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What is Flipped Learning? Jon Bergmann

Blooms Taxonomy:

A Busy Professors Guide to Sanely Flipping Your Classroom

Dr. Cynthia Furse

Taking Notes: Sanely Flipping Your Classroom:

5 Things you should know before you Flip Your Classroom

Getting Started with the Flip:

Curating or Creating Content:

1. Start Small - Ask this question: What do students ask me to repeat over and over?

Start with this. Blooms taxonomy, Knowledge and Understand categories are moved from in class lecture to other delivery methods. Use class time for higher level Blooms: Apply, Analyze, Evaluate, Create

2. Find an existing Flipping teacher in your topic area as guide on the side. (See By Subject. Add to your PLN -join groups at Flipped Classroom Ning: http://flippedclassroom.org/)

3. Create a concise video, curate an existing video or website that explains and provides the basic knowledge and understanding. Tips from Jon Bergmann:

http://jonbergmann.com/making-quality-flipped-class-videos/

4. Post your instructions & video on a site that students will have access to,

  • Put on flash drives(for students who do not have internet access.
  • Use a webpage (weebly or google sites),
  • Use Learning Management System(LMS) already available in your school district. Some LMS used: Moodle, Blackboard, or online:Sophia.org, Edmodo, Schoology , Open Class.

In Class - Getting Started:

1. Teach and practice with students: how to watch the video, and how to take notes at least once in class. Practice asking questions.

Use a note taking activity or form: WSQ (Watch, Summarize, Question) that fits your needs.

  • Use offline Google Drive & WSQ on Chromebook - no internet needed at home to watch videos
  • English Language Arts - Middle School by Ms Spikes

Use VideoNote.es with Google Chrome:

Take notes while watching the video. Notes link back to the video for re-watching, if needed.

2. Teach students time management, workflow and project management skills:

English Language Arts-High School: Time management

  • Work Plan choices in a flipped classroom - Diane Buchanan

In Class Activities: (Spend most of your time at this step.) (See By Subject for more ideas, details)

1. Ask this question: What is the best use of my face-to-face class time?

2. Define and create activities to support the topic for the classroom.

3. Set a timeline/daily schedule for your unit. What are the milestones/progress you are expecting to see?

Before Class:

1. Assign video and work packet to students with specific instructions and expectations.

Google Forms (Watch, Summarize, Question) can be used to collect students' information. Google Form now allows videos right in the form.

2. Use a method to help students focus while watching video/reading. Use notetaking, guided notes or google forms to help students with notetaking and giving you a benchmark to student progress.

Crystal Kirch created and uses WSQ - (Watch, Summarize and Question) form. WSQ google form on this page

3. Using a Google Form for notetaking provides the teacher with information about which students are ready and prepared for class. See example of WSQ Google Form on this page.

During Class:

1. Activities in the classroom: Apply, Analyze, Evaluate, Create using collaboration, teamwork, discussions.

2. Post tasks & timeline and deadlines for milestones, quizzes, tests etc.

Example:

Day in class:

Review of assignment:

  • Discussion of video, review of questions in notes or WSQ.

Group work:

  • Apply learning - group work for specific topic, labs, stations.
  • Group Help (students who are behind or are experiencing difficulties)
  • HANDS-ON -labs, Mastery Learning Project work - Project Based Learning, Inquiry Based Learning, UDL, Mastery Learning, other hands on activities

Reflection:

  • What was successful? What was not?
  • Student feedback?
  • What can I change or improve?

The In-Class Flip

Students with no Internet or homes not conducive to learning ? Get started with stations in your classroom with In-Class Flip.

Before I even get into the system I use, I want to mention that I have been working hard on having "I can" statements that go with every unit. I refer to those statements throughout the videos, discussions, etc. They are also always posted on my classroom wall.

To start out, the students all go home with a calendar that we have filled in together that maps out when each student should do each video. They can certainly move faster than our schedule, but not slower. They also get a cover sheet that has our guiding questions, required videos and required problems on it.

Each night (or every other night) the students come to class having completed their WSQ's. Basically, they Watch the video (and take notes), Summarize the video (answer the guiding questions) and write an example Question...get it, WSQ. We host our videos on our Youtube channel: http://www.youtube.com/user/kh5thgrademath Here's one example of a video for those of you interested in checking them out. We try to add humor into our videos...if at all possible. I found that throwing in little songs at the end & not being afraid to be goofy helps a lot (for an example, tune in to 8 min 40 sec).

Here is an example of what the guiding questions looks like to the students. I try to make the guiding questions some of the higher levels of Bloom's Taxonomy.

After they have their WSQ's done, they sign up to meet with me. I typically meet with a group of 4-5 students. The first thing they do is check each other's answers from the video. If anyone got something different from the group, it's their job to help them figure out what they did wrong, and why it was wrong. This is also a great way for me to tell who was just writing down what I write, and not really doing any practice. After they do that, they call me over to discuss the guiding questions. This has helped me a lot in regards to time management, otherwise I'd spend all my time in discussions, and no time working on practice problems.

Once they get the all clear from me, they work on their practice problems (these are what used to be homework). They self correct their answers and then can quiz on the learning goals. I keep track of this is a couple of ways. First, I have my master copy of who's done what (if I ever lost this I would be in major trouble!). The date of the discussion is marked on the chart. Once they take a quiz, it is either marked with pink or green (pink means they didn't pass, green means they did).

Each child also has a file folder where I keep all their quizzes. At the end of a unit I send it all home for them to study from. I also have a file for each learning goal, so the students can access the quizzes when they need them.

I think the last organizational tid-bit I have for you is my folder system. I have a folder where I keep my master highlighted page, as well as all the answer keys to the quizzes. I've found that having an answer key easily accesible makes getting the students immediate feedback much more doable.