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More resources for the flipped classroom.

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Notes
The Flipped Classroom
by Tracey Washington and Minda Richardson
Showing the diferences between a Traditional and a Flipped Classroom.
How is it done?
What´s behind this model?
New Learning Environments
References:
All references used for this workshop can be found at
http://padlet.com/mindarich1/79dr4rdi74so
Flipping the classroom leverages the learning in a classroom.
The teacher spends more time guiding and INTERACTING with students.
Promotes individualized learning (teacher can differentiate) & allows students to become more independent learners (students can self pace.)
How did it all begin?
So...what is flipping the classroom?
Flipping the classroom shifts the focus of lecturing and disseminating information during school hours.
Makes a classroom centered more on activity, practicing, analyzing, evaluating, creating, and sharing what has been learned with peers and the teacher.
What do you need to consider to Flip?
1.
It takes a lot of time!
To produce videos.
To post.
To create handouts.

2.
Use other people's materials!
There are many high quality resources already available.

3.
Expect push-back from some students.
Sitting and listening is an easy passive activity compared to being expected to actively participate in the learning process.
It is something different and new.

4.
Be flexible and keep options open!
Mix lessons up using flipped classroom techniques as well as traditional methods to reduce burnout.
Start introducing flipped lessons slowly and add little by little.
Consider how certain elements of the flipped classroom can enhance the learning experience. There are many resources from teachers that may be in similar situations and they provide suggestions on how to make the process work more effectively.

5.
Have a plan for the extra time in class!
Make sure to have activities that are engaging, hands-on, inquiry based, and provide opportunities for higher order thinking.
Students' say...
Today's students can benefit from the flipped classroom because...
They have never known life without a cell phone.
They have short attention spans.
Their main form of communication is via social networks, text messages, or email.
Tools and Resources
aTube Catcher
Flip Share
PodBeam
ShowMe
ScreenChomp
LiveBinder
Prezi
SlideRocket
GoogleDocs (Google Drive)
Edmodo
Today's Meet
Kahoot
flipasaurus.com
YouTube
"Flipping" software
Jing
Snapit
Camtasia
Screenflow (MAC only)
Screenr
iMovie
Khan Academy
TEDed
Flipped Learning Network
FIZZ

What are some of the challenges?
Is this the end of the lecture?
Gain understanding of the history and philosophy of a flipped classroom.
Explore what the literature says about flipped classrooms.
Apply the flipped concept theory in lesson plans and delivery.
Create a philosophy related to flipped classrooms.
Find ways to help and support our students in their learning and help them to develop into reflective, responsible and self-directed learners.

Learning Goals
Norms
Equity of voice.
Respect for the opinions of others.
No suspended break time.
In order to get credit for the workshop, you must be a present participant.
Please refrain from the use of technology for any reason other than the assignments.
What is a flipped classroom?
Step 1: Before Class - Teacher
Define content scope, learning objectives, & instructional strategies
Things to consider:
What is the scope of your topic?
How will students use or apply the material?
How will students meet the learning objectives?
Which instructional approach that will fit best for the main learning activity?
How will you contextualize the topic?
What technology will you use?
Step 2: Before Class
Prepare and record exciting, content rich and stimulating lessons that students will engage in prior to class to gain familiarity with the new material.

Ask yourself: What is the best way to communicate and present the new instructional material (e.g., video, text, animation, simulation, online multimedia module, or other)?
Step 3: Before Class- Student
Refer to the objectives and tasks you outlined in Step 1. What kinds of activities will motivate students and prepare them for class?

What incentive or motivation will you give students to prepare for class and how you will know students have adequately prepared for the in-class activity?
Step 4: Present in-class activities that provide students with opportunities to deepen understanding.
What kind of in-class activities will focus students on attaining higher-level cognitive abilities? Refer to the learning objectives and tasks that you outlined in step 1. Plan, prepare, and develop in-class activities that focus on higher level cognitive activities.

Use the first 10 minutes of class to: review the pre-class activity with a quick question and answer session, or
provide a quick three-question review quiz (based on the basic learning objectives) that can be graded or ungraded. This can serve to review and focus the students so that the information is fresh in their minds.
The remaining class time can be spent engaging in what are commonly referred to as active learning strategies which can help students further process what they learned in the pre-class content.
This is the time for you to walk around and answer questions about the activity.
Appropriated Time for Classroom Activities
Notes
Notes
Flipping is fun!!! Flipping is fun!!!
Grocery list
Milk
Cheese
Cereal
Kitty Litter

Clintondale High School- Detroit, Michigan
Step 5: Post class activities that extend student learning
How will students continue the learning experience from the in-class activity to outside of class?

Refer to the learning objectives and tasks that you outlined in step 1. Plan, prepare and develop the continuation of the learning experience from the in-class activity to outside-of-class individual or collaborative practice. Determine what students should do after the in-class activity to continue learning or bridge to the next topic.
Step 6: Ongoing evaluation and assessment
Assessment (summative & formative assessment)

Plan for ongoing formative and summative ways to assess student understanding and mastery. Could students attain all the learning objectives? What does mastery or success look like?

Based on previous iterations of the course/lesson, did your students' learning improve as a result of the new model? Did you move the needle, so to speak, in terms of learning?

Evaluation

Now that you've flipped - did it work? How will you know? Plan for opportunities to evaluate by reflecting on the design of the class or course. Did you communicate the ideas effectively? Did you provide enough opportunities for students to practice? Was it challenging enough?
Active Learning Activity
Your team will now create an Active Learning activity designed to deepen students' understanding of the subject.

Directions:
1. Select an activity from the Activity Card.
2. Create a before, during, and after class activity. Please label them.
3. Please include: a title, an objective, and directions.
4. Be creative and make it PRETTY!

Virtual Gallery Walk
Go to
www.padlet.com/mindarich1/79dr4rdI74so

Peruse the material and note any ahas , questions, or concerns and write them on a sticky for further discussion.

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Milk Cheese Cereal Kitty Litter Clintondale High School

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Notes The Flipped Classroom by Tracey Washington and Minda Richardson Showing the diferences between a Traditional and a Flipped Classroom.How is it done?What´s behind this model? New Learning EnvironmentsReferences:All references used for this workshop can be found at http://padlet.com/mindarich1/79dr4rdi74soFlipping the classroom leverages the learning in a classroom.

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Online instruction at home frees class time for learning

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Four years ago, in the shadow of Colorado's Pike's Peak, veteran Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams stumbled onto an idea. Struggling to find the time to reteach lessons for absent students, they plunked down $50, bought software that allowed them to record and annotate lessons, and posted them online. Absent students appreciated the opportunity to see what they missed. But, surprisingly, so did students who hadn't missed class. They, too, used the online material, mostly to review and reinforce classroom lessons. And, soon, Bergmann and Sams realized they had the opportunity to radically rethink how they used class time.

It's called "the flipped classroom." While there is no one model, the core idea is to flip the common instructional approach: With teacher-created videos and interactive lessons, instruction that used to occur in class is now accessed at home, in advance of class. Class becomes the place to work through problems, advance concepts, and engage in collaborative learning. Most importantly, all aspects of instruction can be rethought to best maximize the scarcest learning resource-time.

Flipped classroom teachers almost universally agree that it's not the instructional videos on their own, but how they are integrated into an overall approach, that makes the difference. In his classes, Bergmann says, students can't just "watch the video and be done with it." He checks their notes and requires each student to come to class with a question. And, while he says it takes a little while for students to get used to the system, as the year progresses he sees them asking better questions and thinking more deeply about the content. After flipping his classroom, Bergmann says he can more easily query individual students, probe for misconceptions around scientific concepts, and clear up incorrect notions.

Counterintuitively, Bergmann says the most important benefits of the video lessons are profoundly human: "I now have time to work individually with students. I talk to every student in every classroom every day." Traditional classroom interactions are also flipped. Typically, the most outgoing and engaged students ask questions, while struggling students may act out. Bergmann notes that he now spends more time with struggling students, who no longer give up on homework, but work through challenging problems in class. Advanced students have more freedom to learn independently. And, while high-school students still occasionally lapse on homework assignments, Bergmann credits the new arrangement with fostering better relationships, greater student engagement, and higher levels of motivation.

Once Bergmann's and Sams's lessons were posted online, it wasn't long before other students and teachers across the country were using the lessons, and making their own. Across the country in Washington, D.C., Andrea Smith, a 6th-grade math teacher at E. L. Haynes, a high-performing public charter school, shares Bergmann's enthusiasm, but focuses on a different aspect of the flipped classroom. Smith, who has taught for more than a decade in both D.C.'s public charter and traditional district schools, immediately saw the benefit for students, but says she was most captivated by the opportunity to elevate teaching practice and the profession as a whole. As Smith explains, crafting a great four- to six-minute video lesson poses a tremendous instructional challenge: how to explain a concept in a clear, concise, bite-sized chunk. Creating her own videos forces her to pay attention to the details and nuances of instruction-the pace, the examples used, the visual representation, and the development of aligned assessment practices. In a video lesson on dividing fractions, for example, Smith is careful not to just teach the procedure-multiply by the inverse-but also to represent the important underlying conceptual ideas. Like Bergmann, she makes it clear that the videos are just one component of instruction. She's keen on the equivalent of a motion picture's "director's cut," where a video creator might explain the reasoning behind the examples chosen and how she would extend those activities into class time.

"Flipping" is rapidly moving into the mainstream. Bergmann and Sams have completed a book, are in high demand across the country at educator conferences, and even host their own "Flipped Class Conference" to train teachers. The chief academic officer at Smith's school, Eric Westendorf, is taking the tools he has piloted at the school and building them into a platform for teachers everywhere to create and share videos. Most notable, though, is the emergence of the Khan Academy, an online repository of thousands of instructional videos that has been touted by Bill Gates and featured prominently in the national media.

Given education's long history of fascination with new instructional approaches that are later abandoned, there's a real danger that flipping, a seemingly simple idea that is profound in practice, may be reduced into the latest educational fad. And, in today's highly polarized political environment, it also runs the risk of being falsely pigeonholed into one of education's many false dichotomies, such as the age-old pedagogical debate between content knowledge and skills acquisition.

But the ideas behind flipping are not brand new. For over a decade, led by the National Center for Academic Transformation (NCAT), dozens of colleges have successfully experimented with similar ideas across math, science, English, and many other disciplines. NCAT's increasingly impressive body of practice shows that thoughtful course redesigns lead to improved learning. Carol Twigg, NCAT's president and CEO, says there is no magic: course redesign is "a hard job." She's not assuming students love homework. But redesign offers an opportunity to reengage students and improve their motivation, while setting proper expectations and monitoring to "push school to the top of the list." And while many course redesigns focus on incorporating more project-based learning opportunities, Twigg's experience leads her to quickly dismiss pedagogical extremes: "If you don't have basic math skills, you can't do an interesting physics project."

There is also some danger that the flipped classroom could be seen as another front in a false battle between teachers and technology. Yet Bergmann and Sams emphasize that the "only magic bullet is the recruiting, training, and supporting of quality teachers." And while Khan Academy's prominence engenders fear of standardization and deprofessionalization among some critics, Bergmann, Sams, and Smith see instructional videos as powerful tools for teachers to create content, share resources, and improve practice. Smith admits that if such tools were available when she first started out, she "would have run to this every week when planning."

It seems almost certain that instructional videos, interactive simulations, and yet-to-be-dreamed-up online tools will continue to multiply. But who will control these tools and whether they will fulfill their potential remains to be seen. As Scott McLeod, one of the nation's leading thinkers on educational technology and the director of the UCEA Center for the Advanced Study of Technology Leadership in Education, observes, the "reason Sal Khan is so visible right now is that nobody did this instead. It would have been great if the National Council of Teachers of Mathematics had been doing this, but someone from the outside had to fill the vacuum." His guidance to educators: "Start making!"
Bill Tucker is managing director of Education Sector. For more on this topic, please read "The Transformational Potential of Flipped Classrooms," by Michael Horn, from the Summer 2013 issue of Education Next.

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Four years ago, in the shadow of Colorado's Pike's Peak, veteran Woodland Park High School chemistry teachers Jonathan Bergmann and Aaron Sams stumbled onto an idea. Struggling to find the time to reteach lessons for absent students, they plunked down $50, bought software that allowed them to record and annotate lessons, and posted them online.

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A disruptive revolution in pedagogy, or yet another educational ad?

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Photo-illustration by Juliana Jimenez Jaramillo/Photo by Marcin Balcerzak/iStock/Thinkstock

If you are in college, I don't mean to alarm you-but you are probably being experimented on. Stop checking for both of your kidneys; it's not that kind of experiment. But chances are, one or more of you courses is currently being administered upside down, or " flipped." Everything is backward: The lecture is assigned as homework! The "homework" is completed in class! The sun revolves around the Earth, dogs and cats living together, mass hysteria.

While there is no single model, in order to consider itself , a course has to assign as homework what's usually administered in person, often the lecture. This frees up classroom time to do what the homework would normally be-usually problem sets, now completed in teams or individually, with the instructor flitting about the flipped classroom, aiding the flummoxed with a flourish.

According to Inside Higher Ed, a recent study by the Campus Computing Project showed that more than two-thirds of U.S. colleges and universities are already, or willing to start, using lecture-capturing software to make lectures available to students at home-the gateway to a large-scale flipocracy. Proponents argue that flipping courses inspires students, gives them more control over their own learning, and frees more class time for meaningful interaction. Opponents bemoan the oversimplification of difficult course material, the technical difficulties, and the extra homework-for students, and for faculty.

Instead of flunking, I flipped.

But professors are forever annoyed-often justifiably so-at the possibility of "disrupting" an instructional style that is often the result of years of trial and error. Does flipping work? And if so, what, exactly, were we doing in college for all these hundreds of years?

The idea is so intuitive as to be obvious: Why sit through a lecture in person, if it's going to be the same for everyone? Why not, instead, view that lecture at home on your own time, and have the instructor actually help you, one-on-one, to do the work she's assigned? In the math, science, and programming classrooms where the model is popular, as long as the technology cooperates, students seem to appreciate both the interactivity and the individual guidance.

Some humanities professors are also experimenting with flipped classes-but it's here that the flip threatens to flop. Sure, some subjects naturally take to the flip: In the first-year German courses I have taught, for example, booting grammatical explanations out of class might keep face-to-face instruction dedicated to activities, and thus make class a lot more fun and interesting. But many of the other humanities seem, frankly, unflippable: Literature. History. Philosophy.

The New York Times' Tina Rosenberg insists that it's worth it to have " students set their own goals and manage their own time," while history professor and contributor Jonathan Rees outright flays the very pretense. "Dear Flipped Classroom Messiah Squad," he tweeted (and, as you can see, it incited a minor war), "When are my students going to do their reading?" And, he continued on his blog, with two-thirds of institutions rubbing their palms together at the cost-savings of digitizing their lectures, what if we all start being forced to flip against our will? Then, "it will become increasingly difficult for those of us who currently teach the way we want to teach to continue doing so."

Rees might be onto something-first, a recent study out of Harvey Mudd College showed that flipping had little effect on learning outcomes. And also, what about the reading? I assign a lot of it, and if I piled on a 30-minute YouTube of me yapping about the connection between childlike being and the concept of "genius" in Faust, wouldn't that incite mutiny? And what would constitute a "problem set" about Goethe, anyway?

I decided that rather than just flinch at this fledgling fad, I'd see what all the flap was about. Last semester, a few of my classes started flaunting a little 'tude about doing their work, right during the most flaccid weeks of our 16-week semester. After a hellacious journey through the Inferno-I'd never had students drag ass through the Ninth Circle before!-I decided that for our next text, Macbeth, these kids needed a change. So instead of flunking, I flipped.

One of the objections to the backward model is that it takes oodles of extra time to put lectures online, which often necessitates multiple takes, special equipment, and the mastery of proprietary university software. It also gives a professor the unwelcome feeling she's creating her own obsolescence via the MOOC vids she's recording on her own time. No thanks.

However, I teach in discussion-based seminar format-so, since I don't really lecture anyway, I didn't bother to YouTube myself pontificating on what " make thick my blood" means. I did put this slideshow online for them, though I worried it lacked intellectual heft. If all a Shakespeare seminar required was spitting out a few biographical facts and some lore about "the Scottish play," class would be 10 minutes long. A slideshow is but a visual aid to our actually talking-about the reading, about how it fits in with the trajectory of the semester.

But, like the mediocre gymnast I'd been in my youth, I would not be deterred from attempting a flip. After all, what good was a Macbeth discussion if they didn't actually read carefully? So, for class, I foisted upon them this "problem set," a worksheet of passage-analysis questions that forced them to regard some passages with depth. (Whether this meant they were rereading the passages carefully, or reading them for the first time, was up to them.) I put them as fully in charge of their own mastery as I could, giving them three formats for class between which they could flit as they saw fit: them working quietly (very boring for me), me walking around to each group and addressing them one-on-one (less boring), and us opening the discussion up to the whole class (hooray!). Everyone handed in their "in-class homework" on their way out the door, and I graded them all that night (boo!).

In my case, the flipped class worked-but not the way you think. Yes, the students did a more thorough job reading Shakespeare than they had with Dante. But we never had a chance to have the kind of discussion for which college was invented: the kind that happens when careful reading gets done at home, so there is time in class for everyone's ideas to be challenged, everyone's theories to be pushed and tested. Yes, they read carefully-but the reading itself took up so much of class that I felt their "end point" was still, in some ways, more cursory than a traditional class would have been.

At the time, students seemed to enjoy the flipped class, although now I suspect this was because I was grading them. Because at the start of this semester (ours is a yearlong course), several asked timidly: "Are we going to have the flipped class again? Because ... I didn't really like it."

"Only if everyone starts slacking off," I smirked.

And that, my friends, is how the flipped literature class works for me. As a threat. As a punitive measure. Don't want to read your Dostoevsky, young man? I will flip this class RIGHT around.

For me, though, the most interesting aspect of the flipped-course fad is that flipping is not that innovative at all. Just like its flashier cousin the MOOC, the flipped model prizes a method of conveying information-the lecture, huge, impersonal, and ever-prone to skipping and slacking-that many professors don't even like. Why isn't the solution to replace the massive lecture course with discussion-based seminars? How, instead, is the answer to record the lecture -to make it the length (and intellectual depth) of a TED talk, and even more impersonal?

Do not confuse this skepticism with a Luddite's cry. Many "traditional" professors, myself included, love discussion boards, wikis, blogs, podcasts, and all manner of digitally assisted pedagogy. But for those of us blessed with smaller classes to begin with, where every "lecture" is different because it involves actually interacting with students, flipping can ring hollow. And indeed, perhaps it is smaller classes, rather than a flashy delivery model, that the edu-trendy should be flipping out about.

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What Is a "Flipped" Classroom? Is Your Kid in One Right Now?!

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If you are in college, I don't mean to alarm you-but you are probably being experimented on. Stop checking for both of your kidneys; it's not that kind of experiment. But chances are, one or more of you courses is currently being administered upside down, or " flipped."

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Video

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Free Online YouTube Downloader: Download YouTube Videos, Facebook and many others!

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Free Online service to Download YouTube videos at one click! The best YouTube Downloader supporting fast and easy vimeo, Facebook and Dailymotion video Download and much more!

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Five Best Practices for the Flipped Classroom

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Five Best Practices for the Flipped Classroom

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5 Videos on Making Flipped Video Lessons

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5 Videos on Making Flipped Video Lessons

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Creating flipped video lessons is one of the topics that I frequently receive questions about in my email inbox. I've started putting together some videos about how to use various tools for creating and sharing flipped video lessons. In the videos embedded below I demonstrate how use EduCanon, VideoNotes, EDpuzzle, Versal, and Otus to create and distribute flipped video lessons.

Disclosure: Versal is currently advertising on FreeTech4Teachers.com.

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5 Videos on Making Flipped Video Lessons

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Creating flipped video lessons is one of the topics that I frequently receive questions about in my email inbox. I've started putting together some videos about how to use various tools for creating and sharing flipped video lessons. In the videos embedded below I demonstrate how use EduCanon, VideoNotes, EDpuzzle, Versal, and Otus to create and distribute flipped video lessons.

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Eric Mazur

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Eric Mazur, Abridged "Confessions of a Converted Lecturer"

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I have tried in 18 minutes to capture the more important elements of Eric Mazur's 1 hour and 20 minute presentation and discussion given at UMBC on November 12, 2009, available on YouTube at http://youtu.be/WwslBPj8GgI

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edutopia.org-How Student Centered Is Your Classroom

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The In-Class Flip

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edutopia.org-Modifying the Flipped Classroom The In-Class Version

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edutopia.org-The Flipped Classroom Pro and Con

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The 4 Pillars of the Flipped Classroom -- THE Journal