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So. You've tried flipping your class, and it didn't go well. Or you've heard about flipping and want to try the approach, but you're pretty sure it won't work in your school. Don't give up yet -- with a slight twist, flipping might be possible for you after all.

Flipped classrooms -- where direct instruction happens via video at home, and "homework" takes place in class -- are all the rage right now, and for good reason. Early research on flipped learning looks promising. In its 2013 Executive Summary, the Flipped Learning Network reported that teachers who practice flipping have seen "higher student achievement, increased student engagement, and better attitudes toward learning and school."

But successful flipping has one big catch -- if it's going to work, the at-home learning absolutely must happen. And teachers have zero control over what happens at home. For one example, we can't guarantee reliable, consistent Internet access in every household -- not yet, anyway. Those committed to flipping have found creative fixes:

Arranging access before and after school

Lending out devices

Sending recorded lectures home on flash drives or DVDs

These are all workable solutions. Still, the extra work may dissuade some teachers from making the leap. And even if the technology issue is resolved, that doesn't help with chaotic home environments or students who have a tendency to let homework slide.

Modifying the Flipped Classroom Concept

None of these problems should stop us from trying, but there's another way to apply the flipped model without the problems associated with sending the work home. I'm calling it the "In-Class Flip."

An In-Class Flip works like this. Just like with a traditional flip, the teacher pre-records direct instruction, say, in a video lecture. But instead of having students view the content at home, that video becomes a station in class that small groups rotate through. The rest of their time is spent on other activities -- independent work and group work, with some activities related to the lesson and others focusing on different course content. As with a traditional flip, the direct instruction runs on its own, which frees the teacher for more one-on-one time with students.

This video shows you how to do it:

Advantages

Besides the fact that it avoids the home-related problems of a traditional flip, the In-Class Flip has other advantages as well:

1. The teacher can observe whether students are really watching. When attention starts to stray, the instructor can get students back on track right away. To boost accountability even more, try a platform like Educanon, which allows you to embed any video into an online multiple-choice assessment that you create yourself.

2. The initial exposure to the video content has a better chance to sink in. The teacher can answer questions with more immediacy. And for students who struggle, the instructor can send them directly back to the video for a refresher.

3. Hardware is (presumably) safer. There's less risk of a device getting broken or lost if it remains in the classroom.

Challenges

In-Class Flipping is not without its own challenges:

1. It doesn't make for tidy one-period lesson plans. With short daily class periods, you won't be able to do a single-day flip. You need enough stations to provide work for students who haven't seen the video and some for those who have. That kind of rotation takes time. Instead of individual days, plan in bigger chunks of time where students have weekly goals and can reach them at their own pace, in any order. Traditional flips pose similar management challenges, but experienced flippers have figured out how to make it work. The discussion forums on the Flipped Learning Network offer great ideas and advice.

2. More preparation is required at the beginning. Setting up and fine-tuning stations -- not to mention recording videos -- takes time, so start slow. Once you've been flipping for a few years, you'll have stations and videos that can be recycled.

3. Technically, you don't "gain" more class time. Because the traditional flip moves the direct instruction outside of school hours, there is more time for classwork. The In-Class Flip can't do this. But think about those cases where traditional flipping results in unevenly prepared classes -- in these scenarios, the teacher has to catch up students who didn't do the home viewing, so the net gain may ultimately be pretty low.

Flipping is a great way to take advantage of new technologies, and it's still in its infancy. If it hasn't worked for you yet, don't throw that baby out with the bathwater. Try an In-Class Flip.

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Modifying the Flipped Classroom: The "In-Class" Version | Edutopia

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So. You've tried flipping your class, and it didn't go well. Or you've heard about flipping and want to try the approach, but you're pretty sure it won't work in your school. Don't give up yet -- with a slight twist, flipping might be possible for you after all.

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Great examples of lessons

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A Flipped Classroom Lesson-Multiplying 2 digit Factors

Grade Level: 4th
Subject Area: Math
Name of Activity: Multiplying 2 digits by 2 digit factors using arrays and partial products.
Time Estimate: Home 15 minutes, Class 35-45 minutes
Unit Topic: Multiplying 2 digit numbers without technology (calculators).

Covered TEKS:
The learner is expected to:
111.16.B.04.04.A model factors and products using arrays and area models.
111.16.B.04.04.D - use multiplication to solve problems no more than two digits times two digits without technology.
111.16.B.04.06.B - use patterns to multiply by 10 and 100.
Brief Description of Activity:
After the students have practiced multiplying two digit numbers using an array then the window pane model, they will create in class their own models using an array to explain the process of multiplying 2 digit numbers. Several elements of Bloom's Taxonomy are touched upon with this lesson. Students will be:

1. Creating-Making an array, breaking it apart, and transferring that knowledge to the window pane strategy.

2. Evaluating-What are the steps to multiply 2 digit numbers using partial products.

3. Analyzing- When do you choose multiplication to solve a problem? Why it is easy to break apart the factors to solve?

4. Applying-Students will need to apply their knowledge of place value expanded form, patterns used to multiply multiples of 10 and 100, and regrouping while adding partial products.

5. Understanding-Students will show understanding by creating their own problem and showing the steps to multiply 2 digit numbers using an array (the area model) and the window pane strategy.

6. Remembering-Students creating their own array model will help them recall the steps involved to solve 2 digit numbers.

Furthermore, all elements of Bloom's taxonomy are also intertwined with Marzano's Strategies in this lesson. This lesson will use:

1. Nonlinguistic representations (array, and window pane
graphic or image) to promote understanding,

2. Cues, questions, and advance organizers,

3. Teacher praise and recognition of student effort,

4. Summarization and note-taking

5. Cooperative learning by all.

6. Homework and practice

Materials Needed:

1. Computer or iPAD

2. Internet access

3. Text book

4. 2 regular dice

5. Pre-made multiplication problems to post around the
classroom

6. Paper Pencil

At home:
Students will view a review vocabulary PowerPoint to activate prior knowledge. They will then watch video 1 that will explain how to multiply 2 digits by 1 digit factors using an array. Then the students will watch video 2 which will shows students step by step procedures for breaking an array apart to make it easier to multiply big numbers. Finally the students will watch a short screen cast of Mrs. Ali explaining the window pane method of solving 2 digit factors connecting it to the array. After the students have viewed everything they will complete five problems on their own using the window pane strategy. These completed problems will be the students entrance ticket the next day. (Problems will be on Mrs. Ali's screen cast)
At school:
Students will compare the work they did on the 5 problems with other students who are sitting in their group. If they have different answers then they will see if they can help each other find the correct solution. The teacher will give assistance if it is needed. All students should have correct examples of the 5 homework problems on their desk.

Cooperative learning: Students pair up with two dice and come up with two, two digit problems. One problem for partner A and one for partner B. They both solve their problems using the Screen Chomp App on the ipad and the window pane strategy. Their process will be recorded as a video. Once both students have completed their problem, they trade ipads and watch and review their partner's work. If there are no questions then they continue so they complete 5 problems a piece. Students are encouraged to try a 3 digit by 2 digit and 3 digit by 3 digit.

Recognition
One student from each group will get to chose the problem they are most proud of solving and it will be projected for the class to review. Finally the students are given 3 word problems to solve in groups. Once the teacher has seen that they are completed correctly, each child must work 3 more problems individually to turn in for a grade.

Formative Check
The teacher will go around and use a formative assessment checklist to check off those students who understand the steps thoroughly. The teacher will pull small group for those students struggling and observe them to see what exactly they need clarification in.

Evaluation/Closure:
Each student will be given an exit ticket question in which they will have to solve a 2 digit multiplication problem using the window pane strategy and get it checked by their shoulder partner who will inform their partner to leave after the answer is correct.
Accommodations for Differentiated Learners
Higher-level learners will be encouraged to take it a step further and see if they can use the same steps to multiply 2 digit by 3 digit problem using the window pane strategy. The teacher can also show them the lattice way of multiplying 2 digit numbers for fun.

Visuals, extended thinking time, small group instruction, and extra modeling will be provided for ELLs. Tutorials will be provided as well before school once a week for review of current and past concepts.
5th grade Science Flipped Lesson Plan on Science Lab Safety

In class the previous day:
1. Set up Science Interactive Notebooks
2. Pass out Science Safety contract.

At home:
1. Watch science safety music video
2. Watch Lab Safety screen cast
3. Get Lab Safety Contract signed - this will be glued into science journals
4. Complete Science Safety quiz using your Socrative App - if you do not have a smartphone/iPod touch you can also access the quiz using Socrative through the web (socrative.com). Other teachers can import this quiz in the 'Import Quiz' area by entering this SOC number. SOC-261302

**Quiz scores will be recorded at the top of the science safety contract that is glued into science interactive notebooks
In class (following day):
1. Students who made less than 100% will be pulled into a small group to discuss questions that they missed on the quiz. They will also participate in a lab safety scenario with the teacher. They will be given a second opportunity to take and pass the quiz with a score of 100%.

2. In cooperative learning groups of three or four, students will analyze primary source photos of labs and scientists. Give each group several photographs of laboratory areas from the 1800s or 1900s as well as modern laboratory spaces. Pictures can be found at http://memory.loc.gov. Ask students to compare and contrast the laboratories they observe in the photographs. Do they see anything in the old pictures that might be a threat to lab safety? Have each group report their observations to the whole class. As a follow-up to groups reporting out, ask students to discuss possible reasons for the observed differences in the laboratory spaces.

Scoring Guidelines:

The teacher informally evaluates the students responses for understanding of safety issues.

Differences students may note (depending on which pictures you choose):

* Chemicals are stored in the lab (not in a separate locked area)
* Chemicals may be stored on the counter of shelf at the lab area
* Sinks may be troughs (for disposal)
* No sprinkler system
* Scientists may or may not be wearing goggles

Lack of modern technology.

Modern labs appear less cluttered, they are cleaner, and have computers (technology)

Reasons for the observed differences students may explain include:

Better understanding of the nature of chemicals and their health hazards

New technology

New materials used in the lab furnishing

New regulations and requirements in labs

3. Students will create a lab safety poster using Glogster on tablets in the room and those will later be viewed as a gallery walk for review. Print outs can be hung in the classroom.
A Flipped Classroom 7th Grade Science: Ecological Succession

Grade Level: 7th Grade

Subject Area: Science
Name of Activity: Ecological Succession Story Board
Time Estimate - Home: 15-20 minutes Class: 60-90 minutes
Unit Topic: Ecological Succession
Covered TEKS: 7.10(c) Observe, record, and describe the role of ecological succession such as in a microhabitat of a garden with weeds.

Brief Description of Activity:
Students will take Cornell notes as they watch a YouTube video at home. The notes will be there entrance ticket to class. Then in class in groups they will read Cycles in Nature - Ecological Succession - and answer some basic questions. Students individually will create an Ecological Succession Story Board.

Several elements of Bloom's taxonomy are touched upon with this lesson. Students will be:

1. Creating-Story Board, Venn diagram, Sequencing Game Cards (Higher-level students)

2. Evaluating-What role does different catastrophic event play in the ecosystem? What are the key events in ecological succession? Compare and contrast Primary and Secondary succession.

3. Analyzing-Compare and contrast ecosystem to the day before the catastrophic event and the day after the event.

4. Applying-Students will need to apply their knowledge of the events occurring during succession to recreate the ecosystem after their assigned catastrophic event.

5. Understanding-Creating individual story board of succession and answering the questions after reading the selection will lead to greater student understanding.

6. Remembering-Taking Cornell notes while reading and interacting with the text in class and creating a story board will help students remember the key idea.

Furthermore, all elements of Bloom's taxonomy are also intertwined with Marzano's strategies in this lesson. This lesson will utilize:

1. Nonlinguistic representations (Story Board and Sequencing Game Cards) to promote understanding,

2. Cues, questions, and advance organizers,

3. Teacher praise and recognition of student effort,

4. Identification of similarities and differences,

5. Summarization and notation of what has been learned, and

6. Cooperative learning by all.

Materials Needed:

1. Internet access to watch a YouTube video and take Cornell notes.

2. Cycles in Nature - Ecological Succession.

3. Printable Story Board graphic organizer

4. Color Pencils

5. Notebook paper

At home:
Students will watch Ecological Succession YouTube video at home the day before the lesson. Students will take Cornell notes as they watch the video.

At school:
In groups of two or three, students will read " Cycles in Nature - Ecological Succession."

They will add to their Cornell notes and create a succession timeline.

Individually, the students will create a storyboard that shows how primary succession happens. Each student will get a catastrophic event which will destroy their ecosystem and they will have to go into secondary succession or back to primary succession depending on the disaster.

Formative Check:
I will check for student understanding through observation and questioning. I will ask students to collaborate as they write a paragraph to explain the process of ecological succession and draw a Venn diagram to compare primary and secondary succession before they start the individual storyboard.

I will re-teach and review with students in small groups. Sequencing game cards for ecological succession will be available to help students review.

Evaluation/Closure:
Students will be evaluated using Marzano's strategy of praise and recognition for effort. Praise and recognition is said to build student confidence and their sense of achievement regarding a particular topic. I will also evaluate students' understanding of the lesson through accuracy of their story boards, Venn diagram and summaries.

Differentiation for a variety of learners:
Extra teacher scaffolding, visual modeling, modeled writing, and extra support will be available for my SPED students. Small group and buddy partnering will be available for these students as well.

Higher-level learners will be asked to create sequencing game cards. They will also be given the option to create a Claymation of ecological succession
7th Grade: Texas History - Cartography
Flipped Classroom

TEK: 7.21.B - analyze information by sequencing, categorizing, identifying cause and effect relationships, comparing, contrasting, finding the main idea, summarizing, making generalizations and predictions, and drawing inferences and conclusions.

Home Component: Student complete task before Day 1 of Lesson.
-Students will watch Claymation to activate prior knowledge (click below)

Examine/Analyze: Notetaking
Students will read Chapter 1: The Geographic Setting of Texas. (Note: All students have copy of textbook at home and below is the link for the website where students are able to login with the appropriate login information as an additional resource)

Students will examine and analyze information to take notes using the Cornell Note Template. Students are expected to complete all components including notes, essential questions using Costa's Level of Questions, and summary.
Cornell Note Template
Costa's Level Questioning
Create: Nonlinguistic Representation
Students will create a map that illustrates the route from their home to the school.

Class work: Students will complete in class day 1
Conduct/Evaluate: Feedback/Collaboration
Students will conduct a peer evaluation of their classmates' maps to identify the proper components of the map and to provide immediate feedback.

Compare/Contrast: Collaboration
Students will examine a variety of maps in small groups to compare and contrast the components and properties of the maps. Whole class discussion will follow.

Home Component: before Day 2
-Students will view the clip to begin brainstorming and prepare to create an Acrostic Poem in class. A sample poem has been done here.

Create: Graphic Organizer
Students will work in pairs to create an Acrostic Poem using Read, Write, Think to summarize their learning. Students will have the option of selecting from the terms physical geography, human geography, or interaction.

Students will write a letter to someone in another country describing their way of life and their physical environment.

Flipped Lesson Plan: 10th Grade English/Language Arts
"The Raven" by Edgar Allan Poe

Objective: The learner will explore different aspects of "The Raven" by Edgar Allan Poe in order to gain a deeper understanding of the poem. Students will then construct their own short story around a symbol.

TEKS: 101.32.b.1.A, B, E
101.32.b.3
101.32.b.13.A,B,C,D,E
101.32.b.25

Brief description of Activities: Students will use a teacher created Glogster to study "The Raven" by Edgar Allan Poe. At home: students will read and listen to the poem. Students will use the

Cornell note taking method to take notes while reading/listening to the poem (A template of this method is provided on Glogster). A link to an interactive version of the poem is also provided. Students will also have the opportunity to view "The Simpsons" rendition of the poem. Once the students have successfully read and listened to the poem, they will link to a study guide. Students will be required to fill out the vocabulary chart and answer survey questions (this should be completed before coming to class).

During class: the teacher will check for completion of work at home by checking the vocabulary chart and reviewing the survey questions. Students will then be placed into cooperative learning groups to answer study guide questions. The teacher will review the study guide questions with the students to check for understanding of the poem. The teacher will also discuss how the raven was used as a symbol. The teacher will then provide each individual student with a symbol. Students will be required to create a short story over the symbol that was assigned to them.

Students will be:
Creating-Creating a short story over a provided symbol.
Evaluating-Through the use of a study guide, students will evaluate the poem.
Analyzing-Students will analyze why the symbol of a raven was chosen.
Applying-students will need to apply their knowledge of literary devices to determine how it affects the meaning of the poem.
Understanding-students will use the interactive version of the poem to gain a deeper understanding of the poem.
Remembering-Taking Cornell notes while reading and interacting with the text in class will help students remember the key ideas

Materials needed for the study of the poem at home:
- Computer
- Internet access
- Link to the teacher created Glogster.
- Printer or Microsoft Word (or equivalent)

Materials needed for in class work:
- Teacher provided study guide
- Computer
- Internet
- Glogster link

Formative Check:
Teacher will check for completion of homework by checking vocabulary chart and survey questions. Teacher will check for understanding of the poem by reviewing the study guide questions.

Re-teach:
If students are having a difficult time understanding the poem, the teacher will use the interactive version of the poem and review each stanza with the students.

Evaluation:
Teacher will evaluate understanding through class discussion of the poem and review of the study guide questions. The teacher will also read the short stories that the students compose to make sure the students understand the use and importance of symbols.

Closure:
Students will present their short stories to the class. Each student will state the symbol they were assigned and discuss how they used the symbol in the short story. Once all the short stories have been presented, the teacher will recap "The Raven" and discuss the use of the raven as a symbol in the story.

A Flipped Classroom Lesson-Compound Sentences 6th Grade English

Grade Level: 6th
Subject Area: English
Activity: Understanding the Components of a Compound Sentence
Time Estimate: Home 25-30 minutes, Class 2-3 Periods of 50 min.
Unit Topic: Identifying compound sentences, understanding how to punctuate them, and using them effectively in writing

TEKS:
(14) Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to: (D) edit drafts for grammar, mechanics, and spelling.
(20) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation. Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to: (B) recognize and use punctuation marks including: (i) commas in compound sentences.

Overview of Unit and Activities:

At home, students will watch the screencast lesson on compound sentences and write their own compound sentences; the following day in class, students will share their sentences, and the teacher will do a quick oral "quiz" to see if students remember their 7 FANBOYS. Then, the students will write independent clauses on long sentence strip paper; in the "Stand Up Sentences" Activity, students will practice "writing" compound sentences by standing up and combining their independent clause strips. Students will "punctuate" the compound sentences with commas and periods written on notecards. The students will add the appropriate coordinating conjunctions, also written out on individual notecards. The teacher will add sentence strips with phrases to see if students can distinguish those from independent clauses and test students' understanding of when to add a comma before the conjunction. The next day, students will write a short story using seven compound sentences (one for each coordinating conjunction), but they will use no punctuation. A peer will edit the story and have to identify the compound sentences and place a comma before each one.

Elements of Bloom's Taxonomy are incorporated in the following ways:

1. Remembering: Can the student recall or remember the information? The students will do this when they list the FANBOYS in the teachers' quick oral check.

2. Understanding: Can the student explain ideas or concepts? The students will do this when they have to locate the compound sentences in another students' writing and punctuate them accordingly.

3. Applying: Can the student use the information in a new way? The students will demonstrate this when they write eight compound sentences using vocabulary terms and when they create their "stand up" sentences on sentence strip paper by combining independent clauses.

4. Analyzing: Can the student distinguish between the different parts? The students will do this when they have to differentiate between independent clauses and phrases in "punctuating" their stand up sentences.

5. Evaluating: Can the student justify a stand or decision? In checking the sentences students wrote after watching the screencast, the teacher might ask students to evaluate how they used their vocabulary terms and if they constructed their sentences correctly.

6. Creating: Can the student create a new product or point of view? The students will do this when they write their short story, knowingly incorporating compound sentences for their peers to identify.

Marzano's Strategies are intertwined in the lesson in the following ways:

1. Note taking and Summarizing: Students might take notes when watching the screencast outside of class. They summarize their understanding in the face-to-face quick check with the teacher the following day in class.

2. Identify Similarities and Differences: In the face-to-face collaborative learning activity of "Stand Up Sentences," students differentiate between sentences that require commas because they are compound sentences and simple sentences that require no punctuation.

3. Homework and Practice: Outside of class, students do a quick homework activity of compound-sentence- writing using vocabulary terms, after watching the compound sentence screencast. They engage in face-to-face, student-centered practice in the classroom, through "Stand Up Sentences" and the writing and peer editing of compound sentence short stories.

4. Cooperative Learning: Students learn collaboratively in all the face-to-face, student-centered classroom activities.

5. Nonlinguistic representation: Students participate in kinesthetic learning as they stand up to create sentences using the independent clause sentence strips.

Materials Needed by Students at Home:

1. A computer or iPad and Internet access for the screencast

2. Paper and a writing utensil

3. A list of their vocabulary terms

Materials Needed by Students in Class:

1. A writing utensil

2. Long strips of sentence paper

3. Notecards

4. Writing paper or a computer or laptop and a printer

Formative Check:

The teacher will check for understanding through the quick "quiz" on FANBOYS and by observing students' participation and demonstrated understanding during the "Stand Up Sentences" Activity.

Re-Teach:
The teacher will reteach throughout the year as needed as he/she observes students' practice of varying sentence types and structures in their writing.

Evaluation/Closure:
The teacher will use the short stories-especially the peer editing for punctuation of compound sentences-as evidence of understanding.

Differentiation for a variety of Learners:
The activities reach a variety of students, and the provision of extra scaffolding and small-group instruction as needed will benefit students who struggle with mastery. Higher level learners will be encouraged to expand their short stories for additional creative writing practice. High School English Diagraming a Sentence Flipped Lesson
Objective: The learner will acquire the skills for sentence diagramming and appreciate how it helps them understand English grammar.

"Diagramming gives you a tool to attack sentences globally, not in a fragmented approach. You get to see how parts interact. You see not only parts, but also their functions. When you diagram, you develop an eye for breaking down a sentence, so you can fix it more easily." - Paula H from http://www.redshift.com/~bonajo/diagram.htm

The learner will be able to diagram a variety of compound and complex sentences and questions by the end of the unit, including sentences with a compound subject, compound predicate, direct object, indirect object, pronouns, appositive, adjective, adverb, prepositional phrase, gerund, understood subject, etc.

Models of Instruction The Cooperative Learning Model is great for creating in students intrinsic motivation, positive interaction, and an attitude of helping each other learn. It has been proven to increase intellectual activity, mastery of material, positive feelings, social skills, and self-esteem. However, practice is needed for students to learn how to work cooperatively, efficiently, and interdependently. It is important to use fairly straightforward and familiar cognitive tasks for the initial training, to change partners for various activities, and to introduce more complex cognitive tasks and more complex cooperative sets later.

The following cooperative structures are used in this lesson:

Jigsaw (in groups of four):
Each group member is becomes a specialist for a different part of the assignment. The specialists from each group meet together to learn the material. Then, they return to their original groups and become the tutor for that part of the assignment.

Baton Relay (in groups of four):
Each group member starts with a difference sentence and does step 1. Then they pass their sentence clockwise, and do step 2 with the new sentence. Repeat with step 3 and step 4.

Step 1: Circle the subject (noun or pronoun), underline the predicate (verb), and put parentheses around prepositional phrases.

Step 2: Draw the skeleton of the diagram (just the horizontal, vertical, and diagonal lines), leaving spaces for the words.

Step 3: Fill in the diagram with the words. Make sure no words are left out!

Step 4: Check the diagram with the original sentence.

Sage and Scribe (in pairs):
Partner A explains how to diagram the sentence, while Partner B writes. Then they switch roles for the next sentence diagram.
Gallery Walk (work independently):
Students randomly choose one or more sentences, add their diagram answer on the paper, and post them on the wall. Students peer-review each other's' answers as they walk around the review and write their comments on the papers.

Correlation to Blooms Taxonomy and Marzano's Strategies
Several elements of Bloom's taxonomy are evident in this lesson. Students will be:
1. Creating-their own sentence and diagram in the Closure.
2. Evaluating-each other's diagrams in the Gallery Walk.
3. Analyzing-each other's diagrams in the Baton Relay.
4. Applying-their diagramming skills when diagramming new sentences in the Sage and Scribe.
5. Understanding-by taking notes from presentations, videos, and websites in the homework (Flipped Classroom Component).
6. Remembering-their knowledge of grammar and parts of a sentence in the "Grammar Ninja" game and the check for prior knowledge.

Furthermore, several of Marzano's instructional strategies are present in this lesson. This lesson will use:

Summarizing and Note Taking-students take notes in the homework (Flipped Classroom Component).

Setting Objectives and Providing Feedback-the teacher sets the objective in the beginning (in the Flipped Classroom Component) and give feedback through the homework check and while pairs and groups are practicing in class.

Reinforcing Effort and Providing Recognition-the teacher provides feedback and recognition during the practice time.

Homework and Practice-students do homework and practice with each other in class.

Cues, Questions, and Advanced Organizers-sentence diagrams are advance organizers, and the puzzlers in the Closure give cues.

Cooperative Learning-a variety of cooperative sets are used, in pairs, groups of four, and with the whole class.

Materials:

1 copy of the homework for each student

1 copy of the class activity for each pair of students, cut into strips of paper (there are two versions, one is in 2 columns to save paper). Activity 1, 2 Column Version, Homework

1 copy of the formative check, with each sentences cut onto a strip of paper

1 sheet of blank paper or colored paper for each student

Tape to attach each student's sentence diagram on the wall

Lesson Description

1. The teacher engages students by playing the "Grammar Ninja" game (identifying parts of a sentence). Volunteers take turns on the computer while the class cheers.

2. The teacher introduces to the students the goals and objectives for the lesson next class.

3. Teacher checks for their prior knowledge by giving students sentences from the future formative check and having them circle the subject, underline the predicate, and label the nouns, verbs, adjectives, adverbs, prepositional phrases, etc.

At Home
Students are given the homework assignment the previous class, where they take notes from websites, presentations, and/or videos to prepare them for the in-class practice and application. The teacher puts students in groups of 4 and encourages each group to divide the work. There are a total of 52 types of sentences to take notes on, and each type has a symbol next to it ($, %, ^, &).
Part 1: Read this linked website and diagram your answers to the two sentences at the bottom of the webpage.

Part 2: Take notes on one of the following: - Powerpoint presentation or the three screencasts linked below:

In Class

1. Teacher checks that students have done the preparation for class by looking over their answers to the two sentences in step 1 of the homework. If they have not done these, or they are done incorrectly, then they will be sent to a computer station in the back of the classroom to do that part of the homework before they join the rest of the class. The teacher encourages them to work quickly, since the delayed start to their classwork means they may have to finish the classwork on their own at home.

2. In the following activities, the teacher will circulate the room and provide help, give feedback, and reinforce effort by choosing correct diagrams from groups to post on the board and giving bonus points. The diagrams posted on the board will also help students who are stuck and need help with a diagram.

3. In a Jigsaw, students check the notes they took on the homework in their specialist groups. Then they return to their original groups and tutor each other.

4. In a Baton Relay, students diagram sentences in Part 1 #1-12 of the class activity.

5. In a Sage and Scribe, students diagram sentences in Part 1 #13-32, 36-38, and 50 of the class activity.

6. In a Sage and Scribe, students diagram sentences in Part 2A #1-2 of the class activity.

7. In a Baton Relay, students diagram sentences in Part 2B #1-8 of the class activity.

8. In a Sage and Scribe, students diagram sentences in Part 2B #9-13 and Part 2C #1 of the class activity.

9. Students peer-review each others' answers as they walk around the review and write their comments on the papers.

Formative Check:
Each student pulls one strip from Practice Sheet #1 and one strip from Practice Sheet #2. They write the sentence on a blank sheet of paper, diagram the sentence on the paper, and post it on the wall. Students peer-evaluate each other's diagrams in a Gallery Walk.
Re-Teach:
If a student needs a stripped-down version of the notes, the following websites gives basic steps for diagramming, examples, hints, and links.
If a student needs help with grammar basics, this website gives examples, videos, and quizzes on verbs, nouns, adjectives, adverbs, pronouns, connectives, and how to distinguish between these different word types.

- http://www.bbc.co.uk/skillswise/topic-group/word-grammar

Closure:
Students will summarize their learning by diagramming the "puzzlers" on the following websites. There are 4-5 clues to each puzzler: the sentence, hints about the parts of the sentence, and a skeleton for the diagram that has the parts of the sentence written in it. Then students can create their own puzzler with an original sentence (at least 10 words long), several clues, and the skeleton diagram with the parts of the sentence written in it, as well as the answer.
http://www.english-grammar-revolution.com/puzzler_answers.html
Assessment or Summative Evaluation:
Students will be assessed at the end of the unit through a summative evaluation like a quiz or a test.

Accommodation(s) for Special Populations of Students
The teacher may provide a set of notes (from the links in the homework or in the reteach). The teacher may also modify assignments by providing the blank skeleton of the diagram for the students to fill in.

The teacher may provide more challenging sentences to diagram from grade-level appropriate novels. For example, students may diagram sentences from the first paragraph of a novel by Charles Dickens. The following website has 250 "Daily Diagrams" with answers that quickly move from easy to very challenging.
http://www.german-latin-english.com/daily_diagrams_archives.htm

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Examples of Flipped Classes in K12 Setting

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A Flipped Classroom Lesson-Multiplying 2 digit Factors Grade Level: 4th Subject Area: MathName of Activity: Multiplying 2 digits by 2 digit factors using arrays and partial products.Time Estimate: Home 15 minutes, Class 35-45 minutesUnit Topic: Multiplying 2 digit numbers without technology (calculators).

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Video on how to flip your classroom

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I Flip, You Flip, We All Flip: Setting Up a Flipped Classroom

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Flipped Classroom Resources | RIT Teaching & Learning Services | Creative Tools... and ESL

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Ricard Garcia's insight: Nice clarifying infographic for those who still couldn't make out one from the other.

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What A Flipped Classroom Looks Like

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As flipped learning continues to grow, there is a greater need for flipped learning to scale beyond individual teachers flipping, to larger roll-outs with systemic planning and leadership. This post is the first out of seven in a series. The other posts are:

A which demonstrates that flipped learning is showing significant growth in student achievement, satisfaction, and teacher satisfaction. 2014 study indicates that 46% of U.S. principals expect that new teachers to the profession should already know how to flip a class upon graduation from a teacher training program. There is also a growing body of research

As schools begin to implement the model, what kinds and type of support should school leaders provide? This past year I worked with a group of teachers from a variety of schools which was implementing flipped learning into their classes. I was with them three to four times during the year and got to know their successes and challenges. Several of them had great results and are saying they can never go back. Others faced significant challenges which left them frustrated. They are convinced that flipped learning works, but they needed a greater level of support.

I have pondered their situation and have come to the conclusion that we need a more systemic approach to flipped learning. Though flipped learning can be executed by one teacher in a class with little support from administrators, it is not ideal. It is time for schools, and especially school leaders, to set up systems which will ensure maximal success for teachers.

I believe three systems need to change for flipped learning to flourish on a large scale in a school or district: technological systems, pedagogical systems, and evaluation methodologies. Underlying all of these is the need for simplification. Our technological systems, pedagogy, and evaluation methods are too complex. In this post, I will address the technological systems, and in my next two posts, I will discuss the pedagogical and the evaluation methodologies needed to implement flipped learning at scale.
Technology
Technology infrastructure matters. If there is inadequate technology, flipped learning is difficult to implement. All of the large-scale flipped learning cases I have seen around the world have had to invest significantly in the technology infrastructure.
Integration
It is important to think through what technology is best suited for your school or district. When I consult with schools starting on this journey, I insist on spending time with their IT staff discussing their unique technology infrastructure. Integration is the key. Which tools a school chooses should integrate with existing each school's technology infrastructure? They need to address questions such as:

Does this tool compatible with our single sign-on platform?

Does this tool integrate with our learning management system?

Does this tool integrate with our student information system?

Does this tool work on all of the school devices?

Which tools are best for the-the hardware infrastructure of our school? The best tools for a PC are different than for a Mac and still different yet for a Chromebook.

These and many other integration questions should be answered before bringing flipped learning to scale.
Video Creation
There are many ways to create flipped videos. Teachers can use their smartphone, a document camera, or screen capture software. Choosing the right suite of tools makes a big difference in the success of any flipped learning initiative.
Video Hosting
Where will the videos be stored? Should a school host their videos on YouTube, TeacherTube, Google Drive, or in their learning management system? Each of these decisions is best made systemically. It is not efficient if teachers are hosting their videos in different locations.
Learning Management Systems (LMS)
I have seen cases where one school has one teacher using Edmodo, another Schoology, another eChalk, another Google Classroom, and yet another Moodle. Though each of these tools is good, by having so many options you only create confusion amongst the students and staff. Professional Development also suffers because technology trainers have to be able to work on any and all platforms. Thus, I recommend that a school support one LMS.
Workflows
When I was Lead Technology Facilitator at a school district in Illinois, it became abundantly clear to me that I needed to develop simple workflows for teachers. If a teacher has to use one program to make a video, another one to add in interactivity, and another to host a video, then the syste
m complexity discouraged teachers from implementing flipped learning. I constantly thought about workflows that required fewer clicks and less technological expertise. When I work with schools and districts, I customize the flipped workflows with simplicity in mind. So keep it simple! Fewer clicks! Make flipped learning simple and carefully think through your workflows.
What Happens when Flipped Learning is Not Supported?

One challenge I hear over and over from teachers is that too often school-provided devices don't work. There is nothing more frustrating than planning a lesson which requires technology, and then the technology does not function. Unreliable devices need to be jettisoned and be replaced by devices which turn on quickly and function without issues. Teachers are also frustrated with a lack of access to school devices. There may be an iPad cart or Chromebook cart, but since they can't get timely and regular access to the devices, they quickly give up.

I realize that upgrading the technology infrastructure requires an outlay of money, but in this digitally connected world, this must be a priority in schools. So if you want to implement flipped learning with efficacy in your school or district, you must think bigger. You must think systemically about workflows and infrastructure.

I would love to hear from you. What successes have you had with flipped learning? If you are a lone teacher flipping, what do you wish your school could provide? Stay tuned for my next posts where I will discuss the pedagogical systems and the evaluation methodologies to bring flipped learning to scale.

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Scaling Flipped Learning Part 1: Technology Strategy

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As flipped learning continues to grow, there is a greater need for flipped learning to scale beyond individual teachers flipping, to larger roll-outs with systemic planning and leadership. This post is the first out of seven in a series. The other posts are: A which demonstrates that flipped learning is showing significant growth in student achievement, satisfaction, and teacher satisfaction.

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Flipped Classroom Workshop - Flipped Teaching and Learning Professional Development and Resources

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Welcome! This site contains about 100 posts I wrote between 2013 and 2016. I am so grateful for the thousands of readers who visit each month (we averaged nearly 10,000 unique visitors a month in 2016!). I hope the articles have been very helpful as you explore, or expand on, your flipped learning practice.

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Turning the traditional classroom upside down

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Turning the traditional classroom upside down

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Blended vs. flipped

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Learnkit has published content about Blended Learning and The Flipped Classroom but our subscribers have consistently asked: What's the difference? There are a number of articles explaining each learning methodology but it's tough to find anything that clearly explains the difference between the two and when to use one over the other.

To help clear things up and better guide you to the best learning methodology for your organization, we'll explain the difference between Blended Learning and the Flipped Classroom with some examples to help you better understand each term.

What is Blended Learning?

Blended learning combines traditional in-person classroom learning and the use of technology, to teach new learning materials. Blended learning allows users to learn at their own pace and dig deeper through asynchronous modules while providing real-time support from an instructor during synchronous sessions.
Example: A student is learning English as a second language. In the classroom they are taught a lesson, and then given online activities to review concepts that were just taught in class.
If you create digital learning materials that compliment traditional in-person learning, you are using blended learning.

What is a Flipped Classroom?

A Flipped classroom is a form of blended learning where learners are asked to view short elearning modules at home or on their own time, to prepare them for their in-person classroom training. This allows learners to use online modules to learn foundational concepts and lessons, so that they are able to attend in-person sessions with specific, informed questions.
Example: A student is learning English as a second language and is given online training material that they need to complete before attending their first day of class.
If you use online learning materials to introduce new subject matter and use in-person classroom time as a workshop for discussing new learning concepts and asking questions, then you have a flipped classroom.

Both blended learning and the flipped classroom use the best of in-person and online training. Both are highly effective forms of elearning that yield many benefits to organizations looking to maximize the success of their training programs.

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Blended Learning and The Flipped Classroom: What's the Difference?!

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Learnkit has published content about Blended Learning and The Flipped Classroom but our subscribers have consistently asked: What's the difference? There are a number of articles explaining each learning methodology but it's tough to find anything that clearly explains the difference between the two and when to use one over the other.

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As interest in flipped learning continues to grow, so does its adoption among the educational rank and file. By moving entry-level information outside the classroom -- typically (but not exclusively) through self-paced, scored videos -- teachers can reframe learning so that students spend more instructional time engaged in deeper discussions, hands-on applications and project-based learning. With a focus on more direct contact between teachers and students, greater application of basic concepts, and increased collaboration between learners, flipped learning provides yet another outlet for 21st century teaching.

No doubt, making this kind of change can be intimidating. Before teachers flip out, here are four tips to make the transition smoother -- and more impactful.

1. Start with Lesson Goals, Then Build Out

Making a dazzling video without first determining its instructional value is like putting the cart before the horse. It's counterproductive. A more sensible approach: identify the lesson's core objectives, from simplest to deepest, tracing the path of knowledge that students will follow. Lower-order targets (the what) should be sorted out for video delivery, while higher-order objectives (the how and why) should be tagged for deeper exploration. Next, teachers must answer some fundamental questions about the learning process:

1. Once students understand the entry-level information, what will they be able to do with it?

2. What kinds of activities will reinforce these concepts?

3. Will students add value to basic ideas by simulating them through experiments, deepening them through inquiry-based discussion, or broadening them through project-based learning?

4. How will teachers facilitate and monitor classroom collaboration?

5. How will students demonstrate their burgeoning knowledge in these learning laboratories?

Teachers who successfully deliver flipped learning always begin with the end in mind.

2. Use Rich Imagery and Direct Language

Teaching with a visual medium like video is both exhilarating and challenging. Trying to compress introductory information into a five-minute video leaves little room for verbal waste or unimaginative imagery. Once you've identified the core objectives that you want students to achieve, sketch a virtual collage of images, diagrams, or charts that add impact to your presentation. It's not a bad idea to write a script for your narrative, either, and to include cues that will help you seamlessly transition from one shot to the next. Avoid flowery language and long-winded monologues. The inviolable rule of video making: Be direct, be powerful, and be gone.

3. Make Videos That Reveal What Students Know

Creating videos is easier than ever with the emergence of free and easy-to-use screencasting platforms like Screenr and Screencast-o-Matic. (For savvier video makers who don't mind a price tag, consider Camtasia or Screenflow.) The more perplexing question is what to do with them post-production. Hosting videos on a YouTube channel or a personal website or blog is relatively easy to do, but doesn't provide much insight into how your students fared during the video (or if they even bothered to watch it). One compelling hosting solution is eduCanon, an interactive video environment which allows teachers to create real-time questions that students must answer as they learn. It also features a question-by-question breakdown of student performance and exportable score reports. Microsoft recently announced a similar initiative called Office Mix, which transforms PowerPoint presentations (version 2013) into interactive videos complete with quizzes and labs. (A fully interactive version for tablets is coming soon.) If teachers can gain insight into what their students know before class starts, they can strategically assign them to specific learning hubs (based on readiness) during "live" instruction, reinforcing the focus on differentiation and investigation.

4. Bring Parents on Board

If the concept of an inverted classroom seems strange to teachers, it's even more foreign to parents. A successful rollout must involve meaningful outreach to parents about the goals, rationale, and logistics of flipping. They are your active partners in educating children, and now that you're ceding some control over learning, you'll need their support more than ever. Onboarding could address misconceptions about flipped learning, provide resources for further study on the topic, illustrate the practice with a sample video demo, and provide examples of live classroom applications. (Great resources are available through the Flipped Learning Network.) Distribute this onboarding packet to parents before the school year begins, with a request that they review it before back-to-school night. They'll have a chance to process the information at their own pace -- modeling the same style of learning that their children will follow. In the spirit of learning by doing, "flip" this traditional evening by letting parents deepen their appreciation of flipped learning through live activities or discussions. Conclude with a whole-group discussion about the expectations and execution of a flipped approach. They'll appreciate your candor and transparency, and you'll win much-needed allies.

The payoff from flipped learning is significant. Teachers will recapture instructional time that can be used to deepen learning. Student engagement will likely rise due to more personalized contact with information. And a richer culture of collaboration will emerge among students who learn to work together. Flipped learning means that teachers do less talking and more listening. Their students will flip for that.

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As interest in flipped learning continues to grow, so does its adoption among the educational rank and file. By moving entry-level information outside the classroom -- typically (but not exclusively) through self-paced, scored videos -- teachers can reframe learning so that students spend more instructional time engaged in deeper discussions, hands-on applications and project-based learning.

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Flipped Classroom- Bringing Homework to School and Classwork Home 

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Flipped Classroom- Bringing Homework to School and Classwork Home 

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Flipped classrooms require educators to reconstruct traditional classrooms by sending lectures home and providing more face-to-face time at school, but elementary- through university-level instructors are finding good reasons to try them out.

Frequently traced back to Colorado teachers Aaron Sams and Jonathan Bergmann, who were quick to experiment with posting videos online in 2008, the flipped classroom concept is small, simple and has shown positive results. The general idea is that students work at their own pace, receiving lectures at home via online video or podcasts and then devoting class time to more in-depth discussion and traditional "homework."

Here are 16 examples of flipped learning at all levels nationwide and abroad:

Where: Clear Brook High School, Harris County, Texas

At the beginning of the school year, geometry teacher Leticia Allred told her Pre-AP Geometry class at Texas' Clear Brook High School that their only homework would be watching 15-minute YouTube videos and taking notes. The videos, made by Allred and fellow geometry teacher Mandy Shrader replace class lectures, which students like 14-year-old freshman Alyssa Bell say were easy to miss information in due to chatter among other students. Learning topics such as triangle classification or using slope to identify lines at home, the students are able to use class time to practice what they've learned with traditional schoolwork-but with their teachers freed up for additional one-on-one time. Shrader says 81% of students passed the first test-up 20% from last year.

2. EUROPEAN HISTORY

Where: Wausau West High School, Wasau, Wis.

Patrick Galligan, a teacher at Wasau West High School in Wisconsin, spent the summer converting his AP European history class to a flipped course. Now, students like Andrew Wolfe can review lessons anytime, anywhere on their personal computers and smart phones, reserving class time for in-depth discussions or class projects. Galligan is also urging students to use the educational program Edmodo to form online discussion groups and to watch other lectures like TEDTalks when applicable.

3. AP CALCULUS

First, Bullis School AP calculus teacher Stacey Roshan sensed the stress some of her students felt with the subject. Then, she discovered Camtasia screencasting software at the Building Learning Communities Conference. Now capable of easily recording her screen and audio and sharing these videos with her students, Roshan decided to flip her class. At the end of the first year, 78% of her students scored a "4" or "5" on their AP exam-up from 58% the previous year-and none scored below "3." The results were so impressive, her mother, Wendy Roshan, an AP Calculus teacher at Virginia's Madeira School, adopted the format for her own class.

4. "TEACHING TEACHERS"

Where: Amherst Middle School, Amherst, N.Y.

After noticing that staff development days were being used primarily for sessions covering Common Core State Standards, performance review and teacher evaluation systems, Amherst Middle School technology teacher and trainer Rob Zdrojewski came up with a solution. Using screencasting technology, Zdrojewski asked his students to make 90-second instructional videos for their teachers on how to use technology like Gmail and Google Drive. The student productions-titled "Tech Under 90 Sec" or "Teaching the Teachers"-are posted on Zdrojewski's blog and take students' work beyond the typical homework assignment.

5. "FAUX-FLIPPED" FOURTH GRADE

Where: Gulf Highlands Elementary School, Port Richey, Fla.

At Florida's Gulf Highlands Elementary School, students in teacher Tracey Gillies' fourth-grade class work at their own pace, taking quizzes and watching instructional videos on classroom computers-what Gillies refers to as "faux-flipped." The teacher moves throughout the room to support the students, and if they're struggling, she'll lead them to a carpeted area of the class for discussion. Gillies previously saw the concept work at Lake Myrtle Elementary and decided to test it on a full class when she came to Gulf Highlands last year

6. DIGITAL MEDIA DESIGN AND CRITICISM

Where: New Technology High School, Sacramento, Calif.

At California's New Technology High School, the flipped model was a perfect match for Digital Media Design and Criticism teacher Dr. James Brown. Schools in the New Tech Network have included "blended learning" since their establishment in 1996, and "technology immersed education is Brown's specialty. As he explains, flipped learning is less about when students learn and more about how they learn. Using the learning management system Echo, students at Napa New Tech High are able to access course content, collaborate and stay connected with the teacher.

7. GROUP LEARNING AND EXPLORATION

Where: Burford Elementary School, Burford, Ontario, Canada

Grade 6 teacher Rick McCleary says flipped learning has turned around the way he teaches his class at Burford Elementary School in California. After introducing an idea, McCleary lets students explore it a bit before explaining and sending them to do more research on their computers. His students work in groups of four or five and help one another if someone gets stuck, with information working its way through the room organically when one student learns a concept or computer trick.

8. GOVERNMENT ECONOMICS AND AP U.S. HISTORY

Where: Sam Barlow High School, Gresham, Ore.

Oregon's 2012 Social Studies Teacher of the Year Andrew Pate has created over 50 YouTube videos and 70 podcasts for students in his Sam Barlow High School Government Economics and AP U.S. History classes to watch and listen to outside of class. These materials supplement their textbooks and allow Pate to engage his students in dynamic in-class discussions on what they've learned at home. The school's former assistant principal, David Atherton, recommended Pate for the teaching award and says his success and pass rates increase every year.

9. SIXTH-GRADE MATH

Where: Becker Middle School, Becker, Minn.

Students at Becker Middle School in Minnesota have access to 160 iPods and 150 iPads, additionally using learning network Edmodo to do assignments, solve problems and complete online quizzes. Additionally, parents are able to monitor student progress through the network, and communications are monitored by parents and teachers. Sandy Forster's sixth-grade math class is one of the first in the school to be totally flipped, and Media Specialist Holly Pringle says the technology has led to a 20% gain in test results between fifth- and sixth-graders overall.

10. MOODLE ALTERNATIVES

Where: Natomas Charter School, Sacramento, Calif.

Students at California's Natomas Charter School whose needs aren't met in a traditional classroom can now enroll in the school's Virtual Learning Academy. The academy uses Moodle.org to deliver assignments to students on a weekly basis electronically in an interactive online classroom. Students meet with their academic coach every two weeks to look at grades and address areas where they need help, and are required to com to campus on Tuesdays and Thursdays for workshops.

11. STANFORD UNIVERSITY SCHOOL OF MEDICINE

Where: Stanford University, Stanford, Calif.

Flipped learning isn't exclusive to K-12 students. Stanford's School of Medicine has recently adopted the approach as part of the Stanford Medical Interactive Learning Initiatives. Charles Prober, the senior associate dean for medical education, says the two biggest changes resulting from the method are the manner in which content is delivered (outside of class) and the way students spend time in the classroom (putting principles into practice). Feedback from students has conveyed that the style is more dynamic and motivational than traditional, passive teaching.

12. "THE SCIENCE OF EVERYDAY THINKING"

Where: University of Queensland, Brisbane, Queensland, Australia

At the University of Queensland in Australia, Dr. Jason Tangen, a psychology professor, has received a Faculty of Social and Behavioural Sciences Teaching Excellence Award for his approach, which includes flipped learning. Setting out to change the focus from "teaching" to "learning," he developed a new course called "The Science of Everyday Thinking" where his online lectures are the homework. This left class time for everything from discussion to analytical thinking challenges and created what Tangen says is "an interactive and personal experience."

13. HISTORY

Where: Forestwood Middle School, Flower Mound, Tex.

After noticing that they were losing half their classes during lectures, Forestwood Middle School teachers Cristi Derow and Jennifer Bradley threw out their lectures and flipped the history class they co-teach. Once passive listeners, their students are now actively engaged and Bradley says she has seen a 15-20% increase in test scores. Several Texas districts are currently experimenting with the flipped model.

14. MATH

Where: Reidy Creek School, Escondido, Calif.

Many teachers in the San Diego area, like Jo-Ann Fox of Escondido's Reidy Creek School, learned about flipped classrooms at the International Society for Technology in Education convention in San Diego earlier this year. Fox now uses a flipped classroom to teach her fourth-graders math this semester. Listening to recorded talks at home, the students use class to practice the skills they've learned, like using coins to solve math problems.

15. MULTIPLE FRESHMAN SUBJECTS

Where: Clintondale High School, Clintondale, Mich.

At Michigan's Clintondale High School, flipped curriculum has been adopted school-wide. The school first tested the model with 140 freshman students in 2010, and says it reduced the failure rate significantly (19-33%) across all major subjects in one semester. Media including CNN, Harvard Education Publishing Group, and the Center for Digital Education (formerly Converge Magazine) have covered the school's success.

16. CHEMISTRY

Where: Westside High School, Augusta, Ga.

Schools in high-poverty areas-like Westside High School in Georgia, where over 85% of students are minorities and 78% qualify for free or reduced-price lunch-have been able to flip classrooms with the help of federal grants. Westside chemistry teacher Jennifer Douglass reports a modest increase on final exam scores in her regular chemistry class, and some students say they are no longer bored in class.

Would you like to see more education news like this in your inbox on a daily basis? Subscribe to our Education Dive email newsletter! You may also want to read Education Dive's list of who made waves in education in 2012.

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16 flipped learning uses in K-12 and college classrooms

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Flipped classrooms require educators to reconstruct traditional classrooms by sending lectures home and providing more face-to-face time at school, but elementary- through university-level instructors are finding good reasons to try them out. Frequently traced back to Colorado teachers Aaron Sams and Jonathan Bergmann, who were quick to experiment with posting videos online in 2008, the flipped classroom concept is small, simple and has shown positive results.

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Why did Katie Gimbar "flip" the classroom?

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Katie Gimbar found that 90% of her class-time was dedicated to delivery of content, leaving only 10% for application of content. She flips the delivery/application ratio using asynchronous on-line tools for delivery, freeing time in the face-to-face classroom for active guided team-based application activities. In her view this model allows her to engage all her learners.

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The Flipped Classroom Model

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by Jeff Wekar

My journey into the realm of the flipped classroom began about two years ago with my eighth-grade American history class. My goal was to reduce the amount of lecturing and increase student involvement in their learning. During that journey I have made countless mistakes, but I can honestly say that flipping my class was one of the best decisions I have made in my fourteen-year teaching career.

For me, the benefit of the flipped class model is that teachers take on an increased role as a coach, working with students on an individual basis frequently. My students typically watch two to three screencasts (videos that capture my onscreen lessons along with the audio of my lectures) every week. Each video is no longer than ten minutes and most are considerably shorter. In class I do a variety of activities that reinforce important concepts. Typically my students are given a choice of activities; some students complete more than others and there is never pressure on students to complete all of the activities. The goal is to make sure students understand the key concepts.

Below are eight tips for flipping your history classroom based on my experiences incorporating the flipped model into my classes:

1. Select your technology wisely: When I first started flipping my classroom, my students said they were unable to watch assigned videos on their iPads or smartphones. It is important to find a recording device that will work across all platforms.

2. Don't let the technology get in the way of your students. At the beginning of the school year I had each of my students fill out a technology survey. I wanted to know what capabilities they had outside of school. I quickly discovered that a handful of students did not have the necessary technology to view the lectures. I was able to get around this by simply burning DVDs of screencasts, which gave the students the ability to watch them on DVD players and their video game systems.

3. Get student feedback. I constantly ask my students for feedback on the screencasts as well as the activities. The students are very honest about what is working for them and what is not.

4. Be flexible. Think of flipping as a journey. Some days you may feel that you have planned superbly, only to discover that students do not understand the content. Instead of carrying out your plan you may have to adjust.

5. Let the students have some control. After my students watch screencasts I have them share their notes for about ten minutes. This gives the students the opportunity to make corrections and additions to their notes. I also require students to write three thought-provoking questions as well as a summary. Finally, each group of students writes a question on the board about a topic or theme they are struggling with. As my students are sharing their notes I listen to the group discussions, ask questions of the students, and assess their understanding. I reach almost every one of my students and I am able to develop activities based on what I hear in their groups.

6. Think small. Start flipping with one lesson or a unit. Flipping an entire course from scratch can be overwhelming. You may find that flipping does not meet your teaching style or your students' learning styles.

7. One-stop shopping. Your students should not have to access multiple sites to get to the assigned materials. I keep all materials-whether a video, assignment, or quiz-on my website.

8. Join a list service: List services have lots of great resources and advice from teachers. This way you can borrow ideas from teachers that have already done it. I recommend Flipped Learning Network (http://flippedclassroom.org/).

Flipping my classroom has been one of the most rewarding and exciting endeavors of my career. The benefits of reaching all of my students each day and giving students control over lessons have been well worth the hours of recording and re-recording. My students have greater enthusiasm about learning history, and overall, my classroom environment has improved. Happy Flipping!
Jeff Wekar is a social studies and history teacher and a techology integration specialist with fourteen years of experience teaching in New York State. He can be reached at jwekar1@gmail.com.

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Eight Tips for Flipping Your American History Classroom

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by Jeff Wekar My journey into the realm of the flipped classroom began about two years ago with my eighth-grade American history class. My goal was to reduce the amount of lecturing and increase student involvement in their learning.

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Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do “homework” in the classroom with the teacher available to help.

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The Flipped Classroom Model

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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Flipped learning is more than just an efficient way to teach. It is also an opportunity to take students to deeper levels of comprehension and engagement. One of the most important benefits of flipped learning is that it takes the teacher away from the front of the room. No longer is class focused on information dissemination, but instead, time can be spent helping students with difficult concepts and extending the learning to deeper levels.

Perhaps the greatest benefit of flipped learning is that it gives teachers more time to interact with students one-to-one and in small groups. Teachers are using the time that was once used for direct instruction in a variety of ways to deepen student learning. Here are three suggestions for ways in which teachers can use that extra time for taking students deeper.

Help With the "Hard Stuff"

An integral part of the learning process is when we are stretched outside of our comfort zone -- without being stretched too far that we are incapable of succeeding. Much of what we teach is necessarily difficult for students to understand. When they are exposed to a topic for the first time, they will struggle. Ideally, the teacher is there to help students navigate through their struggles, but in many traditional classes, students are sent home to wrestle with the "hard stuff" by themselves. In a flipped-learning environment, the "easy stuff" (content delivery and lower-order thinking) happens outside the class, and the hard stuff happens in the class where the teacher is able to assist the students. This better matches students' points of struggle with the right resource: the teacher.

Correcting Misconceptions

Students sometimes learn things incorrectly. As science teachers, we especially saw this when they would come to class with misunderstandings about the natural world. Students who hold these misconceptions need to be retaught, or they will leave class with misinformation. In a flipped-learning model, the teacher is continually interacting with small groups of students or working with them individually. This enables many opportunities to monitor their learning. When a teacher spots misconceptions, she is able to quickly intervene and prevent further problems.

Questioning Activities

Many teachers who utilize flipped learning check that students have interacted with the required video material by asking individual students a series of questions about the content. When students arrive at class, the teacher can address the questions in a large group. But better yet, as the teacher circulates throughout the room, he can interact with each student and have them each ask their own questions.

We utilized this technique and found it to be one of the most useful strategies we ever implemented. In this instance, each student was able to ask his or her own questions, and taking the time to answer those questions individually or in small groups proved to be truly powerful learning interactions. We found that some students didn't know how to formulate and ask a good question, that others often revealed misconceptions by their questions, and that others wanted to take what they had learned to deeper levels than we could ever have imagined. Those students who struggled to ask good questions were able, over the course of the school year, to develop their questioning strategies. Those with misconceptions learned to explain things in a new way. And those students who took the content to new levels were able to stoke sparks of curiosity as they explored their deeper questions.

These three strategies are by no means an exhaustive list of ways to take your students deeper with flipped learning. How have you been able to take your students to deeper levels of understanding? We would love to hear your strategies.

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Flipped-Learning Toolkit: 3 Ways to Take Your Students Deeper | Edutopia

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Flipped learning is more than just an efficient way to teach. It is also an opportunity to take students to deeper levels of comprehension and engagement. One of the most important benefits of flipped learning is that it takes the teacher away from the front of the room.

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A video showing a High School flipped class 

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A video showing a High School flipped class 

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Flipped classrooms require educators to reconstruct traditional classrooms by sending lectures home and providing more face-to-face time at school, but elementary- through university-level instructors are finding good reasons to try them out.

Frequently traced back to Colorado teachers Aaron Sams and Jonathan Bergmann, who were quick to experiment with posting videos online in 2008, the flipped classroom concept is small, simple and has shown positive results. The general idea is that students work at their own pace, receiving lectures at home via online video or podcasts and then devoting class time to more in-depth discussion and traditional "homework."

Here are 16 examples of flipped learning at all levels nationwide and abroad:

Where: Clear Brook High School, Harris County, Texas

At the beginning of the school year, geometry teacher Leticia Allred told her Pre-AP Geometry class at Texas' Clear Brook High School that their only homework would be watching 15-minute YouTube videos and taking notes. The videos, made by Allred and fellow geometry teacher Mandy Shrader replace class lectures, which students like 14-year-old freshman Alyssa Bell say were easy to miss information in due to chatter among other students. Learning topics such as triangle classification or using slope to identify lines at home, the students are able to use class time to practice what they've learned with traditional schoolwork-but with their teachers freed up for additional one-on-one time. Shrader says 81% of students passed the first test-up 20% from last year.

2. EUROPEAN HISTORY

Where: Wausau West High School, Wasau, Wis.

Patrick Galligan, a teacher at Wasau West High School in Wisconsin, spent the summer converting his AP European history class to a flipped course. Now, students like Andrew Wolfe can review lessons anytime, anywhere on their personal computers and smart phones, reserving class time for in-depth discussions or class projects. Galligan is also urging students to use the educational program Edmodo to form online discussion groups and to watch other lectures like TEDTalks when applicable.

3. AP CALCULUS

First, Bullis School AP calculus teacher Stacey Roshan sensed the stress some of her students felt with the subject. Then, she discovered Camtasia screencasting software at the Building Learning Communities Conference. Now capable of easily recording her screen and audio and sharing these videos with her students, Roshan decided to flip her class. At the end of the first year, 78% of her students scored a "4" or "5" on their AP exam-up from 58% the previous year-and none scored below "3." The results were so impressive, her mother, Wendy Roshan, an AP Calculus teacher at Virginia's Madeira School, adopted the format for her own class.

4. "TEACHING TEACHERS"

Where: Amherst Middle School, Amherst, N.Y.

After noticing that staff development days were being used primarily for sessions covering Common Core State Standards, performance review and teacher evaluation systems, Amherst Middle School technology teacher and trainer Rob Zdrojewski came up with a solution. Using screencasting technology, Zdrojewski asked his students to make 90-second instructional videos for their teachers on how to use technology like Gmail and Google Drive. The student productions-titled "Tech Under 90 Sec" or "Teaching the Teachers"-are posted on Zdrojewski's blog and take students' work beyond the typical homework assignment.

5. "FAUX-FLIPPED" FOURTH GRADE

Where: Gulf Highlands Elementary School, Port Richey, Fla.

At Florida's Gulf Highlands Elementary School, students in teacher Tracey Gillies' fourth-grade class work at their own pace, taking quizzes and watching instructional videos on classroom computers-what Gillies refers to as "faux-flipped." The teacher moves throughout the room to support the students, and if they're struggling, she'll lead them to a carpeted area of the class for discussion. Gillies previously saw the concept work at Lake Myrtle Elementary and decided to test it on a full class when she came to Gulf Highlands last year

6. DIGITAL MEDIA DESIGN AND CRITICISM

Where: New Technology High School, Sacramento, Calif.

At California's New Technology High School, the flipped model was a perfect match for Digital Media Design and Criticism teacher Dr. James Brown. Schools in the New Tech Network have included "blended learning" since their establishment in 1996, and "technology immersed education is Brown's specialty. As he explains, flipped learning is less about when students learn and more about how they learn. Using the learning management system Echo, students at Napa New Tech High are able to access course content, collaborate and stay connected with the teacher.

7. GROUP LEARNING AND EXPLORATION

Where: Burford Elementary School, Burford, Ontario, Canada

Grade 6 teacher Rick McCleary says flipped learning has turned around the way he teaches his class at Burford Elementary School in California. After introducing an idea, McCleary lets students explore it a bit before explaining and sending them to do more research on their computers. His students work in groups of four or five and help one another if someone gets stuck, with information working its way through the room organically when one student learns a concept or computer trick.

8. GOVERNMENT ECONOMICS AND AP U.S. HISTORY

Where: Sam Barlow High School, Gresham, Ore.

Oregon's 2012 Social Studies Teacher of the Year Andrew Pate has created over 50 YouTube videos and 70 podcasts for students in his Sam Barlow High School Government Economics and AP U.S. History classes to watch and listen to outside of class. These materials supplement their textbooks and allow Pate to engage his students in dynamic in-class discussions on what they've learned at home. The school's former assistant principal, David Atherton, recommended Pate for the teaching award and says his success and pass rates increase every year.

9. SIXTH-GRADE MATH

Where: Becker Middle School, Becker, Minn.

Students at Becker Middle School in Minnesota have access to 160 iPods and 150 iPads, additionally using learning network Edmodo to do assignments, solve problems and complete online quizzes. Additionally, parents are able to monitor student progress through the network, and communications are monitored by parents and teachers. Sandy Forster's sixth-grade math class is one of the first in the school to be totally flipped, and Media Specialist Holly Pringle says the technology has led to a 20% gain in test results between fifth- and sixth-graders overall.

10. MOODLE ALTERNATIVES

Where: Natomas Charter School, Sacramento, Calif.

Students at California's Natomas Charter School whose needs aren't met in a traditional classroom can now enroll in the school's Virtual Learning Academy. The academy uses Moodle.org to deliver assignments to students on a weekly basis electronically in an interactive online classroom. Students meet with their academic coach every two weeks to look at grades and address areas where they need help, and are required to com to campus on Tuesdays and Thursdays for workshops.

11. STANFORD UNIVERSITY SCHOOL OF MEDICINE

Where: Stanford University, Stanford, Calif.

Flipped learning isn't exclusive to K-12 students. Stanford's School of Medicine has recently adopted the approach as part of the Stanford Medical Interactive Learning Initiatives. Charles Prober, the senior associate dean for medical education, says the two biggest changes resulting from the method are the manner in which content is delivered (outside of class) and the way students spend time in the classroom (putting principles into practice). Feedback from students has conveyed that the style is more dynamic and motivational than traditional, passive teaching.

12. "THE SCIENCE OF EVERYDAY THINKING"

Where: University of Queensland, Brisbane, Queensland, Australia

At the University of Queensland in Australia, Dr. Jason Tangen, a psychology professor, has received a Faculty of Social and Behavioural Sciences Teaching Excellence Award for his approach, which includes flipped learning. Setting out to change the focus from "teaching" to "learning," he developed a new course called "The Science of Everyday Thinking" where his online lectures are the homework. This left class time for everything from discussion to analytical thinking challenges and created what Tangen says is "an interactive and personal experience."

13. HISTORY

Where: Forestwood Middle School, Flower Mound, Tex.

After noticing that they were losing half their classes during lectures, Forestwood Middle School teachers Cristi Derow and Jennifer Bradley threw out their lectures and flipped the history class they co-teach. Once passive listeners, their students are now actively engaged and Bradley says she has seen a 15-20% increase in test scores. Several Texas districts are currently experimenting with the flipped model.

14. MATH

Where: Reidy Creek School, Escondido, Calif.

Many teachers in the San Diego area, like Jo-Ann Fox of Escondido's Reidy Creek School, learned about flipped classrooms at the International Society for Technology in Education convention in San Diego earlier this year. Fox now uses a flipped classroom to teach her fourth-graders math this semester. Listening to recorded talks at home, the students use class to practice the skills they've learned, like using coins to solve math problems.

15. MULTIPLE FRESHMAN SUBJECTS

Where: Clintondale High School, Clintondale, Mich.

At Michigan's Clintondale High School, flipped curriculum has been adopted school-wide. The school first tested the model with 140 freshman students in 2010, and says it reduced the failure rate significantly (19-33%) across all major subjects in one semester. Media including CNN, Harvard Education Publishing Group, and the Center for Digital Education (formerly Converge Magazine) have covered the school's success.

16. CHEMISTRY

Where: Westside High School, Augusta, Ga.

Schools in high-poverty areas-like Westside High School in Georgia, where over 85% of students are minorities and 78% qualify for free or reduced-price lunch-have been able to flip classrooms with the help of federal grants. Westside chemistry teacher Jennifer Douglass reports a modest increase on final exam scores in her regular chemistry class, and some students say they are no longer bored in class.

Would you like to see more education news like this in your inbox on a daily basis? Subscribe to our Education Dive email newsletter! You may also want to read Education Dive's list of who made waves in education in 2012.

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16 flipped learning uses in K-12 and college classrooms

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Flipped classrooms require educators to reconstruct traditional classrooms by sending lectures home and providing more face-to-face time at school, but elementary- through university-level instructors are finding good reasons to try them out. Frequently traced back to Colorado teachers Aaron Sams and Jonathan Bergmann, who were quick to experiment with posting videos online in 2008, the flipped classroom concept is small, simple and has shown positive results.

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Flipping Professional Development:  No teacher bored in the background

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Stillwater Area Public Schools needed a better way to reach students, so they started flipping classes. When the district realized that they also needed a better way to connect with their teachers, they decided to flip their professional development as well. Read the story to find out how flipping their professional development affected teachers.

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contributed by Mike Acedo Many of us can recall instances in our lives where we found ourselves idly sitting in a classroom, eyes glazed over, half listening to our teacher as they lectured in front of the room.

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Editor's Note:This post was co-authored by Aaron Sams, Managing Director of FlippedClass.com and founding member of the Flipped Learning Network.
So you're a parent, a student, or an administrator, and you just found out that a teacher in your school has flipped their class. What impact does that have on you? How should you respond? How can you support it? Where can you go for more information?

Parents

Your child's experience in a flipped classroom is probably different than your educational experience has been. Acknowledging this fact is probably the most important step in being able to help your student. Before you start to hear chatter about how the teacher "isn't teaching any more," arm yourselves with the following information:

Flipping will increase student-teacher interaction.

One of the beauties of the flipped classroom is that it gives the teacher more individual time with each student. That means your son or daughter will get more one-on-one time with his or her teacher. There is something powerful about moving the teacher away from the front of the room, something that changes the dynamics of the class. Spending lots of quality time with each child helps teachers know students better both cognitively and relationally.

Flipping will bring added value to homework.

How many times have your children come home with homework they were unable to understand? You sat with them at the dinner table and tried to help them, but you couldn't. Or maybe you had learned something when you were in school, and your child has informed you that you "do it wrong." Another beauty of the flipped classroom is that you too can watch the videos with your kids. You can learn how the teacher presents a topic, and you will be better equipped to help your son or daughter. Additionally, viewing video content is a task that all students can complete, and all parents can help support. Concerned about equitable access to technology at home? Check out our earlier post about technology.

Your child will be able to pause and rewind the teacher.

All kids learn at different speeds, and frankly, teachers talk too fast. Wouldn't it be great if your son or daughter could pause and rewind the teacher? Well, they can in a flipped classroom.

Students

Your teacher has flipped your class. What do you need to know?

Don't just watch the video. Learn and interact.

Watching a video, or for that matter a lecture, can be a passive exercise which doesn't require a whole lot from you. As you watch a flipped video, find a quiet place free from distractions, turn off Facebook and Instagram, take notes, write down questions, and make time to learn from the content. Your teacher doesn't expect you to come away having learned everything perfectly, but she does expect you to come to class with some knowledge and background.

You will get more attention from your teacher.

You and your teacher will get more time to talk about things individually. He will be constantly moving around the room working with different students, including you. Be prepared to discuss what you are learning with your teacher. He has your best interests at heart and wants you to succeed. That is why he's implementing the flipped classroom.

You need to be engaged in your learning.

The flipped class may be an adjustment for you, because you'll need to take an active role in your learning. Being passive won't work. At first, this might be difficult, but the overall effect will be that you'll learn how to learn for yourself -- which is an extremely valuable skill to have as you mature.

Here's what to do if you're struggling.

The power of the flipped classroom model is that class time is reimagined. Instead of your teacher standing in front and lecturing at you, there is now more time for different things to happen in class. There is more time for you to get help on hard concepts, and more time for working with your peers to apply what you've learned. Make sure that you take advantage of the extra time in class to learn from your teacher and your peers, and to learn on your own.

Administrators

How can you support teachers who are flipping their classes?

Give them time and encouragement.

Trying anything new can be difficult, and a flipped classroom is no different. Teachers may need time to work together to plan lessons or create content -- give them collaborative time if you have that ability. Parents may be unfamiliar with the model -- field those phone calls and shield your teachers from unnecessary questions. When teachers face challenges or difficulty, encourage them. Let them know that you're there as a sounding board to help them overcome any issues they encounter.

Model flipping in your own practice.

If you're an administrator who is interested in bringing flipped learning to your school, model it in your staff meetings. Rather than bringing your entire faculty to the library on a Thursday afternoon for a staff meeting to tell them about a new policy, prep them with a video explaining any new information, and invite them to spend the meeting time working on ways to improve instruction at the school. Maximize the face-to-face time you have with your teachers.

Provide training.

If you want to support flipped learning, make sure it's being done well by providing training. Send your teachers to a local workshop or conference, or bring in trainers for staff development. Have expert teachers in your school train other interested teachers. Whatever you choose to do, ensure that the model is implemented with fidelity and care to give the students the best possible experience in the best possible flipped classroom.

Students, parents, and administrators: What advice do you have for other students, parents, or administrators? What are some successful ways that your school has implemented the flipped classroom model, and how have you helped support it?

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Supporting Flipped Classrooms | Edutopia

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Editor's Note:This post was co-authored by Aaron Sams, Managing Director of FlippedClass.com and founding member of the Flipped Learning Network. So you're a parent, a student, or an administrator, and you just found out that a teacher in your school has flipped their class. What impact does that have on you?

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Four Learning Strategies for flipped learning

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Four Learning Strategies for flipped learning

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The Flipped Classroom: An Avenue for Student-Centered Learning

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The Flipped Classroom: An Avenue for Student-Centered Learning

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By Judith Albanese and Sarah B. Bush, Posted March 30, 2015 -
As middle school teachers, we are faced with the everyday challenge of keeping adolescents engaged with meaningful mathematics tasks. The current world of technology draws our students' attention now more than ever. Cell phones, computers, tablets, iPads ®, and more allow students to access information at their fingertips. In 2014, The Journal published results of the Speak Up Survey about technology trends in education. The survey reported that 46 percent of teachers are using video in their classrooms and that one-third of students are accessing videos online to receive homework help. We ask, if middle school students are already accessing videos for homework help, why not flip the method of how students learn and allow students to access videos for homework and use class time to engage in meaningful mathematical tasks and discussion with their peers?

A flipped classroom model, according to the Flipped Learning Network, is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space. As a result, the classroom teacher has freedom to revolutionize the learning space to a student-centered environment in which students are engaged in their work and conversations with classmates. The classroom teacher then serves as a facilitator of learning, rather than the "sage on the stage." With the flipped classroom model, students are assigned a video that the educator has either created or found to introduce key concepts of a lesson. For homework, students watch the video, keep a record of key ideas and questions, and attempt practice problems that are prompted in the video. The following class day, students work in small groups and apply the information learned to meaningful tasks by means of hands-on activities, station explorations, or activities that have real-world or interdisciplinary connections. With the classroom teacher as the facilitator, and the students actively engaged in tasks, classroom teachers are able to nurture the development of the CCSSM Mathematical Practices in their students.

In addition to freeing up classroom time for meaningful and engaging activities, the flipped classroom design has other important benefits. For example, this design allows for differentiated instruction because students can work at their own pace and be strategically grouped with other students (rather than listening to direct instruction). Through this student-centered environment, students can engage in CCSSM Mathematical Practice 3, as they have the opportunity to construct viable arguments and critique the reasoning of others. In so doing, they can begin to take ownership of their learning. For example, when students are learning to solve multiple-step equations, there are many entry points to begin solving a problem. Student-centered learning, via the flipped classroom model, is flexible and allows for multiple solution strategies. When students complete the homework portion of the flipped classroom, they are able to re-watch the lesson to help them as they learn, allowing them to work at their own pace.

Our goal, as middle school teachers, is to help students become proficient in mathematics, with both conceptual understanding and procedural fluency, all while building students' confidence in these abilities. A flipped classroom gives the teacher the time and flexibility needed to create the critically needed student-centered environment. It is only in this type of classroom environment that teachers can begin to implement the Mathematics Teaching Practices advocated in NCTM's publication Principles to Actions: Ensuring Mathematical Success for All. When implemented correctly, this classroom design shows promise.

We encourage you to research the flipped classroom model. We also suggest that you attend sessions on flipped classrooms at the NCTM 2015 Annual Meeting or read a piece by Linda Gojak, past NCTM president, to further explore the elements of effective instruction as she considers critical questions beyond the flipped classroom model.

Judith Albanese, jalbanese@stleonardlouisville.org, is a middle-grades mathematics teacher at St. Leonard School in Louisville, Kentucky. She seeks to develop her students' conceptual understanding of mathematics by implementing instruction and activities that are engaging and relevant to her students.

Sarah B. Bush, sbush@bellarmine.edu, is an assistant professor of mathematics education at Bellarmine University in Louisville, Kentucky. She is a former middle-grades mathematics teacher who is interested in interdisciplinary and relevant and engaging math activities.

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The Flipped Classroom: An Avenue for Student-Centered Learning

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As middle school teachers, we are faced with the everyday challenge of keeping adolescents engaged with meaningful mathematics tasks. The current world of technology draws our students' attention now more than ever. Cell phones,computers, tablets, iPads ® , and more

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Play Post It- see what students are learning

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Play Post It- see what students are learning

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Interactive video accelerates learning by improving retention; we give instructors data to do more.

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

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

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

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

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

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

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

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

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

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

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

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How a Flipped Classroom Changed this Teacher's Thinking

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How a Flipped Classroom Changed this Teacher's Thinking

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A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it. I have to admit, the flip wasn't the same economic and political entity then that it is now. And in some ways, I think that matters.

Here's the thing. When I recently re-read the post, I didn't disagree with anything I'd said. Yet my brief love affair with the flip has ended. It simply didn't produce the tranformative learning experience I knew I wanted for my students .

When I wrote that post, I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom. And the flip's gradual disappearance from our learning space hasn't been a conscious decision: it's simply a casualty of our progression from a teacher-centred classroom to a student-centred one.

What is the flip?

The flipped classroom essentially reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs. Lectures are viewed at home by students, via videos or podcasts (found online or created by the teacher), and class time is devoted to assignments or projects based on this knowledge. In theory, this sounds terrific.

When I first encountered the flip, it seemed like a viable way to help deal with the large and sometimes burdensome amount of content included in my senior Biology & Chemistry curricula. So many times in the past I had thought what many science teachers must think: "I'd love to do more hands-on activities, but we have to get through the content first." The flipped classroom might offer a solution.

My flipped experiments

I first encountered the flip in a blog post. At the time, it was a relatively new idea (at least in the K12 world). There weren't any websites or books devoted to it. And while the particular post I read was actually expounding the virtues of traditional teaching vs. the flip, I thought, "Flipping could actually work."

My students loved the idea of trying something that very few other students were doing. Some of my students even benefited from watching and re-watching videos. Even so, we used it sparingly. We never moved to an entirely flipped classroom that required my students to watch lecture after lecture, day after day, by video. Even so, when we did "flip," it felt more like we were juggling the traditional lecture around than moving forward into a new learning paradigm.

We began to shift

As I shifted my classroom from teacher-centred to student-centred, my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.

What was my role? I helped them learn to learn. I prompted them to reflect on their thinking and learning, while at the same time I shared my own journey as a learner. I helped them develop skills such as using research tools, finding and evaluating sources, and collaborating with their peers. My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.

The flip faded away

As this new way of learning played out over time, my students found they didn't need me to locate or create videos for them. Instead, they learned how to learn, and they were able to find their own resources. For me, this was a much more important skill than following my directions or using the resources I told them to use.

As this shift occurred, the flip simply disappeared from our classroom. It took almost a year for me to notice it was gone. Instead, our classroom had become a place where students discovered and shared their own resources, while engaging in projects with each other. There was no need for me to assign video homework or create portable lectures. It all happened during class.

Lest anyone think we were able to do this because we learn in a high-tech school, that's not the case. We weren't a 1:1 classroom. We used whatever devices my students had, which often was a couple of iPads, a few computers, and student cell phones. There were students who didn't have a device, so other students shared. We made it work and everyone learned.

The flip is gone for good

While I may not have intentionally removed the flip from my classroom, I would never resurrect it. Here's why:

1) I dislike the idea of giving my students homework. Really? Yes. Students spend over five hours a day engaged in academic pursuits. I think that is enough. Recently I've been reading Alfie Kohn's book The Homework Myth. He has mined the research on homework thoroughly, and - overwhelmingly - it shows that homework has no long-term impact on academic achievement. That's likely shocking to some teachers.

But beyond this, I think there's more to life than being engaged in academics. Students need to participate in a variety of pursuits - sports, music, drama, meaningful jobs - to fully develop all of their talents and discover areas of interest. Furthermore, students need to spend time with their families. What right do I have impinge on this?

2) A lecture by video is still a lecture. This summer I had the opportunity to speak with a superintendent from a division outside of my own. He was curious about the flipped classroom. We were with a group of educators and he asked if anyone present had used it. Since I was the teacher with the most experience with it, I spoke about what it looked like in our classroom. Mostly I talked about inquiry learning and student choice.

At the end, he looked at me and said, "So the videos - did you make your own, or use ones that someone else had made?" My immediate thought was, "you don't get it." I was candid: "If you think it's only about the videos, then you have a really shallow definition of what this could be. The real power is when students take responsibility for their own learning."

Of course, the reality is that many if not most teachers who opt for the flipped classroom strategy are not pursuing a student-centred approach to teaching and learning. The traditional model of learning is simply being reversed, instead of being reinvented. The lecture (live or on video) is still front and center.

Learning isn't simply a matter of passively absorbing new information while watching a lecture on video; new knowledge should be actively constructed. When we shifted to a student-centred classroom, my students took control of their learning, and I quit lecturing. I haven't lectured in almost two years.

3) I want my students to own their learning. It's been stated that "At its most basic level, the flipped classroom gives students more control over their educations, allowing them to start and stop or rewind important lectures to focus on key points." To me, this isn't giving students control over their education, although it may be creating new markets for content-oriented videos and related materials.

In our classroom, we sit down with the curriculum, and students actually see what the outcomes and objectives are. We then have a dialogue about what my students' learning might look like. They have a choice over what order they are going to work on outcomes, how they are going to learn and reach those outcomes, and how they are going to show me what they have learned.

As my students worked with me to invent our own version of student-centred learning, we realized that the three questions every student in our classroom had to answer were: What are you going to learn? How are you going to learn it? How are you going to show me your learning? This became our mantra - our framework for learning. This is what it means to give students "control over their education."

4) My students need to be able to find and critically evaluate their own resources. Consequently, if I'm continuously handing them resources, they are not going to learn this skill. It's more important for my students to learn to learn than to absorb the content in any video I might make and hand to them, with most of the thinking already done for them.

What did our classroom become instead?

Last year in my Chemistry class, our last unit was on Stoichiometry, which, essentially, is chemistry math. We had approximately 10 concepts to learn in 8 weeks. Each concept built upon the other, so there was a specific route we had to follow for it to make sense. Beyond that, how we got there was completely open.

I told my students we had 10 concepts to learn in 8 weeks. They could work at their own pace, with whatever resources they chose, but in the end, we all needed to be done in 8 weeks when the semester ended. On the first day we all started in the same place. I had provided a rudimentary outline of the concepts we needed to study on our wiki (which we'd been using all semester to create our own digital textbook). My students chose the resources that helped them learn best. Throughout the 8 weeks, students sent me the ones they considered "best of the best," and they were added to our online textbook. And it really was "ours."

What happened over the coming days is that my students fanned out. Some shot ahead because they found the initial concepts quite easy. Others needed to hunker down to really grasp them. My students differentiated their own instruction. They worked at their own pace, since they chose their own resources. They could do extra work at home if they felt it necessary.

I talked to every student every day. I could look at their work, have them articulate their thinking process, and see where they were struggling. I could spend time helping those who really needed it. The thing I find about Chemistry is that many students lack the background knowledge to begin to make the neural connections that are essential for understanding it. Some students experience a great deal of cognitive dissonance, and when they do, we talk about that in the context of their brain development.

To work through the concepts, some chose on-line stoichiometry sites, others preferred pencil and paper, and still others constructed models of their thinking. One student decided to use a traditional textbook. The students who needed to talk through their thinking could do so with their peers or with me.

Essentially, they needed to construct theories as to how stoichiometry works, rather than watching a video and memorizing the equation. As Alfie Kohn states, a learning environment that promotes constructing knowledge "treats students as meaning makers and offers carefully calibrated challenges that help them to develop increasingly sophisticated theories. The point is for them to understand ideas from the inside out."

That's how most people learn best, learning things from the inside out, and I don't think lecture videos promote this.

Was it chaotic?

No. The thing that I didn't expect was that my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn't work with on a particular day, and found a different group of peers to work with instead. And to solidify what my students were learning, we engaged in hands-on activities and labs that actually used the Chemistry concepts they were studying.

For the first time, none of my students were left behind. Everyone learned Chemistry. Everyone received credit for the class. And my students became more adept at research, thinking, collaborating, problem solving, and reflecting on their own learning. Everyone finished on time.

It's not about fads - it's about ownership

I've learned that inquiry & PBL learning can be incredibly powerful in the hands of students. I would never teach any other way again.

When students own their learning, then deep, authentic, transformative things happen in a classroom. It has nothing to do with videos, or homework, or the latest fad in education. It has everything to do with who owns the learning.

For me, the question really is: who owns the learning in your classroom?

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A little over a year ago I wrote a post about the flipped classroom, why I loved it, and how I used it. I have to admit, the flip wasn't the same economic and political entity then that it is now. And in some ways, I think that matters.

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8 resources to FLIP your room!

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GACOR77: Situs Judi Slot Online Gacor Pragmatic Play Terpercaya

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GACOR77 adalah situs mesin slot online gacor dengan tingkat kemenangan tertinggi dan terbesar di Indonesia yang sering memberikan member kemenangan. Mengapa Anda harus memilih situs slot GACOR77? Karena kami adalah agen judi slot online terpercaya di Asia Tenggara. Kami adalah agen judi online yang sudah berdiri selama 10 tahun dan dipercaya oleh banyak pemain di Indonesia.

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A place to go to get information, skills and resources for the Flipped Classroo

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Home_Page - Flipped Learning Network Hub

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The "FLN" is the original non-profit online community for educators interested in learning more about the flipped classroom and flipped learning practices.

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So. You've tried flipping your class, and it didn't go well. Or you've heard about flipping and want to try the approach, but you're pretty sure it won't work in your school. Don't give up yet -- with a slight twist, flipping might be possible for you after all.

Flipped classrooms -- where direct instruction happens via video at home, and "homework" takes place in class -- are all the rage right now, and for good reason. Early research on flipped learning looks promising. In its 2013 Executive Summary, the Flipped Learning Network reported that teachers who practice flipping have seen "higher student achievement, increased student engagement, and better attitudes toward learning and school."

But successful flipping has one big catch -- if it's going to work, the at-home learning absolutely must happen. And teachers have zero control over what happens at home. For one example, we can't guarantee reliable, consistent Internet access in every household -- not yet, anyway. Those committed to flipping have found creative fixes:

Arranging access before and after school

Lending out devices

Sending recorded lectures home on flash drives or DVDs

These are all workable solutions. Still, the extra work may dissuade some teachers from making the leap. And even if the technology issue is resolved, that doesn't help with chaotic home environments or students who have a tendency to let homework slide.

Modifying the Flipped Classroom Concept

None of these problems should stop us from trying, but there's another way to apply the flipped model without the problems associated with sending the work home. I'm calling it the "In-Class Flip."

An In-Class Flip works like this. Just like with a traditional flip, the teacher pre-records direct instruction, say, in a video lecture. But instead of having students view the content at home, that video becomes a station in class that small groups rotate through. The rest of their time is spent on other activities -- independent work and group work, with some activities related to the lesson and others focusing on different course content. As with a traditional flip, the direct instruction runs on its own, which frees the teacher for more one-on-one time with students.

This video shows you how to do it:

Advantages

Besides the fact that it avoids the home-related problems of a traditional flip, the In-Class Flip has other advantages as well:

1. The teacher can observe whether students are really watching. When attention starts to stray, the instructor can get students back on track right away. To boost accountability even more, try a platform like Educanon, which allows you to embed any video into an online multiple-choice assessment that you create yourself.

2. The initial exposure to the video content has a better chance to sink in. The teacher can answer questions with more immediacy. And for students who struggle, the instructor can send them directly back to the video for a refresher.

3. Hardware is (presumably) safer. There's less risk of a device getting broken or lost if it remains in the classroom.

Challenges

In-Class Flipping is not without its own challenges:

1. It doesn't make for tidy one-period lesson plans. With short daily class periods, you won't be able to do a single-day flip. You need enough stations to provide work for students who haven't seen the video and some for those who have. That kind of rotation takes time. Instead of individual days, plan in bigger chunks of time where students have weekly goals and can reach them at their own pace, in any order. Traditional flips pose similar management challenges, but experienced flippers have figured out how to make it work. The discussion forums on the Flipped Learning Network offer great ideas and advice.

2. More preparation is required at the beginning. Setting up and fine-tuning stations -- not to mention recording videos -- takes time, so start slow. Once you've been flipping for a few years, you'll have stations and videos that can be recycled.

3. Technically, you don't "gain" more class time. Because the traditional flip moves the direct instruction outside of school hours, there is more time for classwork. The In-Class Flip can't do this. But think about those cases where traditional flipping results in unevenly prepared classes -- in these scenarios, the teacher has to catch up students who didn't do the home viewing, so the net gain may ultimately be pretty low.

Flipping is a great way to take advantage of new technologies, and it's still in its infancy. If it hasn't worked for you yet, don't throw that baby out with the bathwater. Try an In-Class Flip.

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Modifying the Flipped Classroom: The "In-Class" Version | Edutopia

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So. You've tried flipping your class, and it didn't go well. Or you've heard about flipping and want to try the approach, but you're pretty sure it won't work in your school. Don't give up yet -- with a slight twist, flipping might be possible for you after all.

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TED-Ed celebrates the ideas of teachers and students around the world. Discover hundreds of animated lessons, create customized lessons, and share your big ideas.