The Flipped Classroom
Dr. Scott Moran
moran.scott1@gmail.com
210-269-7531
Welcome to this GT update related to Flipping the Classroom !
Our goals for this session include determining exactly what a Flipped classroom is (and is not), as well as learning about methods and tools used in the Flipped classroom. Ultimately, it is my hope that you will leave here today with a good grasp of what it means to Flip classes, along with some tips and tricks you can use to begin the journey toward making your classes even better!
1. Objectives
2. Norms and surveys
3. State Plan for Gifted and Talented
4. What I Learned about Technology in 2018
5. Articles for Discussion
6. Links to Videos from the "Founders"
7. "According to the Experts"
8. Key Elements of Flipping the Classroom
9. Key websites
10. Types of Flipped Lessons and Web 2.0 tools
11. The Digital Divide
12. Types of In-class Assignments
13. Link to the Class Padlet
14. Tiered Professional Development
1. Learners will determine the merits of "Flipping the classroom".
2. Learners will work to "flip" a lesson using screencasts, means for keeping students involved, accountability, and means of reflection.
3. Learners will work to establish a place to host screencasts (website).
1. Be present!
2. Participation is key!
3. Please stay on the site page in question.
4. Please silence cell phones.
5. Take care of your needs.
6. Agree to disagree.
7. Agree that we all know things about technology.
9. Agree to be willing to try new things.
10. Not your "typical" training (time to practice).
11. Bring it!
Consider three Technology tools you learned to use in the last two years (preferably one that is not commonly known). Interview three other people who have used a different type of technology. If one of the people you interview mentions a type of technology already mentioned, move on to a different person. Complete interview chart. Debrief.
Consider the state regulations for GT education, specifically 3.3c. What are you doing to accelerate learning for gifted students? Discuss with a partner.
An Overview of the Flipped Classroom
According to the Experts
"Flipping the classroom” means that students gain first exposure to new material outside of class, usually via reading or lecture videos, and then use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates.
In terms of Bloom’s revised taxonomy (2001), this means that students are doing the lower levels of cognitive work outside of class, but they are focusing on the higher forms of cognitive work in class (where they have the support of their peers and instructor). This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”
1. Provide an opportunity for students to gain first exposure prior to class-provide students video lectures, Google Slides presentations, etc. to view prior to class.
2. Provide an incentive for students to prepare for class- The assignment can vary; the examples range from online quizzes to worksheets to short writing assignments, but in each case the task provides an incentive for students to come to class prepared. Grading for completion rather than effort is acceptable, especially if class activities will provide students with the kind of feedback that grading for accuracy usually provides.
3. Provide a mechanism to assess student understanding- Pre-class worksheets can also help focus student attention on areas with which they’re struggling, and can be a departure point for class activities, while pre-class writing assignments help students clarify their thinking about a subject, thereby producing richer in-class discussions. Importantly, much of the feedback students need is provided in class, reducing the need for instructors to provide extensive commentary outside of class. In addition, many of the activities used during class time (e.g., clicker questions or debates) can serve as informal checks of student understanding.
4. Provide in-class activities that focus on higher level cognitive activities- If the students gained basic knowledge outside of class, then they need to spend class time to promote deeper learning. The key is that students are using class time to deepen their understanding and increase their skills at using their new knowledge. Classroom activities may include group work, comprehension tests, presentations, and other applications of the subject matter.
5. As individual questions arise, the teacher and fellow students are able to respond, providing each student with a more personalized learning experience.
6. With a flipped classroom, you aren’t bound by a fixed-duration lecture or by
traditional delivery formats that work well in class. Your lecture materials may
include a short video presentation, curated recordings, podcasts, pointers to other
websites, or virtually any other resource you choose. Class time is no longer built
around one-way presentations, and instead can be dedicated to conversations,
experiments, activities, and demonstrations. Include digital whiteboards, podcasts, screencasts, and other Web 2.0 tools.
Tips: Make sure administration is on board. Make sure to work with your IT department. You may find it prudent to communicate with parents as well. Finally, demonstrate the concept to students first (demonstrate how it will benefit them) and set clear expectations. Consider learning styles and provide an overview of each lesson.
This does NOT take the place of in-class work or homework, and it is NOT a reason to miss class. You may want to "partially flip" to start. Get regular feedback from students and colleagues.
Suggested sites:
about Your Group Leader
Scott Moran has been working as an educator for twenty-nine years. He holds master's degrees from Texas A&M University, Boise State University, and from Purdue University. He also holds a doctorate in Learning Technologies at the University of North Texas.
Feel free to contact Dr. Moran at moran.scott1@gmail.com for help with anything discussed today or with questions that come up later.
A special "Thank you" to the many friends around the state and around the country who gave me access to materials they created.
1. The Inverted Classroom
Students are assigned the “homework” of watching video lectures and reading
any materials relevant to the next class. During class time, students practice what
they’ve learned through traditional schoolwork, with their teachers freed up for
additional one-on-one time.
Students prepare before class, and are assigned to small groups at the beginning of
class time. Groups analyze a given problem or assignment and present a solution
or recommended course of action. Teachers act as guides during class, engaging
groups to suggest approaches or answer questions.
Students review materials before class. In-class activities are Socratic in nature,
guided by questions from the instructor and designed to encourage students to
explore concepts or information, draw conclusions, and apply the concepts.
Students prepare before class and are quizzed over the content at the start of class
(either as individuals or as teams). Students are given immediate feedback on
their performance, and educators tailor the day’s lessons as needed with in-class
micro-lectures to address gaps in understanding. Finally, students are assembled
into teams for structured discussions or activities based on lecture content.
Teachers assign lecture videos, as well as any other video or reading related to
the day’s subject, such as TED Talks, YouTube videos, and other resources. Class
time is then devoted to discussion and exploration of the subject. This can be an
especially useful approach in subjects where context is everything, such as history,
art, or English.
6. Demonstration-based learning
Subjects like chemistry, physics, and math often require students to remember
and repeat activities precisely. In these courses, it’s most helpful to have a video
demonstration to be able to rewind and watch again and again. In the demonstration-based model, the teacher uses screen recording software to demonstrate the
activity in a way that allows students to follow along at their own pace.
Students prepare for class and simply inform the teacher as to what they found
confusing or difficult. Class time features a mix of mini-lectures and peer interaction,
either with the class as a whole or with smaller groups, depending on the subject
matter. Peer instruction deliberately avoids asking students to raise hands to
answer questions, and instead insists that students openly discuss questions and
work out answers together to achieve better understanding.
This is a great idea for younger students, in which actual homework might not yet
be appropriate. In the faux-flipped model, students watch lecture video in class,
giving them the opportunity to review materials at their own pace. The teacher
moves from student to student, offering whatever individual support each young
learner needs.
9. The virtual flipped classroom
For older students and in some courses, the flipped classroom can eliminate the
need for classroom time at all. Some college and university professors now share
lecture videos for student viewing, assign and collect work via online learning
management systems, and simply require students to attend office hours or other
regularly scheduled time for brief one-on-one instruction based on that individual
student’s needs.
If a teacher has several students that don't have broadband access at home, that doesn't mean that a flipped classroom dynamic should be off limits. This lack of resources is commonly called the Digital Divide. Some teachers have experimented with a "modified flipped classroom" where a teacher implements an "in class" version of the flipped classroom in order to meet the needs of individual learners. Students can still access materials online in class and then ask the teacher specific questions tailored to where they are in the learning process.
Of course, there are work arounds to providing access to those who don't have home access. These might include keeping the library open before and after school, lending out devices with connectivity, and lending out devices with the lectures/materials installed on them. Many districts are starting to deploy hotspots that are left at home all year long so that all students in a flipped classroom have connectivity, but hotspots do have budgetary implications and long term planning with respect to hotspots is crucial. All of these optoins are not perfect solutions and still might be inequitable in some cases, but they are a good start.