not always the most important so zooming allows a focus. Keep it copyright friendlyMake sure to follow copyright laws

Class Time: You will now have more time in class than you had before. You will get to redesign your class time and focus on activities that are differentiated and meet more needs. We always talk about wanting more time and now you have it. Can extend activities and provide more in-depth learning.Foreign language classes Because of flipping language teachers are able to have more real dialogues in target languageMath Classes Able to engage in deep analysis of math problems. Able to use manipulatives more. Science Definitely can use inquiry approach because you have more in class time to inquire. POGIL (Process Oriented Guided Inquiry Learning: www.pogil.org) has become powerful tool for students to create conceptual understanding without direct instruction in chemistry education community. P. 49 Jonathan and Aaron use this instead of video and then build on concepts in class. Still need some videos for those who need remediation.Social Science/Language Arts/Humanities Can use new found time to link topic to current events, e.g. More time for speeches, writing, and peer reviewPhysical Education Students get more time being physical when they learn the rules and procedures via video Project Based Learning Can teach the foundations in video and have students apply in class. They also may discover that they need some procedural information in order to proceed so they go back to the video to learn.Student Created Content Students can blog, create videos, podcasts, etc. to build their own knowledge.

Chapter 5: Flipped Mastery Classroom

Mastery learning was popularized by Benjamin Bloom. He talked about the present system and how it was like a race where only the fastest learners were rewarded. His idea was that if mastery learning was implemented well, studies showed that nearly 80% of all students could learn all of the important content compared to 20% taught with the traditional model.

Basic idea is for students to learn a series of objectives at their own pace. Students work toward predetermined objectives.

Key components: Students work in small groups or individually at an appropriate pace Teacher assesses students formatively and gauges student understanding Students demonstrate mastery of objectives of objectives on summative assessments. If students have not mastered it, they have remediationResearch shows mastery learning shows improvement in student achievement. Also shows increased cooperation among students, increased student self-assurance, and students receiving second chance at demonstrating mastery of given objective.

Schools abandoned it because it was too difficult to implement (particularly before technology)

Flipped Mastery Classroom Technology allows for differentiation and asynchronous learning. Teachers are constantly moving around the classroom. Have to switch from one topic to another. Teacher needs to be content master Teacher must be willing to research an answer when they dont know Teacher must be able to be nonlinear Teacher must be able to relinquish control of the learning process to the student. Control freaks need not apply. P. 55

Components of a Flipped Mastery classroom Establish clear learning objectives Determine which objectives are best achieved through inquiry and which are best through direct instruction. Assure student access to videos Incorporate engaging learning activities to be done in class Create multiple versions of summative assessment so students can demonstrate mastery

Chapter 6: Case for Flipped Mastery Model

Reasons we could never go back to a more traditional model of teaching MM (Mastery Model) teaches students responsibility for their own learning MM creates way to personalize and differentiate classroom Makes learning center of classroomits more of a conversation than dissemination Gives students instant feedback and reduces teacher paperwork. Teachers dont grade everything. Use formative assessments and dont grade them. Sometimes students even take unit test on computer so they are easily graded. Feedback is timely and work specific MMprovides opportunities for remediationHave many opportunities to relearn and reassess. Teachers have more time to work with students. MMallowsfor multiple means of learning contentUse Universal Design for Learning (UDL)Give students choice in how they learn material. Assignments vary in content, and length. MMprovides multiple chances for demonstrating understanding Unit tests Verbal discussions Detailed PowerPoint presentations Short videos Demonstrating of understanding written in prose Other methods developed by students. The demonstration is linked directly to the learning targets.

MMchanges role of teachernot standing in front of room. Class time is learning experience for student not a download and upload of knowledge. P. 71 MMstudents value of learning instead of playing school. Students who have been successful in the game of school may be frustrated with this new model because it is unfamiliar. [Now the focus is on learning, not compliance.] Note mine MMeasily reproducible, scalable, and customizableCan be done on a scale indicative of the settingnot a recipe. Increases face-to-face time with teacher MMensures that all students are involved. Based on learning targets not seat time. MMmakes hands-on activities more personal MMmakes teacher-led demonstrations more engaging. Now all students can see the demonstration and replay if necessary for parts that were unclear or confusing. Everyone has a front row seat. MMhelps teachers help kids.

Chapter 7:How to Implement Flipped-Mastery Model

First Day Made the mistake when starting to start all students on same video and change to mastery model. That was mistake. Start right away by individualizing. Use formative assessment to find out where people are. First year is hardest; 2nd year most bugs worked out; 3rd year part of school culture.Inform Parents about Model Send letter home explaining They worry particularly about assessment model. When they see how students benefit, they get on board. Early on there was pushback but that has ceased.Teach Students how to Watch and Interact with Videos Similar to teaching students how to use a textbook. They should eliminate distractions when watching Watch a few videos together and model Use pause button Rewind Teach effective note taking skillsCornell model Give them a templateRequire Students to Ask Interesting Questions Question must be related to video. Every student must ask one question per video Open with question and answer time Quiet students come out of their shells.Set up your Classroom for Flipped Mastery Have desks facing screen, not front of room. Desks focused on middle of room which changes psychology of students Focus is on learning, not presentation SMART boards are set up as a station where students can manipulate science demonstrations More like elementary classroom They use less science equipment than before so its actually cheaper. Allow Students to Manage their time and workload Students can work ahead or catch up depending on their life, e.g. they have a busy time in a sport, they can work ahead.Encourage Kids to help kids Focus of classroom is on kids. Encourage collaboration and sharing. Place students in strategic groups. Put those together who are struggling with same issue. Better to work as a team than alone. Gets to heart of world of work.Build an Appropriate Assessment System One of biggest challenges Key is appropriate learning targets linked to assessments that assess that learning. Another key is appropriate and frequent use of formative assessment. Students have to provide evidence they have mastered learning target. Teacher evaluates students path constantly and gives immediate feedback p. 86Asking the right Formative Assessment Questions As we interact we are constantly asking students questions to make sure they understand learning objectives. Talk to students; ask how they learned; how do they know. Help them understand their thinking and correct it when necessary so they dont go down the wrong path. Vary the questions and type of questionsSummative Assessments Use a variety of summatives. Decided that students need a minimum of 75% on every summative to prove mastery. We create the assessment so the other 25% is nice to know and Allow for retake even if someone gets 75% and wants higher score. Authentic assessments (solving a chemical problem) are part of the array. Can give the summative all on the same day or not depending on structure of your classroom. Test Integrity Need to limit opportunities to cheat, e.g. Take pix of the exam and send it to friends. Can make them open-ended which is more difficult to cheat.Logistics of Summative Assessment When exams taken at different times, logistics may be issue. Using computer-assisted helps. We write multiple questions for each objective and vary the test at each administration. Moodle, Blackboard and WebCT can help manage this.Working within A-F grading Make summatives worth 50% of grade. Students must score at least 75% before grade is entered in grade book. 50% if for timely progression toward mastery. Standards-based grading is perfect for flipped classroom. Will vary by system

Chapter 8: Answering FAQs

What do all flipped classrooms have in common?Not use of videos It is the desire to redirect the attention in a classroom away from teacher and onto learners and learning. Ask: Which activities that do not require my physical presence can be shifted out of the class in order to give more class time to activities that are enhanced by my presence. P. 96What do you do about students who do not have computer access at home? Posted online Students can use mobile devices- e.g. ipods, phones, etc. Created DVDs Write grants to get some more mobile technology to loan studentsHow do I know if students watch video? Require they take notes and check the notes Have Q & A time at beginning of class where everyone has to ask one question. Can check sites, e.g. Moodle, to see who and how many views.What about kids who dont watch the video Have 2 computers in class and they watch in class but then miss out on discussion.How long are videos 10-15 minutes and wish they were 5 minutes. Best if chunked Doesnt flipping increase homework time, especially if students watch videos for multiple classes? Time watching videos is about same time they spent doing homework. Could design class (if you dont believe in homework) so all work done in class and would be a mastery learning, asynchronous classHow did you get administration to buy in We jumped in and they saw the excitement about learning in class They responded to our concerns by buying more updated teacher computers.How do you get parents to buy in Once they understood the purpose, they were excited and bought in. Consistent, clear communication goes a long way. Once they understood it is not an online classWhat do you do with students who dont buy in? Even with MM class have 10% failure rate. Usually those who have personal issues but this model allows us to get to know students better and intercede with interventions. P. 102Does it work? Do students learn better with flipped model? Little research yet but we have anecdotal evidence. We have 2 years of data that showed that students with lower math ability were able to achieve at the same level as those with higher ability.

Chapter 9: Conclusion Direct instruction necessary but can be delivered outside of classroom Some concepts must be discovered independently by student and some by inquiry. Right reason to flip a classroom is to enhance learning. Challenge: go out and do whatever it takes to think differently about education. What is best for kids and go and do it. P. 112

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