Facilitator Notes: Flipped Classrooms PDA

8/13/2019 Facilitator Notes: Flipped Classrooms PDA

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Flipped Lessons PDA

Presenter’s Guide Your Notes:

Day 1

Part One: Defining flipped learning environments

1_ Participate in a flipped lesson: participants will be asked to view a

video before they arrive and answer survey questions about the video.

Then in the PD we will do an activity related to the video. This is a

presenter’s choice, but should embody a GOOD video. Either curated

or created, with an accompanying survey piece. Then there should be

an active engagement task presented on the first day.

Discussion Questions:

Did we…

Actively engage?

Utilize peer instruction?

How did the video viewed previous to class time prepare us?

o Was it a pre-training?

o Or a priming type of experience?

(40 minutes)

2_ Posters around the room. First, participants in groups of 4 will

brainstorm and then create a definition of the Flipped

Classroom/Lesson. Then we will split the entire group into two groups

of 5. Each group will start at a poster. Each group will have a different

color marker. One poster will have them write their definition, others will

have questions that they will answer as a group/individually as they

rotate around the room to each poster.

Posters 1 and 6: Defining the Flipped Lesson.

Posters 2 and 7: Reflect on your experience in the Flipped Lesson

presented today. Post your reflections here.

Posters 3 and 8: How many times have you presented a flipped

lesson (tiny sticky notes for peoples names and the poster will have

number range 0-50. This will make a bar graph that we can use

later in the group sorting). Posters 4 and 9: What do you want to learn most about in this PDA?

Posters 5 and 10: What are excites you about this model? and what

are concerns you have with this model? (divide poster into two

columns for their responses).

(30 minutes)



3_ Comparing Definitions. Read the article on Flipped Classrooms.

Discuss the definitions and ours. How are they alike and different? Is

there anything that can be added or modified? (this definition can

continue to be developed over the course of the PD)

Work Session I

4_ Flipped Lessons and Classrooms. Short lecture on the benefits and

use of the flipped classrooms (ppt)

(20 minutes)

5_ Participants form workgroups based on their

interests/needs/expertise. (“4 corners”)

Each group will have a facilitator. When they break up into smaller

groups it will be to make their presentations. For now it will be 4 large

groups. Each group should have a large poster for recoding ideas and

brainstorming and then making subgroups. Some ideas are to make

subgroups based on topic, particular workshop, or grade level or

concept. These should be on 4 posters around the room. The titles will

depend on the group. For example if the PD consists of science andmath teachers from middle and high school, then the 4 groups would be

science/Middle; Science/high school; math/middle; math/high school.

OR the groups can break up according to topic. If these groups are

larger than 4 people each, the group will have to subdivide into smaller

working groups. No small group should have just one person. A group

of 5 is probably too large. Take some time to share out initial ideas,

make sure to check in with groups as they are working.

(20 minutes)

6_ Collaborative planning/brainstorming for flipped lesson. Drivingquestions: “What is the best use of in class time? What is it you rush

through or don’t have time for?” Goal is to make a plan for the active

engagement class time FIRST, and begin to think about how the media

component can support classroom engagement. Should be LOTS of

time for brainstorming and considering options, setting goals, etc.

(90 minutes)



7_ Curating or Creating media or mining for good media. Does it always

have to be a video? What about just audio? What is appropriate for the

lesson? How long is enough? Provide participants time to peruse the

resource list/find a resource or provide one. (e.g. NOVA, Ted Ed:

Lessons Worth Sharing, Numberphiles…). Begin to see/search for

media that will provide the pre-lesson for the engaging lesson. Use the

resource list to begin searches. People should stay with their groups.

The goal is to choose a media piece that supports the goals of their

lesson. One thing to remember is that teachers should be

knowledgeable of the resource that they use before having their

students use it, but that curating resources is highly beneficial.

(20 minutes)

8_ Assign Readings. Jigsaw reading: everyone reads chapter one, then

their assigned chapter. Number 2-8 to read chapters 2-8.

(10 minutes)

Day 2

Part Two: Exploring the flipped lesson concept

Option One: Panel of Experts

1_ Discussion panel presentations. If you have access to some

teachers or professors or presenters who have had experience with the

flipped classroom invite them here. During this portion participants will

be able to see what the members of panel has created to implement the

Flipped Classroom.

(90 minutes or about 20 minutes for each panelist)

2_ Discussion Panel Q and A. Questions have been compiled fromnotecards collected from the day before and are presented to each

panelist.

(30 minutes)

Option Two: Video clips of flipped classrooms and teachers.

1_ View some teachers talking about flipping the classrooms. Teachers

will want to take notes during this time.

Recommended online resources:

Ted talk by Kahn

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_e

ducation.html

Michelle Rinehart: How we teach is the message

http://howweteach.com/author/michellerinehart/

The Flipped Classroom (Aaron Sams)

http://www.youtube.com/watch?v=2H4RkudFzlc#t=20

(30 minutes)

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html












2_ Discussion about video clips: Highlight common themes and

differences between the ways the teacher conceptualized the Flipped

Lessons/Classrooms. This article conceptualizes the non-negotiable

elements in the flipped environment that you’d want your teachers to

realize.

http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-

classroom/

(30 minutes)

3_Creating media pieces. Characteristics of effective media creations.

Effective creation and introduction of possible creation tools. This piece

will vary greatly on the presenter’s expertise and available resources to

the teachers in the PD. Teams of teachers creating these pieces is

encouraged. Remind teachers that every lesson does not need a video.

This flipped environment requires an understanding that the goal is to

create engaging classroom time, with the addition or flipping of lectures

at home and doing science and math in the classroom.

(20 minutes)

Work Session II4_ Mini lesson on using Educreate (or other common resource). A brief

introduction of the resource t be used with the intent on monitoring

groups and helping them use the creation tools as they see fit.

(15 minutes)

5_ Group work and planning. Groups finalize lessons. Each lesson

includes both a curated piece and a created piece and the plan for the

face-to-face lesson. Groups will present their plans on Day 3.

(90 minutes)

Day 3

Part Three: Research backgroun d and sh aring resources

1_ Research on Flipped Lessons. (ppt) The resources use to create

this power point are listed on each slide. Basic summary is that

extensive research on the flipped classroom design has not been

conducted, but that the structure of the design allows for the

implementation of best practices in teaching, such as active

engagement and formative assessment.

(20 minutes)

2_ Jigsaw Reading Activity First teachers meet in teams where they

share the same chapter (expert group) and take notes on the most

important components of the chapter. Then they re-organize

themselves to discuss in groups of 7 (home group) where each chapter

is represented and each chapter is discussed in sequence.

http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-the-classroom/







Expert Group

Form teams of 3 to 4 with people who read the same chapter.

What is the chapter about?

What are the highlights of each chapter?

Are there any “golden lines” ?

Is there anything you disagree with or confused you?

What important aspects of the flipped classroom were new or

interesting to you?Home Group

Form teams of 7 with one representative for each chapter that

was assigned.

Then each person will share their “expert knowledge” with the

home group.

(40 minutes)

3_ Present flipped lessons created by teams. Each small group

presents their flipped lesson to the group. Options for

discussion/feedback include notecards that each person fills out

noting questions they have about the presentation, things they

learned, and suggestions for the presenters. The environment

should be collegial in acknowledging that these are first time

practices of the concept. Each presentation should

demonstrate the use of one or both types of media (curated or

created), and accountability piece in which students will show

they have watched the video and some information the teacher

gains about her students. The accountability piece should be

short (3 to 4 questions).

provide an opportunity for an engaging classroom lesson that is

connected to and supported by the media piece.

Audience Responsibilities What is the focus of the proposed lesson?

How does the “Before Class” support the “Active Classroom”?

Do you have any questions for the presenting group?

(about 10 minutes per group)

4_ Wrapping up. Have groups discuss their definitions of the flipped

classroom with each other in table groups. Then have the teachers

regroup by counting off at posters (3-4 persons at each poster) to

complete the Flipped Classroom IS and IS NOT. This is a good time

to bring up in effective teaching practices in the use of this model.



5_ Final Thoughts and where to go next. This portion is completely

up to the presenters. We have provided a list on the ppt slide as

well as comments from Mike Wallace. This is the time to emphasize

engaging lessons and the benefits as well as the possible

drawbacks. Important are the next steps, parent involvement and

administrator buy in and well as informing stakeholders of this

process. Other suggestions are to set up ways for participants to

share effective lessons and resources with each other, and follow-

up meetings.

Notes:

The flipped classroom PD can be used in conjunction with any other

content or pedagogy PD. For example if the teachers are involved in

a PD on teaching and learning chemistry or algebra, these same

teachers can create a flipped lesson based on what they have

learned. After using the flipped lesson they can bring back reports

on how it worked, how they would improve, what they plan on doing

next.

Facilitator Notes: Flipped Classrooms PDA

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