flipping out for flipped classrooms
DESCRIPTION
This is the presentation from March 14, 2014 at the SEIC.TRANSCRIPT
Flipping out for Flipped Classrooms
Lisa Rubenstein, Ph.D.Ball State University
Southern Indiana Education Center, Jasper, INMarch 14, 2014
Helpful Information
Name
Position
Current level of knowledge of flipped classrooms
1: No Understanding
2: Definitional Level
3: Experimental Level
4: Expert Level
What is the purpose of education?
What are the many, varied, and unusual purposes of teachers?
Introduction to Flipped Learning
The Struggle of Delegation
Can we trust someone else to do what we do?
Who would benefit?
Traditional Structure
In ClassLectures
HomeworkPractice
Defining the Flipped Classroom
In ClassPractice
HomeworkLectures
Four Pillars from FLN
Flexible Environments
Shift in Learning Culture
Intentional Content
Professional Educators
Is it a wise investment?
What is the truth?
What could cause this variance?
Possible Variables?
Teacher Variance (teacher’s ideal teaching methods and comfort)
Students Variance (developmental level, SES, support, outside demands)
Implementation Variance (quality of independent content, quality and design of in class experiences, time, available support and resources)
Successful flipped classrooms are founded on sound educational
practices.
Possible Benefits
Student Control (Pace, Repeat as Necessary, Depth)
Content Differentiation
More Time for Exploration and PBL Experiences
More Support Outside the Classroom
More Directed Help Inside the Classroom
Scientist Teacher
Deliberate Content Purposeful Classroom Experiences
Clarity of Curricular Goals Awareness of Students+
Designing Flipped Classrooms
Agenda9-10 Introduction and Clarity of Instructional Objectives
10-10:30 Student Pre-Assessment
10:30-11:30 Teacher Developed Content
11:30-12 Exploration of Existing Content
12-12:30 Lunch
12:30-1:00 Designing Organizational Systems
1:00-2:45 Purposeful Classroom Experiences
2:45-3:00 Design Sharing and Questions
Deliberate Content Purposeful Classroom Experiences
Clarity of Curricular Goals Awareness of Students+
Designing Flipped Classrooms
Clarity of Curricular Goals
Clarity of Curricular Goals
Rubenstein Bakery
Clarity of Curriculum Goals
What Should Students: Know, Be Able to Do, Understand
Are you able to separate them?
Can you differentiate them?
What can they do on their own? Where will you make the most difference?
How will you assess them?
Constitution
Water Cycle
Biodiversity
Awesome Activities Copious Content
Sins of Curriculum Development
Big Ideas
Systems: System components affect each other. When one
piece is out of balance, it affects the others.
What is the effect of an imbalanced system?
Biodiversity
Constitution
Water Cycle
Big Ideas
Essential Questions Enduring Understandings
Perspective, Change, Relationships, Systems...
What affects one’s perspective?
History involves interpretation; historians may
disagree.
Understanding
Sample: Biodiversity
Text/IN Objectives: Explain the value of biodiversity. Identify the factors that affect biodiversity. Name some human activities that threaten biodiversity. List some ways to protect biodiversity.
CCS: Informational Texts, 6.7 Integrates information presented in different media or formats to develop a coherent understanding of a topic or issue.
To Know, Be able to Do, Understand
Sample: Biodiversity
Text/IN Objectives: Explain the value of biodiversity. Identify the factors that affect biodiversity. Name some human activities that threaten biodiversity. List some ways to protect biodiversity.
CCS: Informational Texts, 6.7 Integrates information presented in different media or formats to develop a coherent understanding of a topic or issue.
KnowledgeProcessUnderstanding
Concept: SystemsEQ: How does the diversity of
life affect survival?
Objectives.
Pick a standard or a lesson. Think about the goals.
Know:
Be Able to Do:
Understand:
Share and Evaluate Objectives
Are your understandings...
...aligned with standards?
...overarching (to promote transfer) and topical (specific enough to focus teaching, learning, and assessment)?
...not obvious or true by definition?
...thought provoking and arguable?
Evaluate when these objectives should be addressed.
Is this something they could do on their own?
Where do student misconceptions normally occur?
How is your time best spent?
Awareness of Students
Deliberate Content Purposeful Classroom Experiences
Clarity of Curricular Goals Awareness of Students+
Designing Flipped Classrooms
Awareness of Students
Pre-assessments: Instructional levels and needs, access to technology, and interests
How much responsibility can students take for their own learning? Can you increase it over time?
Contextual component of learning (access and support)
Differentiation
Readiness = Growth
Interest = Motivation
Learning Profile = Efficiency
Exit/Entrance Cards
Stoplight Learning Video
Exit Tickets Video
Biodiversity Pre/Post-Assessment
What is biodiversity?
What factors influence biodiversity?
How are humans influencing biodiversity?
Why is biodiversity important? What happens if biodiversity decreases?
Process Assessment: Provide 2 sources to integrate.
Interest: What environmental issue concerns you the most? In which endangered species are you most interested?
Assessment
How will you know what your students need?
What might an entrance/exit card look like for your students?
Deliberate Content
Deliberate Content Purposeful Classroom Experiences
Clarity of Curricular Goals Awareness of Students+
Designing Flipped Classrooms
Deliberate Content
Teacher Developed Teacher Compiled
Student CompiledStudent Developed
Teacher Developed Content
Why might you want to develop your own content?
Teacher Developed Content
Benefits...
Connections with students, parents, administrators, and teachers
Demonstrates your knowledge of subject and care for the students
Controllable level of depth
Awareness of...
Perfectionism
Time
Khan Academy
Fractions
What works within this video?Could you improve it?
Ted-Ed
One is one or is it...
What works within this video?Could you improve it?
What videos do you watch for information?
What makes them good?
What makes them bad?
$100 a word
Is it as simple and concise as possible?
Others...
Content: concise, accurate, useful, bias free, stated/met objectives, content presentation, learner application, learner reflection
Technical Production: video, audio, and visual quality
Design a 3-minute (or less) content outline.
What are your options?
Face + Screen (Powerpoint or others...)
Face + Whiteboard
Whiteboard Only
Voice Only
Screen Only
Try and share with partner...
What worked?What didn’t?
Design Options...
What do you want?
Face + Screen OR Just Screen = Screencastomatic
Face + Whiteboard = iMovie or Windows player + actual whiteboard
Whiteboard = iPad app like Educreation
Voice Only = Podcasting
Screencast-o-matic
FREE for 15 minute clips
$15 a year for pro, unlimited recordings...
Captures screen and self
Posts to accessible formats like youtube or google drive
Simple to set up.
Let’s try it...
Try and share with partner...
What worked?What didn’t?
Other Options
Educreation: ipad drawing app (voice and drawing)
iMovie or Windows Movie Player (video of self only)
Camstudio
Other NOT FREE Options: Camtasia, Screenflow...
Existing Content
What are the benefits of using existing content?
Teacher Compiled Content
Benefits
Multiple perspectives
Real world connection
Possible differentiation
Saving time???
Awareness needed...
Time required
Watch the entire video
TED-ED, Khan, and Other Outsourced Content
Bill Nye the Science Guy
TED: Sylvia Earle
MIT/Universities
Khan Academy
TED-ED: Dino Martins
Student Designed or Compiled
Teach the students how to develop and find content
More ownership and potential for learning
Organizational Options
TED ED CourseSites
Two Free Management Systems
Presenting Content using TED-ED
Go to Ted-Ed. Create account.
Click on “Find and Flip”.
Choose the video you want to present.
Add in discussion questions and details.
Share with students.
Serves as an exit and entrance card.
Free CourseSites from Blackboard
Organize course content and materials.
Let’s check it out!
Others?
Your Own Youtube channel
Sqworl account
Others???
Deliberate Content Purposeful Classroom Experiences
Clarity of Curricular Goals Awareness of Students+
Designing Flipped Classrooms
Balancing Content and ExperiencesTypical Timeline
10 minutes: Review notes35 minutes: Work15 minutes: Be distracted. :)
5 minutes: Warm up35 minutes: Lecture10 minutes: Practice/Interact5 minutes: Wrap Up
1 class hour 1 home hour
1 class hour 1 home hour
Flipped Timeline or Shifted Timeline
5 minutes: Directed questions15 minutes: Review content30 minutes: Practice/Interact5 minutes: Wrap Up
20 minutes: Watch content videos.20 minutes: Work on problems.10 minutes: Prepare questions.10 minutes: Be distracted. :) Maybe with class content?
Purposeful Classroom Experiences
Deliberate Content Purposeful Classroom Experiences
Clarity of Curricular Goals Awareness of Students+
Designing Flipped Classrooms
Purposeful Classroom Experiences
Student Driven Questions
Addressing Misconceptions
Reflections
Critical and Creative Thinking Projects
Purposeful Classroom Experiences
Student Driven Questions
Addressing Misconceptions
Reflections
Critical and Creative Thinking Projects
Purposeful Learning Experiences
Simulations
Choice Projects
Socratic Seminars
Gilded Age
Hurricane Katrina
Oil Spill
Sample Simulations
What makes a simulation a simulation?
Simulations
Vary in length, intensity/complexity, and authenticity
Adopt the role of a practicing professional
Inherently answers the question: Who cares?
Commercial Simulations
Interact Units
Online Simulations
Dissecting frogs online: http://
frog.edschool.virginia.edu/Frog2/Dissection/Incisions/skin3_sep.html
Lollipop Mystery: http://
www.pbslearningmedia.org/asset/tdc02_int_creatednafp2/
Simulation: RAFTs
Role
Audience
Format
Topic
Simulation: RAFT Example
Role: Scientist
Audience: Grant Reviewers
Format: Grant Proposal
Topic: A Research Study Examining Biodiversity
Simulation: RAFT Example
Role: Oceanographers
Audience: United Nations Symposium
Format: Speech/Presentation
Topic: Promoting and protecting biodiversity
83
Sample RAFT StripsRole Audience Format Topic
Semicolon Middle School Diary Entry I Wish You Really Understood Where I Belong
N.Y. Times Public Op Ed piece How our Language Defines Who We Are
Huck Finn Tom Sawyer Note hidden in a tree knot
A Few Things You Should Know
Rain Drop Future Droplets Advice Column The Beauty of Cycles
Lung Owner Owner’s Guide To Maximize Product Life
Rain Forest John Q. Citizen Paste Up “Ransom” Note
Before It’s Too Late
Reporter Public Obituary Hitler is Dead
Martin Luther King TV audience of 2010 Speech The Dream Revisited
Thomas Jefferson Current Residents of Virginia
Full page newspaper ad
If I could Talk to You Now
Fractions Whole numbers Petition To Be Considered A Part of the Family
A word problem Students in your class Set of directions How to Get to Know Me
Lang
uage
Arts
Scie
nce
Hist
ory
Mat
h
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998
Self Portrait RAFTHigh School Art
Students willKnow:
! ! Characteristics of self portrait! ! Appropriate use of artistic materials
! ! Principles of Design! ! Definition of artistic expression
Understand:! ! Each artist has a personal style.
! ! Personal style reflects the individual’s culture, time, and personal experiences. ! ! Use of materials and style are related.
Be Able to Do:
! ! Analyze an artist’s personal style and use of materials! ! Create a facsimile of an artist’s personal style and use of materials
Self Portrait RAFTRole Audience Format Topic
Norman Rockwell
Masses Illustration What You See is What You
Get
Van Gogh Self Oil Painting Can I Find Myself In
Here?
Andy Warhol Someone you want to know the true you
Photograph Now you see Me, Now you
Don’t
Rueben Self Oil Painting Props Make the Person
Goya School Charcoal On the Side, but Central
Design a RAFT.
Choice Projects
Menus
Choice Boards
Sternberg Intelligences
Choice Projects: Menus
Menu Sample
Learning Contract—Menu Planner-- FantasylandDestination: Fantasyland Due: 2 weekMain Dish: (Complete all)q Select one fairy tale. Read it
q to yourself
q to one other person ______________________(name)
q Complete a story map (to show characters; setting; problem; solution).
q Find five new, interesting words. Write a sentence for each word.Side Dish – Learning Centers (Choose 1 or more)
q Comparing center: Compare this fairy tale to another story you have read. How are they alike? How are they different? Choose your design: trifold, flip book, or mini-book.
q Tape Center: Record your favorite part of the fairy tale on the recorder.
q Art Center: Illustrate the most important event in your fairy tale.Dessert
q Listening post: Listen to a fairy tale tape of your choice. Title:__________________________________
q Library corner: Find another fairy tale to read. Title:__________________________________
Choice Projects: Choice Boards
Novel Think Tac-Toe basic versionDirections: Select and complete one activity from each horizontal row to help you and
others think about your novel. Remember to make your work thoughtful, original, accurate, and detailed (Tomlinson, 2003).
Create a pair of collages that compares you and a character from the book. Compare and contrast physical and personality traits. Label your collages so viewers understand your thinking
Write a bio-poem about yourself and another about a main character in the book so your readers see how you and the characters are alike and different. Be sure to included the most important traits in each poem.
Write a recipe or set of directions for how you would solve a problem and another for how a main character in the book would solve a problem. Your list should help us know you and the character.
Draw/paint and write a greeting card that invites us into the scenery and mood of an important part of the book. Be sure the verse helps us understand what is important in the scene and why.
Make a model or map of a key place in your life, and an important one in the novel. Find a way to help viewers understand both what the places are like and why they are important in your life and the characters’.
Make 2 timelines. The first should illustrate and describe at least 6-8 shifts in settings in the book. The second should explain and illustrate how the mood changes with the change in setting.
Using books of proverbs and/or quotations, find at least 6-8 that you feel reflect what’s important about the novel’s theme. Find at least 6-8 that do the same for your life. Display them and explain your choices.
Interview a key character from the book to find out what lessons he/she thinks we should learn from events in the book. Use a Parade magazine for material. Be sure the interview is thorough.
Find several songs you think reflect an important message from the book. Prepare an audio collage. Write an exhibit card that helps your listener understand how you think these songs express the book’s meaning.Th
eme
S
ettin
g
Char
acte
r
Choice Projects: Sternberg
Triarchic Theory of Intelligence: Creativity, Practicality, and Analysis
Migration Example• Analytical – Find two animals that share a similar migration pattern. Chart their similarities and differences. Be sure
to include information on each animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include an explanation as to why you think they share this pattern.
• Practical – National Geographic has asked you to research the migratory habits of _________ (your choice). They would like you to share your findings with other scientists AND to offer them recommendations about the best manner of observing in the future. Be sure to include information on the animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a “How To” checklist for future scientists to use in their research pursuits of this animal.
• Creative – You have just discovered a new species of ____________. You have been given the honor of naming this new creature and sharing the fruits of your investigation with the scientific world via a journal article or presentation. Be sure to include information on this newly-discovered animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a picture of the animal detailed enough that other scientists will be able to recognize it.
Kristi Doubet (2005)
Design a Triarchic Choice.
PracticalCreative Analytical
Socratic Seminars
Paideia Approach (www.paideia.org)
Example of Paideia in Action
What did you learn from the classrooms in the video?
How would you prepare students for a seminar?
ParticipantsFacilitator
Text
Questions
ESSENTIAL COMPONENTS OF A SEMINAR
Ideas&and&Values&
Degree&of&Challenge&
Curricular&and&Personal&Relevance&
Ambiguity&
Evalua=on&of&Text&
CHIMAMANDA ADICHIE
WOULD THIS BE AN APPROPRIATE TEXT?
WHAT ABOUT THIS TEXT?
I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.
Where else could you find a text?
Types of ContentPoem, Fictional Story, Essay
Multi-Media Presentation
Work of Art
Picture, Graph, Map, Diagram, or Chart
Word Problem or Scientific Experiment
Primary Source Documents
Paideia Format
PreContentProcess
PostContentProcess
Thoughtful
Big Ideas
Clear
Open
EVALUATION OF QUESTIONS
Pre-SeminarContent: What is the relevant information? (You may want to give the students an
opportunity to think about this at home or overnight.)Process: What should we work on as a group and as individuals to make this a good
seminar?Seminar
Opening: What is the speakers’ purpose? What would be a good title for this talk? (Make sure the students are supporting their answers.) What is the speaker’s passion? What is the most important idea?
Core: What is meant by…? Is this the appropriate solution? What is the difference between this speakers’ approach and…? How do you think this speech would be viewed by… ? Did the speaker support his or her ideas? Is any of the information misleading? What further experiments might be completed to support this perspective?
Closing: What does this speech teach us about…? How do these ideas relate to our curriculum? What are the barriers to the implementation of this solution or idea? Why is this important? What are other related questions? What did you learn from the other participants? Do you have any ideas for improving the speaker’s ideas?
Post-SeminarProcess: What did we do well during our discussion? Content: What are your new ideas?
General Outline
QUICK WAYS TO MOVE THE DISCUSSION
Add on...
Rephrase...Agree or
disagree...Revoice
• ChooseaFormat
• FindanAppropriateText
• CreateQues6ons
Though8ulPrepara6on
• EnsureAppropriateStudentBehavior
• FosteraSafeEnvironment
• AskFollow‐upQues6ons
MeaningfulInvolvement • ConsiderStrengthsand
Weaknesses
• MakeNotesforFutureSeminars
• GiveStudentsFeedback
DeliberateEvalua6on
Acknowledge and explore student misconceptions.
Recognize and acknowledge student connections, even outside of seminar.
After
FACILITATOR’S ROLE
Amy Tan and Questions
“[Life experiences] led me to my big questions. And they are the same ones that I have today. And they are: Why do things happen and how do things happen...How do I make things happen.”
“But I go back to this question of, how do I create something out of nothing? And how do I create my own life? And I think it is by questioning.”
Stephen Hawking and Questions“...questions I would like to talk about are: One, where did we come from? How did the universe come into being? Are we alone in the universe? Is here alien life out there? What is the future of the human race?”
“All of my life I have sought to understand the universe and find answers to these questions. I have been very lucky that my disability has not been a serious handicap; indeed, it has probably given me more time than most people to pursue the quest for knowledge.”
If questions are at the beginning of all knowledge, why aren’t we teaching students to ask them?
Analyze questions.
What makes a question good?
What makes it bad?
Is it an inquiry, clarifying, critical thinking, or inference question? When should you use different types of questions?
Teaching Students to RespondUse students’ names.
Ask for reasons or clarification.
Support other students’ ideas with examples or counterexamples.
Honestly evaluate ideas. Be willing to change your mind.
Refer to the text.
Engage with all students.
ParticipantsFacilitator
Text
Questions
ESSENTIAL COMPONENTS OF A SEMINAR
RECLAIM TEACHING!
Deliberate Content Purposeful Classroom Experiences
Clarity of Curricular Goals Awareness of Students+
Flipping Classrooms
Additional Information
Friday Institute: FIZZ (https://www.fi.ncsu.edu/project/fizz/)
Katie Gimbar’s videos on Youtube (http://www.youtube.com/watch?v=g1MKpyVPilI&list=PLB632EC24182B4D40)
Flipped Learning Network (http://flippedlearning.org)
SEIC Flip Day
April 4, 2014#SEIC14Flip
Challenge: By April 4, 2014, implement a flipped lesson. Experiment! Then tweet what worked, what didn’t, and/or what you will do in the future!
Questions, Experiences, Thoughts?
Twitter Account: rubensteingted