A Beginners Guide to “The Flipped Classroom” Model - isacs
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A Beginners Guide to “The Flipped Classroom” Model George Phillip 5 th and 6 th Grade Social Studies Teacher
Transcript of A Beginners Guide to “The Flipped Classroom” Model - isacs
A Beginners Guide to “The Flipped Classroom” Model
George Phillip5th and 6th Grade Social
Studies Teacher
My Exploring
Clintondale High School
Aaron Sams
Myth #1The flipped class is the same thing as Khan Academy at home every
night.
• http://blog.wsd.net/skamp/
Myth #2All content should be taught through videos.
Myth #3The teacher can relax during class
Myth #4The flipped class is the “magic bullet” for education.
So now what?
The Nuts and Bolts
• Screen-capturing software
• Video inking
• Video sharing
• Hardware
• Reflecting
• Hosting
Screen-capture software: Mac
Screen-capture Software: PC
Video Inking
Omnidazzle FormulatePro PowerPoint
Video Sharing
Hardware
Microphone
Tablet
Reflecting
Hosting
Pre-made video’s
Screen-capture Software:iPad
Screenchomp
Showme
Explain Everything
How do you want to “flip”?
Mastery of Content, Cycles of Learning, Flipping w/o Videos
How NOT To Start A Flipped Classroom
• Start with a different grading system
• Self paced from day one
• Student-picked groups all the time
Basics of Flipped Classroom
• Content delivered at home instead of in classroom.
• Show up to class to apply what students learned at home.
• Teacher is now a guide; more 1:1
• Students continue to “master” content.
Mastery of Content: Philosophy
• Mental adjustment of teacher
• Students no longer passive learners, teacher not a lecturer
• Students don’t receive zeros for missed work
• Students receive weekly grades
• Students direct their own learning
• Students are not allowed to move on until they demonstrate mastery of current content
Mastery of Content: Management
• Grading
• Participation - Progress through unit; learning objectives; 10%
• Homework - List of assignments to complete each week; % completed; 30%
• Quizzes - Inquiry based or task-oriented (labs, investigations, papers, projects, ect) counts as quiz grade. Graded on pre-designed rubrics. 20%
• Exams - Students still need to learn to take tests. I use written tests, but can use online systems. Students do not move on until they reach 80%. May also use projects, labs, or other self-designated and approved assignments. 40%
Mastery of Content: Management
• Managing Class
• Students work at own pace.
• Accelerated students can work ahead and others get more individualized help.
• You have to know content because it will all be called on at one point or another.
• Not an excuse to stop teaching.
• Instead of a corporate body of students, teaching one-on-one, answering specific questions and correcting misconceptions as they aries.
• You will be busier that ever, but student achievement improves because they can get all personal attention.
My Explore-Flip-Apply
• Start with a hooking activity - SQ3R or KWL
• Have students read and answer questions.
• Watch video at home and fill in gaps (if any)
• In class, students either answer critical thinking questions, role-play, read and analyze primary sources, lead discussion groups, ect
• Take quizzes or tests, when ready.
Example: 5 Themes of Geography Project
• Brainstormed 5 themes of geography
• Showed a video over farming
• Discussions over what theme/themes fall into farming
• Watch vodcast over the 5 Themes of Geography
• Assign groups to a theme
• Students then created an activity to explain their theme to second graders
Reverse Instruction w/o videos
• Primary sources
• Research
• Blogging
• Fishbowl
Fishbowl Example
• Causes of the American Revolution.
• Divided students based on academic ability.
• Each was given different primary sources to causes of American Revolution.
• Worked in groups to digest information and summarize importance of their event.
• Each had a representative in Fishbowl to discuss their sides viewpoint, and others took notes on how what was said.
Inquiry-Based History
• Having your students do the work of historians in class.
• Primary/secondary sources about an era/event.
• Analyze past by creating meaning, synthesize information and create their own understanding of past.
• Connection to current events.
• Allows students develop skills are essential to democracy and building deeper understanding.
Helpful Websites/Blogs/Other• http://flipped-learning.com/ - Jon Bergmann - @jonbergmann
• www.cyclesoflearning.com - Ramsey Musallam - @ramusallam
• http://flippedclassroom.org/ - collection of Flipped teachers across the world.
• www.thethinkingstick.com - Jeff Utecht - @jutecht
• Twitter chat every Monday night 8 pm EST #flipclass
• http://www.brianbennett.org - Brian Bennett - @bennettscience
• Daniel Pink - The Flipped Manifesto - Free Download
• www.flippingwithkirch.blogger.com - Crystal Kirch - @crystalkirch
• www.fi.ncsu.edu/fizz - North Carolina State University
