The Flipped ClassroomLenny VerMaas

Email lennyvermaas@gmail.com

Have you been thinking about “flipping your classroom?” Do you wonder if “flipping your

classroom” would work or you? Have you “flipped your

classroom” and have some ideas to share or questions or ask? We won’t have all the answers but will share resources and ideas.

What is the “flipped

classroom” or

“flipped learning”?

The power of using videos is "rewindable" learning. Students do

not always learn the first time. Videos allow the learner to rewind and watch as many times as they

want. Student created video allow students to reach the highest level

of learning by teaching others.

If you give a moose a

muffin, he’ll want some jam to go with

it.

So you’ll bring out some of

your mother’s

homemade blackberry

jam.

When he’s finished

eating the muffin, he’ll

want another, and another and

another

If you give a student the

ability to create videos .. What could occur.

Videos in the Classroom

• Use to Create Interest for Students– “Upside down teaching”– Dan Meyer--Math

• “The Flipped Classroom”– The homework is the lecture or learning time while class

time is used to practice with teaching supervision– Used to show students how to solve a problem

• Student Created Video– Students create a video to demonstrate a skill– The value of teaching someone else

Upside Down

Teaching

Pose Problems

Before Presenting Solutions

From Dan Meyer

• Students seem to lack– Initiative– Perseverance– Retention

• Have an aversion to word problems• Have an eagerness for formulas

Einstein

• The formulation of a problem is often more essential than the solution which may be merely a matter of mathematical or experimental skill.

Upside-down Teaching

• Cathy Seeley, former president of NCTM• Rather than starting a lesson with the

identification of procedures and simple examples, and working up to a rich, challenging problem, teachers who practice Upside-down Teaching begin with the rich, challenging problem. Seeley suggests the following outline:

Cathy Seeley

• Upside-down teaching• Start with a rich problem• Engage students in dealing with the problem by

discussing, comparing, and interacting• Help students connect and notice what they’ve

learned• Then assign exercises and homework• Demonstration of upside-down teaching at

www.utdanacenter.org/amdm

Cathy Seeley

• Productive, Structured Struggling• Attitude is more important than aptitude.• Do Math and you can do anything.• Relevant, assessable, engaging, and

appropriate for all.

How would this work or look in your classroom?

Flipped Classroom

Flipped Learning

• Teacher’s lecture is delivered outside of regular classroom time.

• Class time is used for– Problem solving by students– Small group tutoring– One to one time with teacher– Work on projects– Explore content in more depth

• Results– Restructuring of instructional time– Student centered learning– Student ownership of learning

Pillars of Flipped Learning

• Flexible Environment (space, pedagogy and assessment)

• Learning Culture (student centered, shift in roles, teachers able to meet individually with students, differentiate, student owernership

• Intentional Content (flipping allows going to higher levels of Blumes.

• Professional Educator

Flipped Learning facilitates this

• “there are lots of studies that show that active learning, formative assessment, group work, project-based learning, just-in-time learning are all measurably good things for students.”

Videos

• Need to be short– Not your regular lecture recorded

• Make videos interactive– Embedded assessments or note taking– Even watching the video students need to be

actively engaged.

Communication

• Let your students and parents know why you are flipping your classroom.

Teach Students How to Watch Videos

• How to pause• When to pause• When to rewind• Build in notes and formative assessments.

• If you want it, you need to teach it.

A Place to Begin

• What is a concept that students in your class continually have problems with?

• Create a video or find a video on that concept. When students forget the concept, have them watch the video.

• The paper folding videos, tangram, frog, pinwheel

Student Created

Video

Lecture

Reading Audio-visual

Demonstration

Discussion GroupsPractice by doing

Teach others/immediate use of learning

Average Retention Rate after 24 hours

5%10%

20%

30%

50%

75%90%

Adapted from David Sousa’s figure 3.8in his text, How the Brain Learns

Boosting Retention

Student Created Video–Students create a video to

demonstrate a skill–The value of teaching someone

else

Student Created Videos

• http://lenny-flipped-videos.wikispaces.com/home

• Puppet Pals “Look, Say, Do”– http://esu6eis12.wikispaces.com/*Look%2C+say%

2C+do

• Xtranormal 10-2 5-1 – http://esu6eis12.wikispaces.com/*10to2

• GoAnimate Clock Partners– http://goanimate.com/videos/0bGPiVQPPhe0?ut

m_source=linkshare&uid=0xzgPD0sy5Os

• One-minute video on a topic or opinion. • Create a book review.• Enhanced math scavenger hunt. Students

need to locate specific objects.• Create a math story problem. Emulate Dan

Meyer and create a cliff hanger.• Interview people– How do you use math in you job?

Getting Started

• Watch grass grow (time lapse photography) • Document steps for an experiment or

requirements of a project. • Flipping Friday

Where to Store the Videos

How to Make the Videos

• http://lenny-flipped-videos.wikispaces.com/home

Resources

• Flipped Learning Web site• Sign up to receive newsletters from Flipped

Learning Network• I follow two hashtags #flipclass and

#flippedclass both provide many resources.