Instructions
Your personal page serves at least three purposes. It is a place for you to:
take notes
enable your flipped presentation
submit your individual assignment
Use the rough scaffold below as a guide. You may add headers and content, but not remove any.
Part A: Imagine that you are submitting a Wikipedia article on the flipped classroom. Draft your article here. Bear in mind that your writing will be public and subject to scrutiny and critique. What would you write to educate others like your school principal and colleagues about the flipped classroom.
Part B and C: You are a manager of other teachers, Suggest a plan for a group of teachers to flip their classrooms. Prepare a flipped presentation in Part C to get formative feedback on your plans.
Refrain from uploading presentation or other files to this space. Instead, host your files in the cloud and embed them in your page. For help on how to do this, refer to the iTunes U courses provided by CeL in the Resources section or search Google or YouTube.
Name: Kenny Chin Peng Kiew
School: Pei Tong Primary School
Role: HOD Science
Part A: Article on Flipped Classrooms
1. Definition and origins of the "flipped classroom"
Flipped Classrooms is a pedagogy that involves reversing traditional teaching methods, delivering instruction online outside of class and moving homework or discussion into the classroom. It typically involves students consuming content at home first and then in the classroom, teachers will engage them in higher order type of activities to enhance their learning.
The origins of Flipped Classroom is often credited to 2 chemistry teachers Bergmann and Sams who started to use such an approach in 2006.
2. What the flipped classroom is/is not
There are many ways or dimensions where Flipped classroom can take shape. In fact, teachers who flip their classrooms typically do it using different platforms and they embrace
different activities in order to maximize the learning of their students depending on the profile of the students, the specific learning outcomes, assessment needs and etc.
Misconceptions
There are many misconceptions about Flipped classrooms. Some of them are
a1) It is just about online videos
The online content need not be restricted to only videos. While videos is the prevalent form (as it is the most engaging and the most preferred form by students these days), it can take the form of animation, comic stripe, online text and etc
a2) It is about replacing the teacher
While delivery and consumption of content is done online at home by students, this does not replace the teacher at all. In fact, the teacher plays a critical role in the classroom. The teacher can be involved in clarification of understanding, helping students to make inter-connections, facilitating collaborative learning, helping weaker students with assignments and etc.
a3) It is just an online course
If students is simply consuming content online without any other interventions or activities in the physical classroom subsequently, then it might be considered an online course. But in a Flipped Classroom, students are engaged in deeper learning in the classroom. They are receiving remedial help or given clarifications or challenged to learn more or deeper in the classroom. Importantly, they are engaged in learning in the classroom, unlike an online course.
a4) it is totally unstructured and open
Flipped classroom lessons should be structured, be it during the online or classroom part. Online content will be designed to meet specific learning outcomes and monitoring mechanisms can be put in place. In the classroom part, structures can be put in place with clear classroom management strategies and with clear pedagogical considerations in the design of the lesson.
a5) students are working in isolation
In fact, there will be more collaborative learning opportunities in a Flipped Classroom approach. Students can be tasked to exchange their view points in a online forum and in the classroom, they can be involved in learning stations, cooperative learning strategies, hands-on activities and etc.
a6) It is just a means to increase curriculum time.
While Flipped Classroom may be seen to be increasing curriculum time at first glance or first read, it should be viewed from the perspective that precious curriculum time is spend on effective intervention or activities to enhance learning. Even if students are completing assignments in the classroom with help from the teacher, Flipped classroom will help to lessen the time taken to do or struggle through homework at home.
Flipped Classroom is about.....
Having discussed the misconceptions of Flipped Classroom, it may be useful to emphasise what Flipped Classroom is all about. Through this approach, the teacher can help to develop and inculcate collaborative and cooperative learning among students. It is about the effective use of classroom time to promote higher order learning or correcting misconceptions or giving feedback. Teacher is about to provide guidance when it is needed most, which is when students need to work on assignment or homework. It is a blended form of instruction and it involves planning and executing differentiated instruction to cater to individual students' needs or learning styles.
3. Designing, developing, evaluating, and managing flipped classrooms
The first thing that a teacher must do before embarking on Flipped Classroom is that he or she must take on a fresh perspective. There must have a mindset change. This involves teachers having to be more humble and more transparent and to be prepared to be co-learners with the learners. The teacher should stop taking the position of being a transmitter of knowledge but a facilitator of knowledge and skills acquisition for the learner.
During the initial phase of planning for a Flipped Classroom approach, a teacher may want to consider the following issues / aspects.
- start with the end in mind
- identify the appropriate tools to use
- design clear instructions for the learners
- set clear expectations for the learners
- plan and ensure IT access
- plan for contingencies
- keep parents informed.
Keeping parents informed before the start of a Flipped Classroom approach is very important. Parents need to know the rationale of why their children are watching delivery of lessons online, the estimated frequency of online content, average online time required, broad expectations of students' online behaviour, online monitoring mechanisms, and etc. For instance, a teacher may want to set up a communication channel to communicate to parents as and when there is an online lesson to be watched or a teacher may want to set up structures like having certain fixed days of the week for the online activity or fixed timings in the night (when discussion among students is needed and can be maximized). Such communication will help to allay resistance and fears among the parents.
Designing online component
Once the teacher has done all the initial ground work and planning, a teacher may want to start Flipped Classroom in a small way. When designing the online component for the Flipped Classroom, it is important for the teacher to consider the following
- Keep the video / comic / animation short. To be effective, the video should be about 3 to 4 minutes long, max 6 minutes.
- spell out clear rules for students
- state clear instructions; what to do and what to deliver
- Good practice to get students to take notes
- introduce monitoring mechanisms
It is important to keep the duration of the online content appropriate. As learners may have to pause or rewind the content in order to absorb the learning better and thus, actual time spent on viewing the content may be 2 or 3 times longer. The teacher should also design monitoring mechanisms to track if a student has viewed the content or if the student has indeed watched from beginning to the end and fast forwarding to the end. There are many ways to monitor this. One way is to plant a couple of questions in the video at specific intervals for students to post an answer or reflection in other forums or simply taking down notes. Still, there may be some students who may fail to watch for certain reasons. In such cases, the teacher may need to prepare for such a contingency the next day and provide opportunities for them to "make-up" for the watching before or during the classroom lesson.
Designing for physical classroom lesson
When the students return to the physical classroom in the following lesson,the teacher should make full use of the class time by planning for the following possibilities to enhance the learning of the students
- effective facilitation or questioning to deepen and widen students' learning
- hands-on activities or inquiry-based learning
- assessment and identification of need to provide personal support for slower progress students
- opportunities for collaborative learning among students
- differentiated instructions to cater to different needs of students
- development of 21CC skills and competencies among students
Online tools
Increasingly, there are many online educational tools that can support Flipped Classroom
Some of the tools that can be used are
- Edmodo
- Google docs / Google sites / Google+
- Padlet
- scribblar
- todaysmeet.com
- popplet.com
- dropbox
- screencast-o-matic
- socrative
- toondoo, goanimate and powtoon
- Youtube
Essentially, Flipped Classroom is an approach that can help develop greater students’ ownership in managing their own learning. Multiple Assessment for Learning platforms like the ones mentioned above will help give timely and varied feedback to the teacher on students’ learning and also the effectiveness of the Flipped Classroom approach.
Managing Flipped Classroom
In the online component of a Flipped Classroom, clear rules on online behaviour must be spelled out very clearly. Some monitoring mechanism must be in place to check and ensure that all students are following the rules. Clear expectations of deliverables must also be communicated.
In the classroom lesson, clear classroom management strategies must be in placed too. For instance, there must be plans to provide opportunities for or deal with students who has not consumed the content or are slow learners generally. Perhaps mobile devices can be provided to allow them to watch the content again. If learning stations approach is adopted, then clear instructions and routines must be present to structure the movements and learning to the maximum effect.
4. Flipped classroom issues and solutions
Managing Self
A teacher needs to manage himself or herself in a Flipped Classroom approach. For instance, a teacher may be uncomfortable to be videoing himself or be afraid of making mistakes as parents may be watching the online content as well. The teacher therefore needs to be more thick-skinned and slowly get used to the idea of putting himself in a video. Also the teacher should have the mindset that while he tries not to make any mistakes, he should be open-minded about making mistakes as he can learn from them if it happens.
In addition, a teacher needs to embrace change and be open to try new or multiple platforms. He must also be prepared to put in the necessary preparation time to prepare and plan for the Flipped Classroom
Lastly, he should also avoid the mentality that Flipped Classroom is a means to extend curriculum time. The focus is to instead create more meaningful and higher order activities to enhance students’ learning.
Getting buy-in from stakeholders : Principals / teachers / parents and students
In the case of a MM trying to roll-out a Flipped Classroom is critical.
Clear and effective communication to all the stakeholders is needed in order to secure buy-in. The teacher must show that he has a clear objection and action plan. He also needs to show that Flipped Classroom has a sound justification and it is a good workable pedagogy.
Another way to get buy-in is to use success stories about Flipped Classroom.
Demonstrating an actual Flipped Classroom can be another option. The teacher can also flip other areas like flipping a PTM, or an EXCO meeting or a teacher’s workshop. By so doing, the stakeholders can experience a Flipped country and they can receive a realistic experience and be convinced of the effectiveness of this approach.
Preparation time
This approach may require the teacher to put significant amount of preparation time in terms of preparing the online content and also planning for the classroom component. However, it is not unlike the expected professional preparation needed for the traditional classroom approach.
As the teacher becomes more comfortable with the approach and the tools, efficiency will set in and preparation time should reduce somewhat. Also, as the amount of online resources is built, it can be reused in the future with minor customization. Another solution is collaboration among teachers. Teachers from the same level or subject can band together to collaborate and create and share resources.
Not able to achieve 100% of students consuming the online content
Inevitably, some students may not have consumed the online content at home and thus causing implications for the classroom lesson.
But the traditional classroom also has this issue of students not doing homework at home. As such, the broader issue at hand is similar. Deliberate planning is needed to cater for such circumstances.
Not all students have internet access or computer at home
Admittedly, some FAS students may not have internet access or computer at home. Schools and teachers should explore possibilities of supporting such families to own one by encouraging them to sign up for any assistance schemes available.
Copyright issues
A teacher must be careful with copyright issues when he or she uses any content from the Internet in the classroom. There is a need to be vigilant and guard against any infringement.
One solution is for teachers to look for Creative Commons content.
5. References
http://net.educause.edu/ir/library/pdf/ELI7081.pdf
http://www.teachthought.com/trends/10-common-misconceptions-flipped-classroom/
http://blog.iste.org/5-flipped-learning/
http://flippingblgps.weebly.com/
https://www.youtube.com/watch?v=0_IYENuIIzo&index=2&list=PLHP1jcQYo5NBDDwe9HSwHjqmq7Kz9mipr
http://www.youtube.com/watch?v=PRd-AEgHaVA
http://www.youtube.com/watch?v=bBXzFJ3MkLg
http://www.youtube.com/watch?v=jXEkTMIFF8w
Getting buy-in from stakeholders part 1
Getting buy-in from stakeholders part 2
strategies for an effective flipped classroom
http://blog.peerinstruction.net/2012/03/09/how-to-use-peer-instruction-to-flip-your-classroom/
Part B: Flipped Classrooms in My Context
Outline a plan for mobilizing a group teachers who will flip their classrooms. You might:
(This will be a real context when I returns to school in May.)
Describe your context (what levels, what content areas, how many teachers, etc.)
IT HOD, with the blessing of school Principal, announced plans to get and expect all teachers in the school to attempt Flipped classrooms. As the Level Master for Primary 5 and as the RO of most P5 teachers, I will be responsible to oversee the implementation and monitoring of FCs in P5.
Directly under my scope of supervision and influence will be the IP subjects; namely English, Mathematics and Science in P5. There will be about 10 teachers in total.
Internal Scan
Principal is very supporting and willing to provide resources
None of the level teachers has done FC before.
A sharing session on implementing FC was conducted by ICT dept at beginning of 2014 for all teachers.
Target communicated by ICT dept
1 FC per term per subject
Teachers have reservations about the effectiveness of FC
Some teachers are uncomfortable about their own readiness in using FC
2 top classes are rolling 1-1 computing starting Feb
Penetration of internet access not at 100% in tail end classes. Some are not ICT savvy
Devise plans for communication, buy-in, professional development, evaluation, etc.
Provide a timeline
A sharing with all level teachers about what I've learnt in MS126 to get buy-in (end of Term 2)
Rationale of FC
Why Flipping can be more effective than traditional approach
More engaged learning
Better use of classroom time for higher order learning
Allow more time for intervention for slower progress students
Allow time for development of 21st CC
Misconceptions of FC
What FC is not.
Tools that can be used
Sharing some of the key tools learnt in this elective and how teachers can apply them in FC
Strategies to be used in designing FC
Various ways to design the online component
Various ways to design the classroom component
Strategies for differentiated instruction
Strategies to monitor students' online work
Suggested dos and don'ts
Examples of dos
Setting clear rules and consequences for online behaviour
Setting clear expectations
keeping parents posted
Examples of don'ts
Overuse of online component to keep extending curriculum time
Making or choosing a video that is too long
Designing a very complex and open task online
Sharing Action plan / Start small (end of Term 2)
Communicating targets and plan
Identification of units/topics that is suitable for FC
Keeping the target low for unreluctant teachers : 1 FC per term per subject
Clear communication to parents (Beginning of Term 3)
Why FC?
broad expectations of students
Provide feedback channel
Identify and leverage on 2 teachers who are IT savvy and keen to be "FC champions" (End of T2)
Mr Ramesh and Mr Chan Ta Hoong
Together with these 2 teachers, lead the level in FC (Term 3 and 4)
collaboration to create shared resources (Term 3 and 4)
Integration with 1-1 computing classes (Term 3 and 4)
integrate a few platforms in classroom lessons to maximize the positive effects
Examples the use of online mind-mapping platform by students to consolidate learning and subsequent oral presentation to develop communication skills
Regular sharing during PLC by myself and the 2 FC champions (on going in Term 3 and 4)
Tips on using some of the online tools
Availability of newly shared teaching resources
Success stories
Will ensure IT support (ongoing)
Provision of loan of laptops to those small number of FAS students that do not have one
Fault resolution
Conduct survey among teachers, parents and students to solicit feedback(end of Term 4)
Review and plan for 2015 (Nov holidays)
Part C: Flipped Presentation
Embed your presentation for Part B here. You may include notes in a shared Google Doc if you wish.
Here is the link to my presentation in Youtube. Thanks and I welcome your comments
Your peers will view this presentation before the last session and provide formative feedback.