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Student interaction and engagement characterize the class time of a flipped model.  Real time feedback from the teacher, who no longer the sole provider of content, provides guidance in the students’ learning journeys.  This is a stark contrast to the days of students obediently sitting in rows, taking notes,  while a teacher lectures for 45 minutes.

In order for this model to have success, the teacher is responsible for developing meaningful learning objectives, varied sources for content delivery, and designing differentiated, engaging, and challenging activities (Learning culture, Intentional content). Class climate and accessibility to content delivery systems contributes to the students’ incentive and ability  to come prepared for class, a key for the successful use of time spent in class. The physical arrangement in class provides flexibility for how the students interact and learn.  Moving the students’ desks into groups of three or four rather than lining them up against a wall, for example, visually encourages students to interact and collaborate. A blending of physical and technological tools with scaffolded activities and student-driven projects support the learning journey with the teacher circulating as mentor and facilitator.  The students work to accomplish their learning objectives, at their own pace, in collaboration with each other (Flexible learning environment).  Teachers actively participate in providing feedback but also learn from the experience.  After reflecting on the lesson, teachers use their PLNs to get feedback on questions and to share what worked best (Professional educator).

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Using a flipped model my classroom would switch from me being the center (aka Sage on the Stage) to me providing assistance as needed to my students and guiding them through their learning (aka Guide on the Side). In my 2nd grade classroom, I taught at a low income school. Our principal doesn't allow us to Flip in the traditional sense because of the lack of resources our students have at home.

One of the ways I flipped my classroom was to have my students watch the daily math video when they first came in the class. This allowed me to take care of the daily tasks such as attendance that needed to be done while allowing my students to begin learning as soon as they walked in the door. During math this would free us up to do more interactive and meaningful learning with manipulatives and math talks. My students were also working at their own pace to master the standards so my Haiku page was set up by standards. The students knew which standard they were working on and I was able to provide them resources (videos, games and other activities) on our Haiku page. This freed me up to pull small groups during math time. My students were also able to show me when they mastered a standard rather than waiting for "test day."

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My class would look different as the teacher I would no longer be the source of information. I would be more of a facilitator. The students would use technology to connect with people beyond the classroom. There would be differentiation from student to student. Personalised. Students could access learning to where they are at rather than age appropriate. With the use of an online LMS I would be able to give feedback in real time. In Hapara I can send out the flipped lesson and students would need to complete the lesson and I could access the documents and give them feedback. This will inform me of the next steps for this students and help me to plan further.

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My class time will change when using a flipped model because my limited amount of class time can now be used more efficiently. Because I have so many students at different levels. I teach in a multi-age program that has a philosophy of inclusion for students receiving special education services.

In order to make sure I have the four pillars of flip, it will take meaningful and prescriptive preparation and execution. The pillar that is both my strength and opportunity is the flexible environment. I like to offer flexibility in my teaching to allow for those teachable moments , but I also like to have control. I am working on letting go of the control and trusting that my preparation and routines with students will keep the lesson on track. I've also learned to move on from the sacrificial lessons. :)

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My class time will look different in a flipped model because I will establish time frames and expectations for students to reflect and interact with other students as well as myself on an as needed basis. I will continually monitor their progress and modify the time allotted as needed. This reflection of time and needs will allow me to address the needs of individual students as well as keep everyone on track to complete the assignment in a timely manner while providing them the support they need.

In order to make sure I have all 4 pillars of FLIP, I will need to make sure I am collaborating with other kindergarten flipped learning teachers to get ideas for how I could structure the day, resources, time and learning. Collaborating with other flipped learning teachers in primary grades will help me get through all the struggles or questions I may have about structuring my own classroom.

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My classes would definitely look different, given I am also a Specials teacher and I don't get as much time with the students like their home room teacher. This will give me the opportunity to give direct instruction to each individual student where they can choose when and where to learn. I intend to include the parents of these students as I have had many requests from parents who would like to learn the Malay language along with their children. It's a definitely a big plus point for any language learner to have someone else to converse with.

It will also allow me to provide different ways for students to learn and master the content of my lessons. In class, I can have more time observing and scaffold the activities to ensure I can give timely feedback and in a meaningful manner, and that is more important than having the students do well in my quizzes and tests.

What I need most to ensure I have the 4 pillars of FLIP is the help of parents to ensure students are able to access the content when they are at home, and for the coming year, more time for me to create meaningful and intentional video lessons for this to even happen.

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Class time will look different because the traditional role of the teacher will change from using a large part of class time devoted to delivering content and background knowledge through lecture to really being the facilitator of learning by providing opportunities for students to learn through videos, discussions, collaborative activities, etc. Teachers will observe students more and assess each step of the way by conferencing and giving feedback. Students will take a more active role in constructing their understanding of the content through engaging student-centered activities.

As the teacher, it'll be important to plan with the 4 pillars in mind. Mapping out units with lessons that are flipped and being intentional about the activities that take place while students are in the classroom that support what was learned through the flipped lesson.
Manu Goodhue- Slack 2

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4 pillars of FLIP with Teacher PD - Micah Carlin-Goldberg -- Slack 1

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4 pillars of FLIP with Teacher PD - Micah Carlin-Goldberg -- Slack 1

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Currently the Technology PD that I run for my staff consists of 10-15 minutes wedged into the end of the staff meeting provided the rest of the agenda doesn't run over and push my time into the following meeting (where it often gets pushed out again). By the time everyone gets logged in and to the right place we can loose 1/3 to 1/2 of that time. By flipping my PD sessions next year I will have the teachers watch instructional videos first before the meeting. I will include how to log in and get to the correct place before the come to the meeting so that it becomes simply open laptops and go. This will also allow me to build in time to help those who need some 1 on 1 before the meeting.

By doing this I hope to spend far less wasted time during my limited PD time in the staff meeting and be able to focus on how to integrate the technology into their teaching rather than simply how to get online. Additionally we would be able to actually collaborate during our staff meeting PD rather than having to focus on the nitty gritty of getting into the services and files that we need. I am really excited about the opportunities that this presents.

My biggest concern is having teachers neglect to do the first portion of the flip so that they are not coming in to the meeting prepared to collaborate. I am going to have to work with my administration to find structures of accountability to make sure that this will be an effective practice.

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Class time in the flipped model will change because many of the lecture-style lessons delivered at the beginning of a new unit or skill in language arts will begin to take on a different setting in the classroom.  Our students do have 1-to-1 laptops in every class throughout the school day which makes learning by using the flipped model more possible, given that the teacher is willing to dive in and prepare the lessons to fit the needs of the students while still using a flipped model, where students are taking learning at their own pace, on their own device.  Language arts and Literacy teachers are fortunate enough to have an 84 minute block with their students at our school.  This is ample time to provide direct instruction (using a flipped model), assess individual students or groups of students' learning, and to provide feedback all in one day.  I envision my class time to be split up similarly as a classroom that may still use the teacher as the central mode of instructional delivery, only instead of the teacher lecturing or delivering information, this would be relayed through guided lessons using the flipped model.  This may be a "lecture" type of lesson with guided questions and practice for students along the way.  The benefit of the flipped model is that there are so many additional resources that are available to students when learning about a new idea or topic, and thus the students are given more agency to seek out the information, and the teacher has also "flipped" roles where they are no longer the central mode of delivery.  However, teachers are still largely responsible for planning ahead of time for these lessons.  Determining the learning standards and objectives of the lesson (professional educator: observe and give feedback), preparing the necessary materials and stations/learning centers (flexible learning environment), and appropriating the materials to the necessary groups or individual students that will need to access the content (differentiation/scaffolding).  In addition to preparing in this fashion, as a professional educator, it would be in my best interest to collaborate with my co-teachers, resource teachers, grade-level team members, but also my PLN to assure that I can continue to develop old, current and future lessons that will continue to benefit the students' learning while using the flipped model.  The most important factor in implementing the flipped model is taking it slow, and implementing a few flipped lessons, then units before full implementation.  Not only could full implementation be overwhelming for the teacher, but it could also be overwhelming for the students.  Transitioning into the model WITH the students is a great way to model that learning occurs as a collective whole -- the teacher doesn't know all, and is also continuously learning with his or her students!
-Cheryl De Guzman
Slack 1

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How will class time look different in the flipped model? Class time will look different in the flipped model because usually in a traditional setting class time is used for the lecture piece of the lesson which in a flipped model that is delivered outside of class. In-class time is used for small group, activities, time to help struggling students,  etc that allow students to become more engaged and dig deeper into the content they viewed outside of and before class. I think a flipped classroom really allows the students to become more engaged and collaborative than a traditional classroom setting.

What do you need to do to make sure you have the 4 pillars of FLIP?To make sure I have the 4 pillars of FLIP, I need to ensure that my objectives for flipped sessions are very clear. By planning ahead and making sure I have a plan of where I want to go with the students.  I think it will be important to make sure I am picking the appropriate content and standards to guide the students to have success. Reflecting and revising lessons as needed and performing on-going assessments to check for understanding will be a valuable tool. Also, I will need to make sure I set-up a flexible classroom learning  environment for my students I will need to refer to the FLIP pillars frequently to ensure that I am including all elements to make it a successful learning experience.

Nicole Anetsberger- Slack 1

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How will class time look different in the flipped model? What do you need to do to make sure you have the 4 Pillars of FLIP?

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How will class time look different in the flipped model? What do you need to do to make sure you have the 4 Pillars of FLIP?

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When I think of Flipped Learning I think of math in particular. There are always three groups in every math class that directly affect the way I teach. You have students that are quick to pick up each new task and activity, some who take a couple minutes to adjust and then keep on moving, and those students who always feel unsure or unable to complete the work assigned. I have often found class periods become very chaotic trying to differentiate and balance three completely different groupings, and giving each student exactly what they need. One group might want to move on quickly, after seeing only one example, while others need more time. By allowing students to tackle the instructional time outside of my classroom, I can be ready to meet kids where they are when they walk in the next morning and approach their needs in a more meaningful and effective way. Within a flipped model, my class time will be used in a more collaborative way, with more time for students to work through real life examples of the content I am teaching and at their own pace. Students can spend time I would normally be at the front of the room to work through things in a way that makes sense to them and within a supportive environment of like minded peers and a much more readily available teacher. To make sure I have all four pillars of FLIP I need to be prepared, first and foremost to facilitate it. Flipped lessons were extremely intimidating at first, and I didn't feel comfortable making videos to share with others. As I planned out my lesson and made sure each element was ready, I found that it was easy to feel ready to present the material in video format. I also need to create an environment that allows students to fully immerse themselves in this method of teaching and learning. Students need to develop strong routines and procedures for how flipped learning will work and what their roles and responsibilities are. They need a safe and effective space to work in and work through the content they are given. I think this will create much more independent learners within my classroom and encourage students to take what they learn and use it in new and exciting ways, because they will have the time to do so.
Megan Vanstone- Slack Group #1

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Slack Group 1- Allegra Osborne I will be implementing flipped learning for teachers as a way to provide a more personalized PD experience.  Thinking outside of the box this year I really want to add Breakout EDU and Social media.  I see this as way to help teachers see the value in resources other than their text books.  Mostly I see the biggest challenge is to show them the ability to organize these resources.  I will use the tools we have learned about in the Flipped CLassroom section such as the Youtube channel and the digital recording tools.  Once I can show the teachers how to utilize these tools they can also help the students create these resources to organize their resources, I hope to build in the digital collaboration part through Google + or Google Classroom as well as Twitter and Facebook. The pillars will take a highly flexible and organized educator who can lead and teach to a diverse set of learners.

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Slack Group 1- Allegra Osborne I will be implementing flipped learning for teachers as a way to provide a more personalized PD experience.  Thinking outside of the box this year I really want to add Breakout EDU and Social media.  I see this as way to help teachers see the value in resources other than their text books.  Mostly I see the biggest challenge is to show them the ability to organize these resources.  I will use the tools we have learned about in the Flipped CLassroom section such as the Youtube channel and the digital recording tools.  Once I can show the teachers how to utilize these tools they can also help the students create these resources to organize their resources, I hope to build in the digital collaboration part through Google + or Google Classroom as well as Twitter and Facebook. The pillars will take a highly flexible and organized educator who can lead and teach to a diverse set of learners.

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The flipped model is another tool for a teacher to have in their tool bag. For it to work well, the teacher needs to invest the time ahead of time to make it work. Students may need to be "retrained" for it to work effectively at the high school level, especially if they have never been a classroom using the model. In a math class, it would be great for students to be able to work at their own pace through concepts. They would be able to work longer on those they don't understand and move faster through those they do. It would be differentiation how it is supposed to be, not how we usually do it now.
To have the 4 pillars of FLIP, a teacher needs to be very organized and prepared. The teacher needs to learn to let go of the typical classroom experience.

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I dislike the day when I have important material to share with my students that take up the majority of the class period. Using the flipped classroom model I see my class time used for higher level discussion and collaboration. I believe both discussion and collaboration will improve because my students will come to class with concepts and ideas already in place. In working to make sure I have designed my flipped lesson on the foundation of the four pillars I must be clear on my objectives and develop a variety of ways to present lessons. Using technology and the tool that support educators can help me develop engaging lesson with accountability. When I put the time upfront to develop a flipped lesson I give myself more time and more ways to check for student understanding. Students get to take control over their learning and can work at their own pace and at a time when they feel they will get the most out of the lesson. Tools such as Branch Logic can help me differentiate learning. Other tools that I may use to check for understanding can assist me as I develop additional plans in a unit. Google classroom is a tool that allows me to provide quick check of student understanding and provide feedback.

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I think my classroom will look, and probably to a greater degree, feel more intentional using the pillars of FLIP. I feel like the L part of the equation is the most important part of it because students need to buy in for it to work really well. Technology always changes things synergistic-ally with the culture, ie my students have the privilege of more efficient transfer of information, but they also expect it. Teaching them that this expectation is a two-way street seems critical. If they want differentiated learning, they need to work toward it themselves. I do some of this already, as I expect many of us do, and I think the biggest sign that it is working is when you have that medium hum of conversation -- students talking to each other in the flow of things.

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For me, the most challenging aspect of designing in-class lessons in the Flipped Learning model would be allowing for true differentiation so that students can move through content at their own pace. I think this requires both great flexibility on the part of the educator and very carefully designed and sequenced activities--you need to really know where you are going to allow some students to circle back to review while others move forward!
When it comes to the 4 pillars, I think that the concept of Intentional Content presents the most interesting challenge. I like the way the FLN defines Flipped Learning as an approach in which "direction instruction moves from the group learning space to the individual learning space," but making this direct instruction accessible, effective, and engaging for students requires very careful, labor-intensive design. In creating materials like this, I have found that part of the challenge is anticipating and addressing student questions and confusions in the materials themselves that could be addressed in a more improvisational way in a classroom setting.

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How will my class look different in a flipped learning environment?

My class will look different as there will more opportunities for engagement during my lessons. Sometimes, students are needing to do research, or gain important historical information about theatre practitioners and genres of theatre, that I have now realized is best studied prior to the lesson starting. I am always stating that there is never enough time to get something completed, but I think that this flipped model will benefit my teaching drastically. I had been using a flipped model for learning for when I am away in the past (to ensure that supply teachers and students have the correct understanding of the work expected to be completed during the lesson I had missed), but I realize now that I can apply that same model to my own lessons.

What will I need to do to ensure the 4 pillars?

To ensure these 4 pillars I need to ensure that I am organized in advance, preparing the flipped lessons will take planning initially, but I feel that by going through my units a few weeks in advance it will help me to rethink the teaching strategies I was already using, and then reworking them to suit a more flexible learning experience for my students. I think that I will need to create a culture of holding kids accountable as well, which will take some time to make sure that students are using the flipped learning videos in advance of the lessons. I would like to see that connection with other educators continue to develop and grow as well, and I am eager to share this style of learning with my peers.

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Flipped professional development would be amazing in our district.  It would allow teachers to obtain knowledge, see content in action, process it individually before coming together as a group.  I run a lot of  pd sessions for teachers, like Amanda below, and it is so hard to provide adequate time to process information and discuss integration into curriculum.  Using the flipped model would allow teachers to preview content beforehand and be ready to spend the pd session processing the information and discussing integration in the classroom.  That's the real power of collaboration!

To make sure I have the 4 pillars of FLIP, I need to ensure that my objectives for flipped pd sessions are very clear. Teachers need to know that there will be a little homework before the actual pd session. This will probably be difficult at the beginning, but once they see the power of using the meeting time to truly collaborate it will become easier. I will need to refer to the FLIP pillars frequently to ensure that I am including all elements to make it a successful learning experience.

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My sessions with teachers are very short. Previously, the classes are highly informative and teachers love the content, but follow through and implementation is low.  I think by implementing and reinforcing some of the standards in the four pillars I can do the following
1. Make sure teachers attend the best sessions for them instead of the session their friend is attending. (creating short videos to stir curiosity and cement their choice.
2. Establishing an environment that allows for reinforcement after the session and reflection on next steps. (more than just "Email me if you need help!) Twitter, using Google Classroom or Haiku will help.
3. Utilize formative assessments. I very rarely use FA in training. Instead we use surveys...and it's not quite the same. I am working on restructuring how I know they are "getting it"

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How will class time look different in the flipped model?

Class time will be dramatically changed in a flipped learning model.  By teaching content in a flipped lesson, one benefit is the ability to differentiate and focus on individual learning needs. Students have the ability to review as they complete quick assessments.  They can further explore the topic if more direction is needed or desired.  The teacher will be able to restructure the learning space to allow for more collaboration and individual meeting space.  As students work on different aspects of the activity, the teacher can work closely with students as they problem solve.  This puts the learning more in the hands of the student rather than the teacher in terms of moving forward with a level and method that encourages creativity. Of course, being invested, students will be more engaged in higher functioning processes.  A current traditional classroom in the near future can seem like the prairie school house image that we have of ancient teaching methods. Learning becomes relevant to each students needs and interests.  Active learning can move in….so much more fun than lecture/practice learning.

What do you need to do to make sure you have the 4 pillars of FLIP?

What I have seen over and over recently...begin with the end in mind.

Be up for and open and active classroom

Have a regular plan of action and management

Appropriate content and direction to help guide students throughout the learning experience

Knowledge and practice and collaboration

Work with the students to build and learn with every activity

Revise lessons as needed

Network of support

Patience and self-allowance for failure

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a) How will class time look different in the flipped model?

Flipped Learning class time will be much more student centred with less teacher talk and many more student questions and student lead inquiries. I imagine that this class is better in a more collegiate environment such as desks in a board table style arrangement rather than rows, to encourage open and inclusive discussion. Relationships will be more readily built as discussions are more two way and students will increase in confidence as they are empowered to offer their voice and be heard.

b) What do you need to do to make sure you have the 4 pillars of FLIP?

1.     Flexible Environment

Allowing for staggered deadlines for submissions rather than one at the end will allow students to break larger tasks into smaller, more manageable pieces. I can keep track of the pace of the particular student cohort and renegotiate deadlines to meet their needs. I will also allow time for summarizing what has been learned and authentic reflection.

2.     Learning Culture

I will set up the lesson so that students are at the centre and driving the lesson rather than myself lecturing us through a concept. More complex tasks can be scaffolded to give students a supportive framework of how to approach tasks and to make content more accessible to a wider range of student ability levels and skillsets. I will encourage learning with praise and use recognition and reward to motivate students to self direct their own learning.

3.     Intentional Content

I will make playlists of videos to guide Youtube ‘surfing’ but I will also allow students to contribute by finding their own resources where appropriate. I will provide resource lists that indicate essential references but also include wider reading or watching for more interested or competent students. I will also give students the opportunity to make their own resources, as they become ‘experts’ in the content, with authentic audiences such as their Year Level or ‘next year’s class’.

4.     Professional Educator

I will provide oral feedback to students as they work or contribute to discussions. I will also make sure they have some kind of written descriptive comments to give them an indication of how they are going against the assessment standards and what they could do next to improve their end result. I will also ask students to tell me strategies for improvement. As the class moves through an inquiry I will have smaller formative tasks to assess how the individual and the group is travelling. I will draw on other experts, seek best practice and be open to making alterations to my plans to make my lessons the best they can be.

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I will be implementing flipped learning for teachers as a way to provide a more personalized PD experience but also as a way to help teachers see the value in expanding their PLC and add a PLN. Instead of getting a 1 to 2 hour listen to learn experience for PD I would like to have teachers do some learning prior to the face to face session so instead of listening to me explain a teaching strategy, they can lay the ground work and have time to formulate questions and ideas that can then be shared when we are together. Once I have gotten teachers used to the idea of doing the flexible learning piece before meeting I hope to build in the digital collaboration part through Google + or Google Classroom. I would like to use Ed puzzle and Docent Ed to have teachers be exposed to the student view of both of these tools in hopes that they gain confidence using them and see the benefits of using them. My biggest sticking point right now is that my teachers can use youtube but NONE of our students can access it at school, even through tools like edpuzzle. It is super frustrating and we are always looking for creative ways to download and share videos but there are usually so many extra steps that it becomes a hard sell for teachers to get excited about it.

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Class time will look different in my classroom using the flipped model by providing students with a flexible learning environment. My classroom will provide students with a  flexible physical space and flexible time frames in which students can move around freely in order to collaborate, discuss and reflect with others.  The learning culture will be such that students will be able to learn content and demonstrate mastery based on their interests, readiness and by their learning profiles.  Direct instruction will be disseminated via video for students to watch before class and will be addressed on individual basis dependent on student performance on short quizzes and reflective work.

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Class time in a flipped model will be much louder and more active.  Students will be actively engaged with others and with challenges.  I need to focus on driving questions and real world extension of classroom concepts.  It is going to be a challenge for me to take the objectives and broaden them to include student investigation.  I am not worried about the content for out of the classroom but will need to focus more on how I guide classroom time.

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With a flipped model, class time can be spent practicing concepts and discovering misconceptions.  Students will come to class having an idea of the concept.  Class time can be used differentiating instruction by giving more instruction to those students who still do not understand the concept, and time for the learners who feel they understand the concept to delve further into more challenging questions.Students need organization and consistency. As teachers, we need to give the students 1 place where they can access the videos. If we use too many modes of communication to distribute the links to the videos, they will become confused and at home participation will be low. We also need to make sure the videos contain quality instruction. If we rely on the videos to teach a lesson, we need to make sure the videos are easily understood and fairly short.
Flexible Learning Environment:With flipped learning, the students do not need to be arranged in rows facing the board.  We can have our students in collaborative groups working on various activities based on their level of understanding of the topic.
Learning Culture:It is the teacher's job to create a climate where students ask each other questions to better understand the material.  The students must also be able to identify their misconceptions so that they can effectively utilize class time filling in the gaps for themselves.  The teacher must also teach his or her students to utilize each other rather than waiting in line for the teacher to come around and answer all their questions.
Intentional Content:Flipped learning still allows for teachers to provide direction instruction on topics.  Many math teachers agree that direct instruction cannot completely go away.  However the practice goes from one size fits all to a differentiated model where a group of 30 students can each receive a lesson that meets their needs.
Professional Educator:As the educator in the room, I can then spend the entire period giving individual (or small group feedback) by answering questions or through formative assessments.  I will not need to utilize a portion (or all) of the period teaching the concept because the students will have already viewed the lesson at home (or will have access to it during class).

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Flipping My Class:

My entire class structure will change as I implement flipped learning next school year. The time in my class for the last 14 years has been all about me. I thought, “When else will they practice their Spanish? They have to hear my voice speaking Spanish for 40 minutes a day in order to get enough comprehensible input to acquire the basics of the language.”

The flipped model opens up my philosophy and allows for the students to hear me and other native, more authentic resources while they are outside of class. My students will be able to actually practice Spanish during class! They will be able to work with other students to perform speaking and writing skills. My class will be more of a language lab than a lecture hall.

4 Pillars of Flipped Learning:

Flexible Environment

I will need to give the students the space and time they need as individuals to study, practice, and master the content. To ensure that my students understand how to be productive within my flipped class, I will need to set clear expectations for the end results of each unit and provide resources and structure for students to work on each step toward higher proficiency levels. I will need to monitor, support, and provide formative feedback to individual students as they make progress.

Learning Culture

I will need to change my classroom from a teacher-centered environment to a student-centered environment. The lessons that I plan out for my students will not be one-size-fits-all. Instead, I will have to organize multiple paths of learning that will help create a more personalized learning experience for my students. We will be using the Chromebooks and our LMS to create learning modules that allow students the flexibility to use the resources they need to learn the necessary skills to perform higher language proficiency.

Intentional Content

I already have some online content and videos for my students. Now, my job will be to curate more and create more as I go through the year and realize what the differentiated needs of my students are. I will use WeVideo, Screencastify, EdPuzzle, Pear Deck, and other software to create and modify content for the needs of my students. I will start flipping lessons that are would have been mainly lecture-style lessons. Then I will move on to flipping fiction and nonfiction reading. The goal will always be to give my students as much time as possible in class to apply the language and participate in problem-based learning.

Professional Educator

It will be my job to make sure that I continually reflect on my students’ progress, the quality of the content, my delivery and management, and the formative and summative assessment data I’m collecting. I will need a building-based support system, a district-wide support system, and my extended PLN to support me as I learn and grow as a professional.

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1. Flexible Environment:  My classroom is the Technology Lab, and try as I might, there is absolutely no way to reconfigure the space (without adding a loft - ha).  So our collaboration is always done in "row groups" of two or four.  Where I plan to make changes is to add more flexibility to our short class periods.  Flipped lessons, especially introductory and step-by-step material, will allow students to work at their own pace, and to review pieces they may have missed.

2. Learning Culture:  A system of peer helpers is already in place in my lab, but flipped lessons will allow students to work more independently.  It will be easier to determine which students need more help, which will allow for better differentiation.

3. Intentional Content:  I like the idea of the teacher as curator, and I plan to use flipped lessons to make use of this concept.  Instead of just curating my own material, I'd like to explore having the kids create or research their own materials, which I would then curate.

4. Professional Educator:  My formative assessments are almost project-based, but now that Google Forms can do quizzes, I'd like to attach those to flipped lessons for instant feedback where appropriate.

Class Time Differences:  My class time is already quite flexible, with students working on projects at their own speed, within groups. If I create flipped lessons, kids can start working immediately instead of transitioning from hall-passing-time to listening to me give verbal instructions. I think they might get focused sooner, and I'm excited to try!

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There have been so many times that while I conduct whole class instruction on a certain topic am I thinking to myself, “This cannot be the best use of our precious time together.” It turns out there is a better way. By using the 4 pillars of establishing a flipped classroom I can see how I can improve the efficacy of teaching and learning. As stated, I think teachers looking to implement this pedagogy need to be strategic and not try to turn every lesson into a flipped lesson. I can see this being a common mistake. As I read the material on this subject I am starting to think about my classroom and where I can do this. My favorite moments as a teacher are when I observe my students be independent, engaged and active learners. By establishing a flipped model in my room I would provide more opportunities for my students to be collaborating and engaged in more projects so they are doing something with their newly acquired knowledge.

In order to implement such a strategy I would need to rethink the structure of a few things in my current classroom and practices:

1. Provide students with different ways to learn content and demonstrate mastery

2. Prioritize direct instruction

3. Create and/or curate relevant content

4. Ongoing formative assessments to inform future instruction

5. Collaborate and reflect with other educators

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Class time will be revolutionized and individualized in the flipped model. I really love how using the flipped model allows for me to better meet my students' needs in class. I also like that I am much more equipped to assess my students' progress before they come to class. As an English teacher, I feel like my class has always been a little "flipped." Students are assigned a text to read, asked to read it at home, then process that text in class the next day. But now with the tools we explored (specifically EdPuzzle--but also ActivelyLearn for text--not video), I am actually able to assess that performance and better tailor my instruction to my students' needs in class. While all these tools make it much easier than it's ever been to provide a flexible learning environment, lead a learner-centered classroom, intentionally maximize classroom time, and practice observation and reflection, it will be important to willingly take on the intense work that flipped learning enables.

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Rather than being the disseminator of information, direction, and instruction, I will have students learn the content at home and come prepared to collaborate, experiment, and do hands-on activities in class. I've attempted to do this in the past, but have struggled with student accountability while at home. Sometimes, half the class would not do the assignment at home, so you have no choice to go over it in class. However, with tools like Zaptions and EdPuzzle, I will be able to see what students have done the work from home and know what students to target even before they enter the room. Including parents in students' progress will also ensure that students are doing the work at home.

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I am very excited about the possibilities within my classroom for a flipped learning environment! I truly believe that with the changes we have undergone in my classroom arrangement, that there will be more flexibility--with various areas in the room for different tasks. The chance to differentiate instruction between my students will be compounded as they will have different options for classwork, moving on and remediation. I think that by offering a few versions of the lesson will also ensure intentional content which will definitely allow for me to be more flexible--and offer more meaningful feedback.

I think one of my biggest areas of concern to ensure the 4 pillars of FLIP is that I am able to create meaningful lessons that engage!

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Class time will be filled with activities that are engaging and hands-on as opposed to being spent listening to lectures or reading material. Students will be able to work together to complete tasks that support the learning they did while at home. They will also be able to use class time to work one-on-one with the teacher to get support when they are having difficulty with a concept. Students will work towards mastery of skills as opposed to memorisation of information.

In order to ensure that I have the 4 pillars of FLIP, I will:
- provide students with opportunities to rearrange their learning space to be conductive to how they learn.
- create activities that are scaffolded to ensure students success and engagement with meaningful work.
- ensure that content is relevant.
- be available to students and formative feedback throughout the learning process.

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Class time will look more chaotic but be more effective and productive.  Since I work with teachers, supporting them in their work with students in a personalized learning model, the 4 pillars of FLIP mean that I need to:
-Provide flexible training times, spaces, and topics for teachers with multiple resources
-Use teacher feedback to ensure that I'm providing meaningful training content
-Curate content and share with teachers.
-Communicate. Communicate. Communicate

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FLIPped lessons have so many exciting opportunities for students and teachers. It allows teachers to deliver the important direct instruction pieces, but also allows students to get support when skills-building, practice their learning in real-world ways, and work collaboratively with their peers. In order to have a truely successful FLIPped model, it's importnat to ensure that the four pillars of FLIP are included in every lesson. FLIP leads easily to that flexible learning environment- students can consume and interact with educational videos in a variety of ways - in or out of the classroom, on their own time in a variety of devices, and they can view the videos as frequently as they want. Additionally, when practicing skills, FLIPped classrooms more closely model the ideal of providing "Voice and Choice" for students to personalize their own learning. A FLIPped classroom is not a place where instruction is sidelined - rather, it is one where direct instruction (via videos and 1-1 teacher interaction) is prioritized. Teachers "front-load" their work by creating or curating excellent instructional video, and designing a variety of ways of making that content engaging and interactive for students. In this way, the Learning Culture of a classroom is prioritized. It is clearly a vital space where student learning and autonomy is valued, within that framework of carefully designed content and scaffolding that ensures that students develop skills and learning that they need for success. This learning is facilitated not just by teacher planning, but by direct and timely feedback through the course of the learning process, through interactions with students that are both face-to-face and digital. Teachers in a FLIPped classroom are intentional, and they reflect upon and build their process through interaction with other teachers. FLIPped classrooms, in short, are dynamic, flexible spaces where the curriculum is shaped to enhance the learning, rather than the other way around.

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I'm excited about doing my first FLIP lesson. I have dipped my toe in the waters of screencasting to give direct instruction in software tools and an art lesson for my students. For a 4th grade classroom at a Title 1 school it is difficult to hold kids accountable for usage of technology at home. This will be the biggest difficulty as an educator, but I believe it is important and worth giving it a try. Another hurdle is always the reflection piece. The school year also seems so rushed that reflection time is only 15 minutes for a whole unit in my classroom. However, I believe it is important and very beneficial (even to my own learning). This will absolutely change the dynamics of my class time.

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I think that the classroom will look very different when using the flipped classroom model. Instead of the teacher being at the front of the room, it will give students more student agency. I think that the classroom will be more interactive opposed to as one sided as it may look and more student centered. In order to make sure that I have the 4 pillars of FLIP, I need to make sure that I created lessons that are meaningful for students and give them enough access time for the material, differentiate my lessons in order to reach all learning styles, ensure that I use content that is meaningful and not just haphazard, and allow for feedback. I think that this sounds like a great idea in theory, it will take a little while to get use to using and figure out how to use it within the classroom since I am just beginning to learn how to use all the technology that is available at my fingertips!

This will be a great way to make sure that students are getting differentiated materials and more specialized instruction, which is very important since I am a special education teacher. I think all students would benefit from these lessons and the small group discussions that can come from the lessons created.

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The great part about my job, as a Digital Teacher Librarian, is I get to work with all teachers. This will allow me to share not only flipped lesson ideas but also everything we are learning in this class. As I look at the four pillars I look at it as how I can help teachers collaborate with me to make a successful flipped lesson.

Flexible learning environment

Working with teachers on how they would like students to demonstrate their learning. Having options for students to show their learning. Bringing in technology to help engage and provide students with tools to enhance their learning.

Learning Culture

This will be harder with some teachers. I think doing backwards planning as we look at the standards we want students to meet will help. Showing teachers all the different video resources available to them. Help them find resources - sometimes that is all teachers need.

Intentional Content

This will come with our intentional planning. I also think that showing teachers ways to cut videos and only use what they need will be important. Teaching teachers how to make a quick screencast will also save them time by allowing them to work with groups doing direct instruction while others can be engaged with the flipped part of the lesson.( I think flipping the lesson in elementary school sometimes has to be done during class.)

Professional educator: observe and give feedback

We have been working on formative assessment at our school and teachers are hungry for tools that will make this process easier and more effective. I especially love how EdPuzzle works so easily and will make videos more interactive, as well as give teachers valuable results they can use for their instruction.

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One way class time will look different is the teacher won’t be standing at the front of the class talking while students listen, take notes or complete worksheets. Instead, the students are working in pairs or groups to apply their learning. The learning will come from independent and hopefully personalized research at home. Students will utilize class time to collaborate and produce evidence of their learning. The teacher will be engaging in conversations with individual students and their small groups, rather than the whole class (where quiet students can be ignored). Teachers are also using tech tools to assess learning throughout; formative assessment such as Padlet, Kahoot!, and Google Forms can allow for frequent and bite-size checks for students’ learning.

To ensure you have the 4 Pillars, the teacher needs to “prioritize direct instruction” so that when she gives instructions they are necessary and useful, without dragging on and repeating itself. Teachers need to be willing to let students be a little confused, and let them reach the answers on their own. Teachers also need to be comfortable with not being the star of the show, and letting awkward silence happen as students work through their challenges. Formative Assessment will prevent any fears that a group has no idea what they’re doing.

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When children come back into class after accesing the content at home, they will need to decide where they are with their learning, have they understood it, they think they have, or they need more help. I can see my classroom then organised with 3 different tasks according to this. Then from the start of class, my role as a teacher is to support them in different ways. Do the group that don't understand need my help or could they learn from others that do? How will I encourage deeper learning and collaboration with my other students. My time, rather than being stood at the front of the class, will be checking in with each group, making sure they do understand and differentiating their learning. You should be seeing a lot of talking in classes, children doing different things, teachers sitting with individuals or groups and children taking more ownership of their learning.

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Rather than class time being teacher centered with direct instruction, it will be student centered with students doing hands-on assignments. Even though the focus is on the student, the teacher still needs to create and foster an environment that supports flipped learning, including curating content that can be differentiated and engaging, providing frequent formative assessment, and sparking student curiosity. For me, I need to work on engaging students and providing prompt feedback to fully gain a successful flipped classroom.

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I'm not in the classroom anymore and see this as flipping PD rather than a classroom lesson. Providing PD that's not f2f and then meeting with teachers IF, when, where, etc. to meet their needs and go more in depth. Intentional content makes me think about individualized instruction. In my role, it is individualized PD. My goal is to use more video next year with teachers, both for PD and for them to be able to use in their classrooms when I can't help them. I'm still wondering how to get participation as we all know teacher plates are overloaded.

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Class time will look more interactive instead of the teacher being the focal point or “bouncing head” in front of the classroom.   The students would then take more ownership of their own learning as well.  To make sure I have the 4 pillars of FLIP:

F – create different types of lessons so that I am reaching different learning styles.  Allow students time to reflect as should I do the same.

L – Differentiate the instructions with videos and other activities, not just lectures.  Have students work together to solve problems instead of just being told what to do.

I – look at my content and make it interesting and relevant

P – be part of the learning.  Look at and observe what the students are doing.  Ask questions and donʻt tell, but just ask.  Of course reflect on the project not only at the end, but throughout as well.

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Class time will look very different in the flipped model because the kids will be more active in their learning, rather than passive. I expect that I will be giving the students more self-directed activities, asking them to engage in true inquiry, and I will be working one-on-one or with small groups more often. In addition, I will be constantly engaging in assessment. In order to ensure I have the 4 pillars of FLIP, I will need to re-structure the organization and modalities of learning in the classroom/at home, I will provide structure and guidance for student-directed learning opportunities, I will design and create videos or other modes of direct instruction that the students can access independently, and I work on providing meaningful feedback to students and will engage with my own PLN to collaborate on lesson design.

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I think the biggest advantage to a flipped classroom is that it maximizes the amount of time students are actively engaged in learning.  This time can be used to work on projects, ask questions, receive feedback, and engage in other meaningful activities.  I think in order to make sure that I have the four pillars of FLIP covered I will need to focus on the following:  1. I will have to think outside the box and come up with multiple ways for students to learn the content.
2. Promote a learning culture in which students can take the lead.  This will probably be the hardest part and will require the most planning.  3. Do my part and find/create awesome content.  4. Giving students feedback will be natural, but collaboration with my peers can make the process a lot more practical.

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Using the flipped model, I want to use class time for group work, learning stations, projects, and individual conferences with students. By using this model, I can use class time for discussion, collaboration, and individual feedback. It will allow me to see who needs additional guidance and who is ready to move forward with new material.
To ensure I have the 4 pillars of FLIP, I am going to focus on intentional content by creating videos and playlists for students. I will continue conferencing with individual students to practice reflection and feedback. I will also provide an environment of learning through group work and discussion. Finally, I will integrate PBL assignments to create variation and flexibility in the classroom.

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I’m not sure that ‘class time’ will look different for me since my job entails working with teachers.  As I don’t get to work with the same teachers on a regular (daily/weekly) basis, having a traditional flipped environment is not practical.  I do feel though that the idea of having resources, supported with no-fail quizzes and other forms of feedback/support documentation/video, will allow the already hands-on individualized time with teachers to follow them and support them as they take their new skills back into their classrooms.  When doing district PD days I have always incorporated a great amount of hands-on time; a quick time of showing and sharing the basics and some examples, plenty of time to ‘play’, and then a recap and regroup to provide any additional required information and for participants to share their ah-ha moments and curriculum integration ideas.  When they are having their ‘play’ time I treat this as individual instruction time as well as time for them to work together.  I feel that although this is not a true FLIP the participants (whether large group or individual) are given the space and time they need to address their content, style and reflections.  Their needs are met through complete differentiation by teacher and scaffolding it to their required curriculum areas and technology access.  Instruction is always hands-on, prioritized by the teacher, with direct assistance when necessary, and relevant to their teaching assignment. As my job can take me to any school in the division, learning is ongoing (as many times a year as the teacher needs), with collaboration and feedback outside of those meeting times via email, phone calls, and Google Hangouts.

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Lisa DeLong – Slack 2: In the
flipped model class time is less procedural and more inquiry and constructivist
based. Students don’t attempt to solve problems in the same ways, following
steps or procedures or an algorithm laid out by the teacher. Instead, the
teacher might set out a problem and let the students have at it, starting with
what they know. Better yet, students in a flipped class learn to assess
situations, ask questions, and find solutions. It’s important to explicitly
teach the four pillars to students and include criteria for meeting these
cornerstones in assignments. Anchor charts can be used introduce and reinforce
the pillars and students can include a chart that summarizes them in their
interactive journals. As a principal, it’s important that I give teachers
permission to mix things up, encourage organized chaos, and celebrate close
approximations when teachers are setting out to implement flipped learning
practices.

 

# data[].attributes.subject
Lisa DeLong – Slack 2: In the
flipped model class time is less procedural and more inquiry and constructivist
based. Students don’t attempt to solve problems in the same ways, following
steps or procedures or an algorithm laid out by the teacher. Instead, the
teacher might set out a problem and let the students have at it, starting with
what they know. Better yet, students in a flipped class learn to assess
situations, ask questions, and find solutions. It’s important to explicitly
teach the four pillars to students and include criteria for meeting these
cornerstones in assignments. Anchor charts can be used introduce and reinforce
the pillars and students can include a chart that summarizes them in their
interactive journals. As a principal, it’s important that I give teachers
permission to mix things up, encourage organized chaos, and celebrate close
approximations when teachers are setting out to implement flipped learning
practices.

 

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Within the flipped model, class time will look less teacher centric and focus more on student agency.  I will focus on the flipped learning cycle to ensure I incorporate the 4 pillars of FLIP.  I think the success of the lessons will hinge on the use of technology to spark curiosity during the concept exploration stage and then to continue to use technology to provide meaningful learning for my students via experiential learning, demonstrations, applications and reflection.
I believe my greatest challenge will be the "intentional content" stage of the 4 pillars to ensure I provide my students with rich, differentiated content and also to provide a variety of ways for my students to show mastery.  I see this as the greatest challenge, since I am just starting to learn about all of the technology and the related tools.

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In using a flipped model, the greatest changes will come in downsizing the amount of time I, as the teacher, spend driving instruction in front of my students.  While, like many others have written, I try not to be the center of instruction on a regular basis, there is a lot of room for improvement.  Specifically, thinking about how to take a lot of what we cover during the day and shift it so that the bulk of that instructional content is being done at home with thoughtfully selected and essential tools and resources that maximize learning in a way that allows all students to have access to the content.  I watched the DocentEDU You Tube presentation and what struck me most was the different tie-ins used.  There were branch logic questions, predictions, blogs, definitions, maps, videos, etc. embedded into just one document.  If a student struggles with the written content, the assignment had built into multiple other resources and references about the same topic to reinforce and support those students needing that additional help.

I believe that many of us use a flipped model at times, but not through and through as the dominant learning model in the classroom. Making that shift to a true and authentic flipped model will take a lot of work, and will require extensive networking both within our individual schools and beyond those walls. This type of initiative will work best with teachers coming together to collaborate, plan, and share lessons to make that transition easier and smoother across all classrooms, rather than just one or two. When I think about the number of lessons taught in a week, month, and entire school year, making the permanent switch to a flipped model utilizing different types of PBL formats is daunting, but that process will be a little less painful if done as a school community. Even thinking about how to reorganize the physical classroom (including doing away with "traditional" desks) in a way that allows for constant interaction and engagement as set by the student pace will require a lot of playing around and thinking outside the box.

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When using a flipped model, my classroom will look different than the traditional focus of the teacher at the head of the class.  I have always made it a point to not be at the front of the classroom consistently throughout the day so my students should be comfortable in this type of setting. My environment has always allowed for students to have space to work independently or collaboratively around the room. This will continue as we work in a flipped model. Flexible time may be more of a challenge as we are driven by pacing guides but just using a flipped method should help as students will not be spending class time listening to instruction but rather interacting and reflecting on their learning. The learning culture will provide the ability to differentiate and scaffold learning as students are engaged in a variety of tasks. Use of Google Classroom to set up tasks will help to differentiate as well as provide structure. Content being viewed at home will be a major change as my students currently have more traditional homework assignments in which they practice what they have learned during the day. Being freed up from providing whole class, direct instruction will permit me to move about the classroom providing immediate feedback and remediation as students need it.

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My classroom will have a different focus to the traditional one of the teacher at the front. I rarely stand in one place for more than a few minutes, as I now use Apple TV and an ipad to control the projected lesson content. Students will be more interactive and have much more time to focus on what they need, rather than listening and watching me explain and often go off on a tangent!

Looking at the 4 pillars:

My room allows for movement of furniture and student workspaces - I can expand into the adjoining classroom, open out into the breakout and beanbag space and have group work spaces as well as individual work spaces. This is already set up and takes seconds to adjust according to the needs of my students. Allowing creativity and learning environments that are right for the individuals, also allows me to move around the room  and monitor progress - I have already established through using flipped learning often, a positive feel to the class where students can do what they need to do in whatever way they are comfortable.

By setting up tasks via Google Classroom in advance of the lesson, and after the students have engaged with the videos and content independently of lesson time, there is a clear structure to follow that can be easily scaffolded to meet the students needs as well as allowing for facilitation by myself to aide learning. That structure will have aims and objectives as well as extension material that gives students freedom to consolidate what they need as well as try beyond what is required of them via the syllabus.

The majority of the lesson should be active with minimal instruction from me - after a short intro, the students engage with their tasks using whatever methods and spaces they are comfortable working in, while I am able to engage from a advice/feedback perspective. A short plenary focussed on feedback is also important, and can still me student led and controlled. (I really like the idea of having a board/window space for adding their own www and ebi for the lessons tasks, as it makes the feedback interactive, they can see what others have learned or need to work on, and they can also feedback on one another).

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I’m not one who stands in front of the room and lectures for 90 minutes. Class time is more about facilitating student learning rather than teaching from behind a podium. The Flipped Model will take that idea to a whole new level. I look forward having students use class time for more in-depth exploration and application of what they are learning.
The Four Pillars:

(F) We are always arranging and re-arranging my classroom for activities and for creating a more comfortable learning environment. The only way one won’t see my desks, is in rows. The bigger challenge might be the flexibility in time. As teachers we tend to get wrapped up in our pacing guides. If students are going to be watching videos and learning content at home, I cannot expect all students to have the video watched and lesson completed by the next day. Students have other responsibilities outside of class. For many reasons, it may not be possible for them to complete a viewing assignment in one night. Allowing for a flexible learning timetable will help students overcome this challenge. For students who may not have a computer or access to the internet, I need to make sure that there are other options/opportunities for them to watch the videos. (L)  Many of my students are used to traditional learning. The teacher stands up-front, lectures, and then gives students an assignment to check for “learning”-more accurately stated how well students recall the information. It can be a challenge to move students out of this traditional learning mindset. Since student-centered classrooms will be new to most of them, I need to create a learning culture that is understanding and supportive while students grow accustomed to the procedures and opportunities provided by Flipped Learning. (I) I have learned a lot in this unit about better utilizing videos in class and how to create my own.  No longer though will these videos be shown in class. Having students watch them at home will provide more class time for exploring topics in depth. That said, in my flipped class, I need to make sure that my class time is used wisely and with great intention. I need to ensure that activities allow students to not only apply what they learned but do so in a way that is engaging and more meaningful to them. Furthermore, I need to ensure that there are activities for all students, regardless of where they are in the learning process. (P) I hardly ever sit or stand still during class. I am always roaming the classroom to work with students and groups. Even in a traditional classroom setting, providing feedback to students in real-time is important. However, in the traditional classroom, it is not as easy to do as it is in a flipped one. Conversations with students will aid formative assessments. I can adjust what we are doing to meet the needs of the whole class, small groups, or individuals. As I begin implementing more Flipped Learning into my classroom, I know I will be relying on my broader PLN for support. It would also be great if other teachers in my building began using the Flipped Model. Working on this new method together and meeting F2F to discuss the development, implementation, and challenges/advantages of the flipped model would be very beneficial. Perhaps after one or two initial lessons, I can convince a few of my colleagues to start their own journey in Flipped Learning.

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In my flipped classroom, the main difference is that students are not focused on me. Instead, they are working in small groups, discussing and helping each other to figure out the Mathematical thinking process.

(L)EARNING CULTURE
The main thing I do is to communicate with students to check on their progress. Students who are faster will be chosen to explain certain things to the class, which I will paraphrase and advise them to note down. The process of note-taking is fluid and organic, and credit is constantly awarded to the individuals who have proposed the hypothesis.

(F)LEXIBLE ENVIRONMENT
By walking around more, I will be able to monitor students and group them accordingly to their progress. By saying things like "Student X is also working on the same problem as you - perhaps you could sit together and figure it out", the faster students will egg each other on, while the slower ones will not lose motivation as quickly compared to a classroom where they are seated individually.

(I)NTENTIONAL CONTENT
Although there is a curriculum to adhere to, there are certain concepts which I deem more important than others. As such, priority is tweaked to place more emphasis at certain junctures. For example, the curriculum for coordinate geometry may include sketching of straight lines based on gradient and y-intercept, but I may wish to push the class one step further by asking them to investigate the algebraic expression for x-intercept. Reason for this is that such algebraic skills tie in neatly with our curriculum flow.

The end of every class will also be intentionally structured to wind up with a thinking question, which leaves students thinking in preparation for the next class. This provides a good start point for discussion when beginning the next class.

(P)ROFESIONAL EDUCATOR
Flipped learning may seem like less work on my part, but it is actually more demanding. To be able to let go of the reins requires confidence and an in-depth understanding of the lesson to ensure that the pace and questions do not deviate too much off-track, yet maintaining the atmosphere of student ownership and construction. It also means having a Plan B, C and D in case things do not go according to plan. For Mathematics, this means familiarisation of various software such as TI calculators, Geogebra, spreadsheets and Wolfram Alpha so that I have the flexibility to switch between platforms seamlessly.

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In my flipped chemistry classroom, I have found that the biggest advantage is having more class time that can be used FLEXIBLY to meet the needs of my students. Instead of spending my time up in front of the classroom, I am free to roam the room and listen in on students' conversations, ask them questions to informally assess their understandings, and work one-on-one with struggling students. I haven't been able to adjust the physical classroom space much, since I'm in a science lab, but students know they can re-arrange desks or move to a lab table if they want to work in groups.  As a result of the flip, I have noticed a new LEARNING CULTURE, where students realize they are much more in control of and responsible for their own learning.  This is often uncomfortable for them at first, but they adjust quickly, especially since I've put additional supports in place, such as giving more frequent feedback on their mastery of course objectives and on their academic behaviors, providing engaging enrichment activities, and providing supplemental / optional resources for students who struggle  (This differentiation and curaiton is evidence of INTENTIONAL CONTENT). I couldn't have done this without the help of my global PLN and the PLC at my school (PROFESSIONAL EDUCATORS), who helped me create the videos for the course and helped me create in-class structures to support and provide feedback to students.

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So many things to think about beyond the lessons and what they will look like. I think the major change, as many have said is the "letting it go" idea. Creating a student-centered and driven classroom will change the "job" of the teacher. We become the guiding force and allow the students to take the lesson where they want. The re-arranging of the classroom and the Collaborative classroom will become the norm. I think many teachers have begun to adopt the flexible seating room and they need for spaces to be collaborative will be the easiest transition for me. What I will need to jump into is the new flipped learning PLN that has already given me the greatest ideas on how to begin and integrate flipped learning more in my classroom.

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Class time will not look like the traditional, teacher centered lesson. Instead it will be flexible and change often. I work with teachers, and at this point my school is not flipping any lessons to my knowledge. We are not 1 to 1. To use technology we have to go to a computer lab. I am excited though because teachers who are interested in exploring blended learning (I know there will be excitement about this) will be able to easily make screencasts and have kids learn or review the content/skill at home. This act alone would be powerful for student empowerment. If my school can start small with a few flipped teachers, then I predict it will drum up momentum and hopefully we can then take it to the next step like holding kids accountable. Teachers will be able to differentiate more by flipping. I think parents will appreciate it, too.

To make sure we have the 4 pillars first we need to work on the learning culture. Shifting mentalities away from the teacher being the keeper of the knowledge is a vital goal that we really need to work on. Whether we are a school that flips or not, allowing kids to lead with their passions, have fun at school, and have classrooms where controlled chaos is accepted would be a great change. Also, the parent learning culture would need to be educated. A lot of work is needed getting parents on board and helping them understand that flipping goes way beyond an online game or electronic worksheet.

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Class time will not look like a traditional, teacher centered lesson. Instead it will be flexible and change often. I work with teachers, and at this point my school is not flipping any lessons. We are not 1 to 1. To use technology we have to go to a computer lab. I am excited though because teachers who are interested in exploring blended learning (I know there will be some excitement about this) will be able to easily make screencasts and have kids learn the content/skill at home. If my school can start small with a few flipped teachers, then I predict it will drum up momentum and hopefully we can then take it to the next step like holding kids accountable. Teachers will be able to differentiate much easier this way.

To make sure we have the 4 pillars first we need to work on the learning culture. Shifting mentalities away from the teacher being the keeper of the knowledge is a vital goal that we need work on. Whether we are a school that flips or not, allowing kids to lead with their passions, have fun at school, and have classrooms where controlled chaos is accepted would be a great change. Also, the parent learning culture would need to be educated. A lot of work is needed getting parents on board and helping them understand that flipping goes way beyond an online game or electronic worksheet.

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I was asked to cover for an ill teacher who had missed several weeks of school and teach them the Optics unit in Grade 10 (Ontario).
I can see how following the F.L.I.P. Model would greatly help engage students and at the same time have them accounatble for the their work.
Common issues related to a lot of student absence due to sporting activities and though that does not strictly follow the model provided I see how it could be applied.
For all students, providing the resources for students to engage with such things as EDpuzzle to watch and reflect on a video, read online text and answer questions and know that the responses are collated, providing ongoing formative assessment, is a powerful tool that would have freed up the class time to focus on student questions and extend their comprehension of the material to a deeper level.

Excellent pointers and support here. many thanks

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This year will be really exciting for me! I am switch schools and grade levels and so I have the chance to "redesign" a lot of things like learning spaces and lesson delivery. In the past, I tried to flip lessons but for a myriad of reasons, was not very successful. This year all of my students will be 1:1 which will help me to be more successful in flipping my class. So how will my flipped classroom look different? I'll be able to become more student-centered versus teacher-centered by harnessing technology. I will be utilizing more classroom stations and placing direct instruction strategically after the students have had the opportunity to see/hear/learn content prior to DI. The stations will include a variety of "tasks" that are scaffolded from station to station with different activities such as experiments, reading, writing and assessing. Learning will take place inside and outside of the classroom. I have access to Nearpod this year, hyperdocs are invaluable and using Zaption or EdPuzzle to introduce formative assessments into videos will help to hold the students accountable. I'd also like to introduce a model that I have seen used in college classrooms where students "test" as individuals on content introduced outside the classroom and then take a group test, generally the same test, after discussion. Generally, the tests are given in a format where the students can receive immediate feedback such as on Quizalize or Quizziz. This process also allows students to challenge questions and answers as a group which ultimately will increase discussion. The one problem I will have this year are shorter class periods (I have taught for 5 years under block schedule). But I see flipping the classroom as a partial solution to the shorter class times. I will be using Haiku LMS to post assignments and videos. One advantage of Haiku is that it is the school-wide LMS so all students will be familiar with it from class to class. The other advantage is that parents will have access to their student's assignments and calendar, which adds another layer of accountability.

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How will I Flip in First Grade? In prior years I taught older students who knew how to read and were familiar at working independently. My class followed a flipped model for many subjects and I felt extremely successful with the information I knew then about flipping a classroom.  Now I would include more assessments to help guide groups of students to meet their full potential.  I would also have used screenshots to help introduce content rather than pulling students in groups or teaching whole class.  This content came at the wrong time for most as I used to have to reteach many times with individuals.

This next school year I will be teaching in first grade again.  I look forward to utilizing a flipped model more often.  I will have students flip in class rather than at home.  I always tell my students that they can expect about an 1 hour of screen time at school a day.  This helps them to regulate screen time at home.

During center rotations I usually have students working with a teacher, technology, independent, and partner games/activities. This is for both math and Language arts. I am hopeful to move these rotations into other subject matter as well. Many times the technology centers are videos or websites that focused on the same content as we learned earlier in the week.  After watching a Khanacademy video, they may practice a skill on splash math or play a game on starfall. Next year I am going to add a rotation where students are using screencasts to learn how to present their learned information in a creative way to others in our global community. For now it seems this could replace the independent worksheets they had last year.

Also, I am hopeful to use socratic app for quick assessments to inform my groupings. I also want to use edpuzzle more to help keep my students accountable. This past year I became frustrated when I would assign a video or khanacademy video and activity list, and students would tell me they were finished within minutes and of course weren't able to tell anything about what they had learned.

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In order to have the 4 pillars of FLIP, I will need to "let it go". Letting go of the the traditional teaching practices I'm used to and opening the doors to new possibilities. I hope to give students more educational freedom to explore on their own. Constant direct instruction will be a thing of the past. I hope to redesign the layout of my classroom and provide more flexible seating that allows students to learn content in various ways. My main goal is to take all the direct instruction "demos" I do throughout the year and make them more meaningful. Whether this is a quick demonstration of science equipment, how to prepare a lab, or how to work a simulation on our curriculum's website, the students will have recorded demos for these to access at their leisure.

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Making sure you can Flip was by Charley Butcher Slack 1

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Making sure you can Flip was by Charley Butcher Slack 1

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The big thing is preparation. Faculty are so used to looking in the text and choosing problems from the book and assigning them as homework and then during class time being the only one that really speaks in class. So I have to convince faculty to record their lectures to give the students to learn the concepts. Then I have to get them to really think about how they spend the class time allowing the students to apply the concepts to real world problems within that content. I think the biggest hurdle is getting them to realize that not every student has to do the same thing to demonstrate mastery. So the faculty need to be prepared to have numerous different paths and creative outlets to be explored and continue to guide the students in the learning but not give them everything.

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Thanks Jenelle Peterson! I really enjoyed reading your padlet response because much of my curriculum seems very similar to yours and I have been struggling to see how some of the activities we have been completing can be used in my classroom next year.
I will be working exclusively with an online curriculum next year and I am hoping that I can incorporate these flipped classroom ideas in some way. My students interact with an online curriculum and work through the interactive materials at their own pace. Students can choose to work at home or in class on their lessons. I work individually with the students in class as needed to facilitate learning. There is not as much room for collaboration as I would like because the students in the classroom are all working on different courses and different lessons.
As the students work through their course work, I view formative assessments to guide me in assisting the students in the areas I notice they need more direction. In many ways, as I incorporate more of the flipped learning ideas, my classroom will "look" the same. I am hoping to implement more of my own lessons and reflections wioth the students in addition to the prescribed curriculum.

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This is a tricky question to respond to given the unique blended learning environment I teach in.  With regards to this module, one might consider our program “flipped” at its core since I only see my students F2F once every two weeks for a two-hour workshop (vs. assigning a recorded 2-hour lesson to be completed outside of F2F class time).  What this means is that much of my curriculum is already “flipped” in a sense: 1) the space and time frames reflect a student’s pace, though I do set recommended due dates so students can better pace their learning; 2) students engage in meaningful activities every day/week without the teacher being central; 3) all ‘direct instruction’ concepts are accessible by the learner on his/her own; 4) relevant videos are used throughout each unit, since on-line learners tend to be visual learners; 5) curriculum is differentiated throughout.

Now, with that said, I’m not going to say it’s great instruction.  There are several key elements missing from our current on-line curriculum based on the Four Pillars of F-L-I-P: 1) It can be very challenging to observe and monitor students to make adjustments since I don’t physically see them in ‘real’ time; 2) as is everywhere, students are enrolling in our program with multiple reading and writing deficiencies - deficits that can be more easily hidden in the virtual world.  Is the assignment not complete because they can’t do it, or simply won’t do it? What forms of on-line instructional methods can we utilize to better help determine this? 3) Currently, our main forms of feedback involve Google docs and gradebook comments.  What other strategies might increase the likelihood of students reading the feedback and making revisions?

Thinking about the fall, what I’d like to see is better use of student conferences - both virtually and in person during the limited time we have available.  I find that engaging with students one-on-one is the surest way to get the biggest impact when it comes to student progress.  It’s also one of the few ways I have of knowing that students have actually absorbed the feedback and applying it in real time - not just as a recommendation to be used sometime in the near future!

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In the Flipped Classroom model, class time will look different because students will be acquiring more content outside of class and mastering and practicing the skills during class. Students will have various ways of gaining information, they can reflect and work at somewhat of their own pace, the teacher will not be the main conveyor of information, and more collaboration and feedback during class can can occur. I think I will definitely need to consider what would be the greatest priority for direct instruction versus what students can learn and work through on their own. I think lessons, instruction, and student learning will need to be much more intentional.

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I see a gradual move into the Flipped Classroom model. I would like to begin by using the flipped model in the social studies and science subjects.  The students are used to using technology to access information, such as Brainpop, so they are ready for less teacher-focused lessons. The class time that is usually spent on providing the lesson will be spent on group work where students can work with peers to demonstrate their learning.  Teachers will be able to monitor progress and step in to scaffold areas when needed.  As a special educator, I will be able to differentiate according to student need and provide specific direct instruction.  The Flipped model provides teachers with the precious time needed to give feedback to students during their learning. Students will be given time to collaborate with peers and share their understanding with teachers. This provides continuous opportunities for teachers to make formative assessments of student learning and the time for students to reflect on their learning.

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In my classroom, I try not to be the center of attention. I work to keep them busy and engaged and I avoid homework except for ongoing projects and novel reading. However, I often find that our time in class is not enough and I wish we could accomplish more. I can see that using the flipped model on occasion could help me with this problem and support my students more.
Flexible: I need to continue to offer students choices and be willing to move deadlines as well as offer time for reflection and revision. If I incorporate some videos for learning independently, this will allow more time to be more flexible.
Learning Culture: I currently spend too much time in front of the classroom when I need to explain things and frontload certain information before the students dig into projects. If I can use pre-made videos I create or edit, for students to get more of this information, it can allow them to learn it at their pace and get myself out of the front more often.
Intentional: I like the idea of prioritizing information and what should be taught directly and what can be taught independently through video. It will force me to consider my process a little more thoroughly and ask myself questions about what is really important. It will also allow me to add in opportunities to address my different learner's needs.
Professional: Feedback is so important and having more time for it is really going to help the students. I can provide more guidance as they work because there will be more time to work. They can feel encouraged and supported because they have received enough feedback from me. I will also be more informed about where my instruction is missing key details the students need. I also love to collaborate with other teachers so if I can get more people to work on this with me we can divide the workload and help one another prioritize, as well as remind one another of our learning goals.

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As an instructional coach, I don't have access to my own students. But I think that the FLIP method is a great platform for professional learning. One thing that a lot of professional learning opportunities haven't caught up to is the idea of removing the teacher as the "sage on the stage". I'd love to create more opportunities for our teachers to learn at their own pace, in their own place. We're doing a little bit of that now with our district's first blended professional learning course, but I'd like there to be more opportunities like this.

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In the flipped version of my English classroom, the focus will be more on skill mastery than content acquisition. This means that the students will take in all of the facts, history, and context of a book of time period outside of class, and do new and exciting things WITH that knowledge inside of class.
Flexible Learning Environment--I will enable the students to take in new information on their schedules, over the course of several days.
Learning Culture--I will include 20 Time as part of my curriculum in order to sustain the passion my students have for learning.
Intentional Content--I will craft HyperDocs for my students to make content acquisition fun and interactive.
Professional Educator--I will layer feedback throughout the learning process; there will be a combination of casual, formative feedback and formal, summative feedback. Whenever possible, this feedback will take multiple forms (written, oral, video, etc.).

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As I evaluate the changes I need to make in my classroom next year to flip lessons, my first priority will to make sure I am meeting the needs of all students, especially the ones without access. I want to implement this strategy, but have always hesitated because our student population doesn't have a 1:1 system in place and not all students have internet at home. I will need to make accommodations for students to watch the videos at the beginning of class or during our advisory time.  I will also need to incorporate a learning strategy for the age of my students to "learn" how to start learning with this new approach and become more independent and directed in their lessons as this will probably be their first experience with this.  My students will need to learn how to take the time to do things independently, select the information they need, take the time to do the work well (as opposed to getting it done as quickly as possible) and be accountable for their learning.  After accomplishing this step, I will need to make adjustments myself.  I need to re-evaluate each of my units and change my approach, prioritize and in some places, throw out the old way and start fresh.  One of the areas I truly need to focus on is timely feedback.  With over 300 students, I know feedback is important and I need to find approaches that can help me do this better.  I can't make excuses for the number of students, just get more creative.  I am excited to make this change, I just need to pick one area and begin the process.

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As a PE/Health teacher, this would look much different than the traditional class for sure. I unknowingly started doing some of this last year when I had the students pick a goal and then spend class time to work on reaching their goal. However, this was done without much structure, so I wouldn't call it the flipped model. What is important I now realize is to provide a framework for the students to become more reflective, to search for more information, and to give myself the ability to help facilitate the students' success. This is also the same for teaching Health, which has more of a classroom feel to it, and can lend itself to more project based learning.

So to make sure I have the 4 pillars of FLIP is to be more conscientious of the intentional content piece, and then be the best I can be in making sure all of my students are successful. This is somewhat more difficult in the class framework I have in that 1. I have large class sizes - up to 40 or more students per class, and 2. I don't really have a classroom to do many of the necessary tasks. Nonetheless, where there is a will, there's a way - as the saying goes. I shall work on designing my classes to allow for the flipped model - as I have somewhat inadvertently already done!

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Class time will look very different in a flipped classroom setting as the students will be more accountable for their learning versus the teacher providing the information and the students regurgitating answers. The class time will allow for students to receive real time feed back and can reflect and make changes in the moment.  This flipped concept would save me time during my culinary lab days when the students usually have questions about particular recipes they are preparing.  The students would prep for the recipe prior to the lab by watching demos, videos, or reviewing vocabulary and then have the class time to practice their new skills.  This would hopefully eliminate a lot of the "what do I do next on the recipe" moments.
I think time is essential for the 4 pillars. I thinking it can seem overwhelming to try to change every unit at once, but once a library of resources is created by teams of teachers, it will make live easier for absences.

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Aloha,

I particularly liked the final pillar: professional educator. The part about observing and providing feedback hits home with me as a math educator. I believe if we provide students with specific and timely feedback in real time, all students can learn any concept you throw at them. I have attached a link, goformative, which is a great tool for educators in any classroom to see real-time student progress. It has helped me monitor 25 students at the same time to see where the class in terms of comprehension. This is a wonderful way to start a class to diagnose how much you can push them with the more "free" activities. I'm all about flipped learning, but without formative checks teachers can never assume learning occurred.

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My class time would look a lot different by the students having more meaningful conversations about topics and lessons that they usually just listen to. I am excited to try a few Flipped lessons this year to allow students the opportunity to reflect, interact, and learn from each other instead of sitting in their desks and listening to me and having a teacher led class period. I want them out of their desks discussing so I can understand what type to help or further understanding they need to fully grasp the topic.

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Class time will be less focused on listening to a teacher presentation using the flipped classroom model.  As others have said, it will allow for more student autonomy.  It will give the students more choice and options and will allow them to process flipped lessons on their own time table- reviewing and rewatching as they need.  It will allow me to better differentiate for all students.  To achieve this and ensure I include the 4 pillars of FLIP and use available technology to the fullest, I will really need to be on top of my game- experimenting with the various technology options and spending a lot of my prep time preparing these lessons. I hope to collaborate with my colleagues and work with them to create these instructional videos, starting with just a few next year. I believe that this is something I am going to have to build upon and use trial and error to see what works best. It will be an adventure and I am excited to try something new and to use flipped classroom strategies to add to my teaching skills.

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I think flipped learning will greatly benefit my class because it will free us up to do more application of culinary and restaurant concepts during class. Students can watch videos/lessons/tutorials outside of class so that during class we can spend more time practicing the skills needed and demonstrate mastery of culinary concepts in the lab. Students are often paired or in groups while cooking so they will be able to interact with and learn from one another. It doesn't always have to be me providing a demonstration or critique of students work. Students who have mastered a skill can be called on to teach other classmates. Having students discuss and compare final products will help them reflect on their work and where they can improve. While students are practicing skills I will be able to provide immediate real time feedback to help them refine their culinary skills. I think one of the most challenging things for me will be the I in "FLIP" which is creating and/or curating all the content. There is SO much out there to help people learn culinary skills. I will need to be selective with the materials I use and/or find time for creating my own materials. The other thing that is challenging is that the materials I need are constantly changing. Our events and recipes change every year so I will kind of have to reinvent the wheel for each event year after year after year which seems a bit daunting. I'm hoping to create a library of content and assessments based on skills/concepts though that I can pull from to ensure that I have relevant instructional videos/materials to support students throughout our ever changing recipes and menus.

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I see myself utilizing the "In-Class" flip model quite a bit this year as it will enable me to truly differentiate my instruction. I see my role (especially while teaching math) changing from lecture mode to facilitator mode. I'm envisioning a flexible learning environment where students are able to work in different zones depending on their need. For my ELL students, I'll have them watch a preview of the lesson, while my advanced students work at different stations (workbook pages, blogs, tutoring others, extended activities, etc.) Once my ELL students complete the video, I'll do some direct instruction (I do), some guided instruction (we do), and finally to a few centers for them to work individually (you do).

I believe this model will give my students more autonomy in their learning, more time for meaningful collaboration, and more opportunity for peer tutoring. I'm also looking forward to moving away from the "sage on the stage" mode of teaching math because this model does not meet the needs of all learners. I know I"ll be better able to create learning opportunities that will be meaningful as well as provide feedback in real time as I won't be "stuck in front of the class lecturing"!

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Last year, I moved from a traditional classroom setting to a new venue- the library and computer lab! While the library offers an amazing flexible learning environment, it also promotes a learning culture. Luckily, my school already encourage a learning culture. In the upcoming year, my two main focuses will be on improving my intentional content and my professional educator. I see each grade (K-5) for 40 minutes a week, so making sure I give immediate feedback is very important!

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When I flip my classroom, engagement will look very different than a “traditionally” taught classroom. My students will not be looking at me while I lecture at the front of the classroom all the time. There will be different groups of students maybe working on what appears to be different things. Sometimes kids will be standing at the demonstration table, sometimes they will be working as individuals, sometimes they will be in small groups, sometimes they will be on the floor, and even in the hallways. Students will almost never be confined to one chair for an entire period.

As the teacher, you may see me working with small groups, individuals, or just walking around facilitating discussions with students. My role will no longer be only at the front of the entire classroom for extended amounts of time. I will have to train students how to be comfortable being uncomfortable with being collaborative with peers in order to solve problems and find out information. My Content will not truly change as my prescribed curriculum really lends itself easily to a Flipped Classroom model already. The delivery of this content will change based on how I distribute information to the students.

In order to make this successful in my classroom, I will need to plan very far in advance. I will need to be on top of my digital game. My district is very advanced when it comes to availability of technology tools and permissions for students to engage in digital discourse. Being an expert at all of the digital components that kids will need will take some time and trial and error I am sure. I have had some practice with this in the past but one of my professional goals is to become fluent in things like Google Classroom and Google Sites. This will help with the organization of our digital components as well as student work.

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For the last couple of years, I have been moving my class towards a more flipped class feel.  My kids are expected to go through the content at home on their own time, and then in class we put that content and skills into practice.  However, the piece that I have been missing is creating more meaningful content for students to work on at home.  Up until now, it has been mainly reading and note-taking.

So, I think that this means that my class won't necessarily "look" different, but it sure will "feel" different.  Since my students know that textbook reading, or document reading, awaits them at home, they often don't do it and in-class activities might not be as meaningful as they could be.  If they didn't mind the out of class learning experiences, then the in-class wouldn't be so painful!

As other teachers have commented, the need for time to accomplish all 4 pillars is paramount. This type of classroom involves a huge investment of time that many educators just don't have.

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My teaching style has been the traditional I lead and you listen and follow. This will be a big change by letting go of some of the control of the learning and putting it in the hands of students. At times it may look like chaos, but as i walk around to each group/team of students, that will be engaged, witnessing students self drive, and collaboration.

To make sure students fully understand the basics, i will provide various methods of instruction, video, reading material and anothers method of presenting the content. List and re-state the objectives/guidelines for students, so they may reference the steps/goals of the objectives. Ensure giving students the opportunities to ask for clarification, ask questions and guidance during the entire process.

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I think the class time will have more student agency and less teacher led discussion.  In this model I envision students working independently or in groups on activities related the the topic at hand.  They have technology that they can use to answer their own questions if need be.  I see the teacher as the coach.  Checking in on students to see if they need assistance or help solving a problem.

To make sure you have the 4 pillars of FLIP, I think you need to invest in the student.  You need to believe every kid can learn every concept fully.  You need to put in the time and effort needed to make it happen.

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I see class time being very active.  I currently struggle to find the time to meet with each student as often as I would like.  I have tried to integrate one-on-one components in activities but those moments have been few and far between.  In a flipped classroom, I envision meeting with every student daily or at least once every two days.  These meetings can be simple check ins or detailed assistance.  I imagine has the school year progresses a lot of these meetings will become more and more effective.

I love the breakdown the 4 Pillars of FLIP creates. The idea of flipping a classroom can feel daunting. But, seeing that there are four essential components to doing this makes it feel more manageable. I feel like a broken record sometimes, but for me to insure I have these 4 Pillars of FLIP I must have time. Time is essential. I know I would need to do an incredible amount of work before the school year begins to set everything up. I do not believe in "building the plane while we fly it" (a popular expression with administrators in my district). That is a stupid expression, it is literally dangerous. I would need to invent huge amount of time prior the school year to at least establish the framework of what the flipped classroom will look like. Not that this is a bad thing, it is jut a resource which seems to become less and less.

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The classes that I see really benefitting from the flipped model are my freshmen PE classes. Personal Fitness is a unit that I teach that meets in a classroom setting one to two times a week. Our classroom time has traditionally been lecture style because of our limited time compared to the amount of content that needs to be covered. With the flipped model, much of what I cover in the classroom can be converted to mini lessons that students can view and learn from on their own time throughout the week. Students can be held accountable for their learning through the use of reflections and/or quizzes following each lesson. This will also serve as a way to check for understanding, giving me the ability to identify learners who might need additional help. Time in the classroom can be spent working in small groups to enhance the understanding of the mini lessons, as well as participating on small group and large group discussions, that in the past needed to be limited due to time. The flipped model will allow me to better serve all of my students because it will give me more time to work one-on-one with individuals who might be struggling with the material. You can imagine the difficulty of meeting all of my learners’ need having 40-42 students to a class. However, with good planning, ensuring activities in the classroom are engaging and student-driven, I can reach all of my students more effectively. The flipped model in PE will allow me to provide the necessary cognitive instruction while giving the students more freedom to navigate their own learning and experiences. It will allow more time in class for the physical application of what students are learning in lessons outside of class.

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How will class time look different in the flipped model?
I am imagining an In-Class-Flip of math and grammar to start.  Direct instruction of both will be an individual activity for students and will allow students to go at their own pace, and review/rewatch as needed.  Students will be finishing with the DI lesson at different times and moving to differentiated activities.
What do I need to do to make sure I have the 4 pillars of FLIP?
>Release some of the control to the students.
>monitor and observe students as they get information, rather than give that information
>Reflect, collaborate, and be flexible

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Class time will look different in a flipped model in that much of what happens during the class period will be student-led and teacher supported.  The teacher moves away from being the sage on the stage and into the role of observer and re-director.  What happens during a flipped model, in my mind, would be very similar to how my class runs when we are engaged in Socratic seminars.  The learning will primarily come from other students.  My observations and immediate feedback will help students to modify and clarify the understandings that they have.
To make sure that I use the 4 pillars of FLIP, I would first need to make sure that the classroom environment is flexible and allows for easy and hassle-free transitions.   I will also have to make constant observation of what my students are doing and use those observations to offer feedback. Next, I will need to make sure that the learning culture promotes exploration and inquiry within the classroom. Through reflection and planning, I will be able to make certain that the content is relevant and accessible for all students. Finally, I may have to slightly adjust my role as an educator from instructor to observer. All of this would help to make sure I incorporate the 4 pillars of FLIP.

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How will class time look different in the flipped model?

I believe, the flipped model will give me more of class time to monitor on actual student learning. As the entire class time will be meant for discussions, analysis, activities, inquiries and collaboration. This will give me ample time to track the student's learning in real time, which is the ultimate goal of teaching. I will get to timely reflect and rectify the misconceptions through out the process of learning. So, surely class time will be more effectively used to ensure the learning. However, this will require a lot of advance planning and organization to start with. Without a robust flipped learning lesson plan, the results might be totally ineffective!

What do you need to do to make sure you have the 4 pillars of FLIP?

To ensure the four pillars of FLIP model, a carefully organized and robust plan is the primary requisite.

1. Flexible environment: I will have to provide students with different ways of learning the content (based on their readiness levels to implement differentiated instruction)

2. Learning culture: can be established by providing students enough opportunities to explore and engage themselves in meaningful activities.

3. Intentional content: I will have to differentiate, prioritize and sequence the content as well as the class activities to maximize effectiveness of the strategy.

4. Professional Educator: I will have to be available to all students for individual as well as group feedback as required.

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My class time will look different in a flipped model because I will be having a lot more one-on-one conversations and checking in with each student more regularly. I try to have these moments at least once a week in my current method. But, by flipping my classroom and moving much of my instruction that was happening during the class period to outside  of the classroom, it frees a tremendous amount of time and will allow me to have these student check-in moments daily.

There are a number of "needs" that I will have to make this transition, but time is the one that comes to my mind the most. As I think about transitioning to a flipped model my list of "things to do" gets longer and longer. Most of these changes will take place prior to the first day of learning. This front loaded work can feel a bit daunting until I realize how much time it gives me during the school year to observe and monitor students, scaffold skills as a unit progresses, expand opportunities for students to engage and make myself a lot more available to all students. This can really be a worthwhile investment.

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The largest change will be less teacher-centered approach and more of a rotation approach in which instruction will be delivered in small groups based (potentially) on the previous night's flipped lesson. I will need to be sure that wherever assessment I use is meaningful, but also easy to analyze. Students will be spending more time working with each other or independently; accordingly, significant time will need to be spent on establishing norms and guidelines for this type of environment, and of course designing the classroom space in a way that allows for this as well. I think this approach will also involve taking the time that would have been dedicated to direct instruction to address student questions and to leaving room open for where that may lead.

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When instituting the flipped model, the teaching in the classroom will look very different from a traditional teaching lesson. For example, I would usually do direct instruction at the beginning of my math lesson followed by guided practice and then independent practice of a skill. By using the flipped model, I would really be able to skip the direct instruction and guided practice. I would be able to group students for lessons according to how they completed the flipped assignments. I could create extension groups and remediation groups. It will also allow students to partake in hands-on application projects or assignments to deepen understanding. To be sure I have the four pillars of FLIP I will need carefully plan ahead of time, prepare my lessons according to the work students do the night before, and I will also have to develop assessments that give me useful data. This data will serve as a way differentiate the activities for next class. Using a flipped model, will allow me as the teacher, focus more on what the students need to succeed.

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Since the teaching I do is done when I collaborate with classroom teachers, the skills and amount of time I have to work with students is usually negotiated with my partner teachers. Since most teachers are in the situation where they struggle with having enough time to cover the material they need to in class in the first place. Balanced with the fact they want to give their students enough time to complete research for projects, it can mean that students don't haven't been taught the skills they need to improve their web search skills or other things I could teach. I have experimented with flipped learning a little bit with online tutorials and short embedded videos. Since I am the only media specialist in my building, I have thought of it as "flipping the library," but it has not been a major part of what I do. In theory,
it would be a chance for me to duplicate myself and improve my effectiveness. If flipped learning were fully implemented in my LMC, it would mean that I could work with our classroom teachers to teach and assess skills before kids came in for research. I would be able to work with individuals and groups while they are completing research assignments to help to sharpen the skills they learned while working outside of class.

If students needed to go back to realearn a specific skills or concept, the teacher and I could ask them to review a video that addresses it. This would also free me up to use formative assessments like checklists, exit tickets, research journals and other tools to check in with students. These videos could be tied to these tools so that we could direct students to the right lessons. The videos could also be linked from various places for "just in time" learning for students. For instance, specific skills like how to use a specific library database could be linked next to the link on the library website. If we were lucky to have enough time to go deeper into into applying these skills or there seemed to be a need for whole class instruction, the classroom teacher and I could work on more immersive lessons that had students apply these skills in an active lesson, such as applying web evaluation skills in a simulation.

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Class time can look significantly different in a flipped model especially in a Physical Education setting. Having a flexible environment for students to be able to have the time outside of class available to complete a lesson is ideal. I like the idea of allowing students to communicate what they think/feel about the lesson using google community. This would allow me to collaborate with students even after hours as I use my phone at night and get alerts for all of the communities I teach.

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Class time is very different in the flipped model. During class time the focus is on student driven learning. The students accomplish this by working in an environment that encourages students to interact with each other and giving the students space to create. Flipped classroom spaces are unlike normal classrooms spaces filled with desks for students to sit at. Also in a flipped classroom students become the center of the learning. The teacher is more an assistant in guiding the students. The students collaborate with others in activities and projects that are driven by them. Being the instructor in a flipped classroom means that I have to work to make that the content the students are learning more challenging and making them go beyond their boundaries to become better learners. I think the biggest change from a traditional classroom to a flipped classroom is giving the students feedback in real time. Allowing them to see their progress immediately and reflect on their learning is the best benefit for the teacher and the student in a flipped classroom.

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Class time will look very different in a flipped model from a more traditional classroom. I envision more of a workplace rather than a seminar/lecture. When I say workplace, I think of some people working in groups somewhere while others are working individually. People walking from one place to another meeting/discussing and taking on their tasks.

In order to make sure that I have the 4 pillars of FLIP, I need to make sure that I am fully present so that I can observe students and give feedback while they are working. Also, in the preparations, I would like to run these ideas through my PLN and get some feedback prior to executing and then share with my PLN on  how it went. Ideally, what I would like to do is collaborate on FLIP entirely and then execute and revise. One other thing that I need to focus on is providing my students opportunities to be in control and direct themselves so that I can go around and focus my attention on students who need it.

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Class time using the flipped model will look significantly different than in a traditional class setting, in that instead of the teacher being the focus and the center of attention for the majority of the time, the students themselves become the center. The students are active in working out the concepts gathered in the direct instruction they receive at home. They will be collaborating with other students, creating content to demonstrate mastery, and seeking out answers to the questions brought up by the teacher-led discussions/projects. While the students are driving the learning, the teacher is busy guiding the inquiry process, informally (and sometime formally) assessing through observation and pointed questions, and differentiating instruction for those students who may need extra attention after the direct instruction.

In order to have the 4 pillars of FLIP in the classroom, it all comes down to the teacher being intentional. The educator must intentionally design the classroom space to foster the types of student interactions that the flipped models relies on. The educator must intentionally design lesson that put the classroom emphasis on students, allowing the teacher to "fade into the background" during the work, so that he/she can guide and assess where necessary. The educator must intentionally put forth the effort needed to define what materials can be managed at home through curated/created content and what need to be handled in class. And finally, the educator must intentionally go beyond the standard model of teaching continually work to ensure he/she is providing the very best education possible for the students.

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Other Considerations with a Flipped Classroom -Melissa Humby - Slack 2

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Other Considerations with a Flipped Classroom -Melissa Humby - Slack 2

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Class time will be divided up differently in a flipped classroom. For example, instead of the teacher lecturing, devoting time for discussion and some activities and then sending kids home with homework. Instead the teacher assigns lecture videos, as well as any other video or reading related to the day’s subject — think TED Talks, YouTube videos, and other resources. Class time is then devoted to discussion and exploration of the subject. Other examples include:

Pre-class activities:

Assigned/targeted readings

Participation in blogs, forums

Problem solving/worksheets

Quiz questions

Tutorials

Video lectures/video podcasts, content

Practice/labs

In-class activities:

Discussion/reflection

Experiments/demonstrations

Inquiry learning

Peer assessment/instruction

Problem solving/worksheets

Quizzes/exams

Review questions

Team/group work

What is needed to make sure the 4 pillars of flip are included: Making sure there is a flexible environments. Meeting the learning needs of all the students in the class. The teacher is no longer the source of all information. Learning becomes more student centered. The teacher's role is of guidance in the right direction. The teacher is intentional with the content they chose to teach versus what they have students research and discover on their own. Lastly, the teacher's role is to be readily available to students at all times. Checking in, providing continuous feedback and reflective of their own practice.