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Before we start talking about the Blended Classroom, we need to first talk about the Flipped Classroom. Please take a moment to look at the graphic below. This will give you a very good, short view/explanation of the flipped classroom. You will find more information below the diagram, which will explain how this teaching model will be used this year in IB Physics (and eventually Chemistry in coming years).
Created by Knewton and Column Five Media
What is a “flipped classroom?”
The flipped classroom is the brainchild of Jonathan Bergmann and Aaron Sams who are pioneers in the field of using vodcasts (recorded lectures) in the classroom. They have devised a new method of teaching called Pre-Vodcasting and the Flipped Classroom. In this model, students watch vodcasts at home and class time is spent in engaging hands-on activities and directed problem solving.
YouTube - Learning4Mastery's Channel
Mike King - http://prezi.com/ivuhaz2r8q9-/the-flipped-classroom/
The Flipped Classroom Explained In 22 Minutes - By Aaron Sams - Screencast.com
Why a “blended classroom?”
A blended classroom is one where many of the activities and practices of the flipped classroom are in play (instructional videos, online simulations, etc) alongside many regular instructional activities that students are accustomed to (face-to-face teaching, class discussion, etc). It gives students a way to delve into material on their own while still having the support from the teacher and class.
Why a “blended classroom?”
I am always looking for a way to create a learning environment that allows for me to work with, interact with, and engage in learning with each student EVERY SINGLE DAY! Over the years it has become more difficult to interact and engage with each student, every day, no matter how hard I've tried.
Using the blended classroom will allow me to work with, interact with, and to engage in the learning process with each and every student, each and every single day!
This will also allow for me to work with and monitor each students progress toward the learning targets developed from the IB Physics Curriculum. I will be able to quickly assess if a student does/doesn’t understand the learning target(s) while they work through the formative and summative assessments provided in each unit we will study this year.
Also, look/listen to the success such instruction is bringing to those that are using it, like the Khan Academy!!!
Ted Blog - Let's use video to reinvent education: Salman Khan on Ted.com
Questions You May Have:
1. What if my son/daughter doesn't have access to the internet from home, how are they going to be able to watch these videos?
If access to the internet from home is not available, or "dial-up" is the only available internet access , I will supply students with a DVD/CD with the video so that they can watch it at home.
If a student does not have access to a device that will play a DVD/CD, I will address this individually with the student and parents/guardians.
2. What if my son/daughter doesn't watch the lecture notes at home, what will they do in class the following day?
What we do not want this to turn into is a classroom where students are watching videos and then going home to do the work. I want the students to come to class prepared to do the work! There are going to be times where a student didn't have the time to watch the video(s) at home (family emergency, internet was down, etc.) and exceptions can be made, but I do not want this to be a reoccurring problem.
If a student continues to come to class without having watched the video(s) at home the following action(s) may take place (not limited to any/all of the following):
- Contact will be made with parents/guardians to address the issue.
- Student will be referred to the IB Coordinator
- A meeting will be scheduled for the student/parents/guardians to address the issue.
- A meeting will be scheduled for the student/parents/guardians to address the issue in the presence of an administrator or counselor.
3. How can an 8-10 minute video lecture (vodcast) be used to replace a lecture that took an entire class period in years past?
This is a great question!!! The very easy answer is that this model of teaching is much more efficient!!!
1. There is not time spent disciplining students that are not paying attention during lectures.
2. There are no interruptions (phone ringing, someone knocking on the door, etc.).
3. There is no stopping to answer student questions (sometimes good questions and sometimes questions that are asked in an attempt to take the class off-topic).
Also, there were only a few times in previous years where an entire class period would be used to lecture. Most of the time a lecture would last 20-30 minutes, leaving 20-25 minutes for students to begin a formative assessment (homework questions, lab questions, test review questions, follow-up reading about the content we just discussed during lecture, etc.). Using the blended model, many of those things that would cause lectures to take more time are now removed and by doing so the lectures are now shorter!
4. What does a “blended classroom” require of you as a parent?
The “blended classroom” enables you as a parent to be more involved (and more easily involved) in your student’s science education. Below, are several ways you can help:
1. Provide your student with a quiet place to watch the lecture video (preferably with headphones to limit distractions). If Internet or computer access is not available at your house, provide your student with the time to stay after or come in before school to watch the video in the school library or our classrooms.
2. Ask your student questions about what they watched and have them explain their “Check for Understanding” answer, or present their notes to you out loud.
3. Take a peek at their “Check for Understanding” answer yourself to make sure it sounds complete and makes sense.
4. Read the questions they may have asked/written down while watching the video (if they are not asking questions along the way, encourage them to do so). See if they can answer their own questions after they are done with the notes.
5. Encourage them to take their time while watching the videos. Remind them that they can pause, rewind, or re-watch portions of the video when the teaching is going too fast or when students need a minute to make sense of what was presented.
6. Watch the videos with them so you can learn along with them and help them when it comes to doing regular practice at home!
5. What does a “blended classroom” require of your student?
The only thing that is different is the type of “homework” that they are doing. Instead of doing a homework assignment that the student may get stuck on, find too difficult and then quite or copy from someone else, students simply have to watch a video, take notes, and reflect in a summary and/or question. Students are expected to come prepared to class each day with the background knowledge of each concept, and ready to continue forming their deep understanding of it. Students are not expected to have full mastery of the content before they arrive in class, although some students may be at that level.
The flipped classroom requires your student to take responsibility for their learning in several ways:
1. Students must plan time to watch the video when they are still fully awake and able to focus.
2. Students must take initiative to re-watch videos they need to see again.
3. Students must make sure that if they are absent, they still watch the required videos (when able), and come to class prepared.
4. Students must make sure that they take initiative to communicate with us either online or in person if there are issues with watching the videos. This includes coming and seeing me before school, during enrichment, or during lunch to watch the videos before class begins, as often as possible.
6. What resources and tools will be using specifically in your class?
We will be using a mixture of resources and tools for various activities and units throughout the year. For the most part, we will use the following resources and tools on an daily/weekly basis:
1. Google Classroom - Edmodo is a online classroom where students can view matierals, post questions, have discussions, and get alerts about changes in the class. Students will also be able to use this website to take completion assessments at the end of each part of the unit. These will count as a grade and will have a time limit on student completion.
2. Youtube.com - Vodcasts will be placed on the class youtube channel for students to watch, comment, and discuss. Youtube will not work on school computers but if your student has an iphone, ipad, or other mobile device, he/she should subscribe to the channel for home/roaming use.
3. Teachertube.com - Vodcasts will also be placed on the class TeacherTube channel for students to watch, comment, and discuss. TeacherTube will work on the school computers but may not work on all devices.
4. Google.com - Google has many different applications that will be useful to this flipped classroom. Your student current has a gmail account through the school which can assess these apps.
-Google Docs - Students who do not have a word processor on their computer or tablet can use this google app for free. Although it doesn't have all the bells and whistles that Word or Pages has, it is a easy to use online processor that can be assessed anywhere. You can also create documents as a group and edit them on google docs in live time. This is great for study groups before a test or a collaboration on a project.
-Google Forms - After watching vodcasts, students will be required to complete 2 or 3 questions via google forms to "check for understanding." Besides videos this is the only thing that they will need to do outside of class. This will give me a picture or what they know and what I need to help them understand. These are not a grade, however, if the student does not complete them it will have an adverse effect on their grade in the course.
-Google Calendars - Students can check the class page's calendar here for year one or here for year two for important dates. If your student has a problem with time management or does not keep a agenda currently, I HIGHLY suggest he or she utilize google calendars. You can input due dates, test dates, and other important information and get notifications on your phone or emailed to you. You will never forget about homework again. This is a critical thing that IB students should try to get from day one, a student who doesn't plan, doesn't succeed. Part of planning is scheduling and google calenders is a great tool for it!
5. PhET Simulations -Students will use this online simulation software database to broaden their understanding through visual learning and experimentation. PhET will be used in every topic that we will talk about in IB Physics because it is exactly like doing a lab, but without the set up and materials. Everything is on the computer. For instance, we do not have the technology in the classroom to see atoms on the atomic scale and thus see how they decompose during radiation, however, in a PhET simulation we can right on your students device or computer!
6. Online Stopwatch - A online stopwatch that will be used for timed lab experiments.
7. The Physics Classroom - A great physics resource that contains tutorials and practice problems that will be used as a supplemental source of problems for students that want/need more practice. If a student finishes a unit early this is a great resource to get some extra review so that he or she can claim mastery!
8. Khan Academy - Vodcast source for students who need more lecture than what I can provide.
8. What research has been done on the flipped classroom model of teaching? What results did the research collect to support (or not support) this teaching model (there are more, but here are a few to start)?
The Thayer Method: A Novel Approach to TeachingBiochemistry
History and Effectiveness of Mastery Learning in Mathematics: From B.F. Skinner to the Internet
The Daily Riff - How the Flipped Classroom Is Radically Transforming Learning
Clintondale High School in Clinton Township, Michigan - The Flipped High School
I still have questions?
Great! I always tell students that questioning is an indicator that you are trying to understand the material at a deeper level. Feel free to contact me anytime. I am always excited to start a new school year, and look forward to the challenges ahead. As things do change, please let me know of any feedback, comments, concerns and/or questions you have about the process and/or method throughout the year.
Thanks for your time, and here’s to a great school year!
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