2014-01 Koh Poh Li

Instructions

Your personal page serves at least three purposes. It is a place for you to:

1. take notes

2. enable your flipped presentation

3. 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: Koh Poh Li

School: Anglo-Chinese School (Barker Road)

Role: Subject Head, Mother Tongue

Part A: Article on Flipped Classrooms

1. Definition and origins of the "flipped classroom"

Definition of Flipped Classroom

Flipped Classroom is a reversal of traditional modes of classroom based teaching and homework. Outside of class students access online videos or other instructional materials. In class, focus on understanding and applying content from previously viewed videos. The teacher’s role is to guide and facilitate that understanding.

The theoretical foundation supporting the use of Flipped Classroom is grounded in an understanding of the social and intellectual learning environment. In this environment, learners actively engage knowledge in ways that act as catalysts for deep and meaningful learning. Flipped Classroom is also grounded in a consideration and respect for individual and diverse learning needs. Using Flipped Classroom allows teacher educators to motivate and guide learners to specific understanding even as they model use of an innovative method of teaching with technology that will prove meaningful and appropriate for their future practice.

An emergent research base suggest that mindful use of Flipped Classroom can support authentic and other meaningful learning experiences, content learning, motivation to learn, and some positive socialization skills, such as cooperation within real or virtual groups.

Origins of the "flipped classroom"

The modern movement, with its emphasis on streaming video lectures in place of traditional homework, got its start in 2007 at a small Colorado high school where science teachers Jon Bergmann and Aaron Sams began collaborating on ways to use technology to improve their face-to-face time with students.

Read more at http://thejournal.com/articles/2012/06/20/flipped-learning-founders-q-and-a.aspx#1EAluzRg1jE2L8Zb.99

Advantages of Flipped Classroom learning

a) Preparedness and Engagement

Having students view the lectures or instructional materials online before coming to class allows them time to digest the material and be better prepared for higher level learning through in class applications.

The better-prepared students are, the more likely they are to engage in the classroom. The online format allows students time to reflect on the material and their learning, which has shown to increase engagement and participation in the classroom.

b) Student Interaction

Incorporating online learning tools allows for more student collaboration as well as teacher-to-student interaction.

c) Active Learning

Online tools can be used to have students engaged in the material beyond the classroom, which can aid in applying the material learned as well as add continuity between classes. In comparison with the traditional way of classroom teaching, students need to participate more actively in Flipped Classroom which promotes learning.

d) Flexibility and Interests

Flipped Classroom gives students the opportunity to learn on their own time and in ways that best suit their needs, which can be a motivational factor for the students too. In some research, students have noted that they spend more time focused on the material when they can control when and where they learn versus having to sit in a classroom.

The use of technological learning tools also better meets the interests of younger students who are bored with traditional classroom methods. This boredom can lead to less engagement in the classroom and poorer student performance.

e) Diversity Inclusion

Flipped Classroom allowed for greater content coverage and application, including the infusion of diversity related materials. The need for a diversified education grows with our increasingly multicultural society.

2. What the flipped classroom is:

• • Reversal of traditional teaching

  • Students gaining first exposure to new material outside of class,usually via reading or lecture videos

  • Students actively engaged in learning

  • Using class time to do harder work of assimilating knowledge through strategies such as problem-solving, discussion or debates

  • The shift from Passive to Active learning

  • Focusing on higher order thinking skills such as analysis, synthesis and evaluation

In the flipped classroom, the roles and expectations of students and teachers change where:

• • students take more responsibility for their own learning and study core content either individually or in groups before class and then apply knowledge and skills to a range of activities using higher order thinking,

  • teaching 'one-to-many' focuses more on facilitation and moderation than lecturing, though lecturing is still important. Significant learning opportunities can be gained through facilitating active learning, engaging students, guiding learning, correcting misunderstandings and providing timely feedback using a variety of pedagogical strategies,

  • there is a greater focus on concept exploration, meaning making and demonstration or application of knowledge in the face-to-face setting (see Diagram 1 below).

What the flipped classroom is not:

In conclusion, Flipped Classroom is about the learner and his learning. He is the main driver of his learning. Flipped Classroom is NOT about increasing curriculum time and Flipping is NOT only about videos.

3. Designing, developing, evaluating, and managing flipped classrooms

Designing & Developing Flipped Classroom

When Designing & Developing Flipped Classroom, we need to take into consideration of how Educational technologies (see Diagram 2) are an important feature of the flipped classroom as they can be used to:

• • capture key content for students to access at their own convenience and to suit their pace of learning (e.g. lecture material, readings, interactive multimedia),

  • present learning materials in a variety of formats to suit different learner styles (e.g. text, videos, audio, multimedia),

  • provide opportunities for discourse and interaction in and out of class (e.g. polling tools, discussion tools, content creation tools),

  • convey timely information, updates and reminders for students (e.g micro-blogging, announcement tools),

  • provide immediate and anonymous feedback for teachers and students (e.g. quizzes, polls) to signal revision points,

  • capture data about students to analyse their progress and identify ‘at risk’ students (e.g. analytics).

As the flipped classroom is part of a blended learning strategy, learning activities can be online or face-to-face. We can consider activity such as 'think, pair share' to allow students to discuss a topic and then answer key questions through polling tools. An example of an online activity is to post a picture, diagram, video or reading on Blackboard that incites interest or debate, then ask students to comment using communication tools such as the journal/ blog tool or discussion board. Further tips are as follows:

• • Design activities to reinforce learning objectives that require students to use higher order thinking skills such as evaluation, synthesis and analysis. These are on the upper end of Blooms taxonomy, a common model used for classifying learning objectives.

  • Consider the overall instructional strategy used.

  • Use a variety of activities to reinforce learning objectives to help students grasp key concepts. These can range from group problem solving excercises to more structured active learning pedagogies.

Evaluating Flipped Classroom

• 1. Do students have access to the technology necessary to participate in a Flipped Classroom?

  2. Has homework completion and attitude towards homework improved as a result of the Flipped Classroom?

  3. Have alternative learning opportunities (i.e. authentic research, peer-to-peer tutoring, class discussions, teacher-to-student tutoring) been provided for a truly differentiated experience?

  4. Has the Flipped Classroom changed how re-teaching information due to absences (both teacher and student) is handled?

  5. Does the Flipped Classroom Model create more responsible and independent students who are in charge of and invested in their own learning?

Managing Flipped Classroom

I. Creating buy-in from teachers through professional Development for Teachers

One of a more direct method can be to Flipped Meetings or have personalized Flipped Professional Coaching. Regardless of the model chosen, flipped learning requires intentional content. Digital content is only useful when it is accessible, relevant and timely.

a. Accessible

i) Establish one location for information and drive your staff there every time you interact with them.Digital content should be accessible through a web-based platform.

ii) Minimize barriers for teachers who try and access the content. Create easy to remember sub-pages or short links for the website addresses of major landing pages.

iii) Show your teachers how they can learn through video.

b. Relevant

i) Anticipate a need. Create videos on topic areas that you know your teachers will need. Along with tutorials, show case real classroom examples or implementations relating to the topic.

ii) React to a need. Create videos for a specific purpose or need that arises in your conversations with teachers.

iii) Celebrate success. Document important information and classroom moments that are shared by your teachers. Turn these source files into inspirational videos for sharing best practices and for celebrating both teacher and student success.

c. Timely

Teachers are busy, busy, busy. There is a need to intentionally set aside time for self-directed professional development.

II. Getting started with Flipping

a. Use the tool yourself

Encourage teachers to try using the tool themselves. Besides just being fun, and increasing your own confidence with a tool, this kind of personal experimentation allows the teacher to see the power of the tool and the way it transforms your own communication or learning. It creates a sense of buy-in that will later keep the teacher moving through minor glitches during implementation.

b. Create a Student Account

After creating content in platforms such as Edomo, Schoology, Moodle etc, try to login as a student and pay special attention to what a student can't do; what doesn't a student have access to? How does the main menu look different? Do they have to download a file by clicking in a different spot? The point here is to prevent all assumptions by asking how students are going to see and interact with the tool differently than I will as a teacher.

c. Create a Testing Team

One of the struggles that many flipping teachers quickly run into is creating video content that all students can view on any device in any setting. The answer to this problem is simple: You Can't. To minimise this compatibility issue with our video content, one suggestion is to create a testing 'team' of people (including students) who are savvy enough to know their systems and to know how to troubleshoot a little. Always test a video with your test team before introducing it in your classroom.

III.Tips for Flipping

a. Don’t get hung up on creating your own videos. While some believe that students prefer to see their own teacher in the videos, others recommend harnessing the educational content that is already

available on the Web. Resources such as the Khan Academy, YouTube EDU, and PBS can provide well-produced video content for your students.

b. Be thoughtful about what parts of your class you decide to “flip” and when. Deciding to flip part of your lesson will not automatically make it a better lesson. You have to be intentional about when to flip and clear about what the benefit will be for students.

c. If possible, find a partner to create videos with. Students enjoy hearing the back-and-forth conversation of two teachers, especially when one teacher plays the role of mentor, while the other plays the role of learner.

d. Address the issue of access early. Survey your students to find out what technology they have at home, and find alternatives for students who lack Internet access. Alternatives may mean burning the videos onto DVDs or creating lists of places where students can go online.

e. Find a way to engage students in the videos. Just having students watch videos instead of listening to lectures doesn’t guarantee that they will be more engaged. Requiring students to take notes on the videos, ask questions about the videos, or engage in discussion about them will help ensure that they watch and absorb the material.

4. Flipped classroom issues and solutions

Flipping is not an all or nothing deal. Too often, teachers feel as though all of their content needs to be presented via video. Start small and build a library of resources for your students. Choose when it is appropriate and reasonable to have students learn independently at home through video. Once you start, momentum with build, and it will become easier.

Tip: With elementary students, and even middle school, begin by creating centers in your classroom where students can experience the process of learning by video with your support. For older students, consider building a frequently asked questions video library that focuses on particular trouble-spots for your students rather than trying to recreate all of your content from the beginning.

There really is a difference between talking at your students and talking to them. When you flip, remember that content is what you want the students to know and understanding is what you want the students to have. Aim for explaining a concept or demonstrating an idea in your videos rather than just reading a set of lecture notes or talking to PowerPoint slides.

Tip: When using video and screencasts, think about the modalities that they afford – moving pictures, drawing, type, audio, and your own persona. Consider flipping a problem-solving process, a science pre-lab demonstration, or a how-to sequence. English or History teachers may want to model the editing process or active reading skills, and foreign language teachers could demonstrate a translation or new conjugation. Flipping in an elementary classroom may focus on directions or sequences to prepare students for the following day’s class experience.

Pay attention to import and export issues with your video creation tools. Many iPad apps can pull from the camera roll, Google Drive, Dropbox, etc. as well as send back to them. Pick apps that work well with the other tools that you use, and don’t forget to consider whether or not students have Internet access at home.

Tip: With the Drive app, it is possible to save a video for offline use on either a computer or iPad. In the Dropbox iPad app, starring a video then lets you save it to the camera roll to watch offline.

Even if your face is not on screen, people can hear you smile. Yes, they really can. Your video will have more energy, and it will be easier for your students to connect with the content if you express some of your passion and excitement for the subject.

Tip: Don’t be afraid to abort mission! If you aren’t enjoying the process of creating the video, then the students probably won’t enjoy trying to watch it. If you can’t smile while recording, then ask yourself if there may be a better or different way to present the material.

As much as we love certain tools, as soon as your videos become predictable and formulaic, then they become boring. Similarly, make sure that you give your students a variety of challenges or assignments to create with your videos as well as their own.

Tip: Check out the FREE apps available to mix it up a bit. Each one has its own special qualities and can add variety as you start to flip. Don’t forget to have your students create their own videos using these app to

5. References

a) Five Ways to Flip Your Classroom With The New York Times

By HOLLY EPSTEIN OJALVO and SHANNON DOYNE

b) About Flipped Classroom

http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html

c) Education Week: Educators Evaluate 'Flipped Classrooms'

http://mublog.marymount.edu/MUBlog/teachingonline/files/2013/07/Best-Practices-Flipped-Classroom.pdf

d) An Evaluation of the Flipped Classroom

http://camelportfolio.files.wordpress.com/2012/03/camel-c-final-epd-for-the-flipped-classroom.pdf

e)5 Flipped Classroom Issues (And Solutions) For Teachers http://www.edudemic.com/flipped-classroom-issues-solutions/

f) Jared Keengwe, Grace Onchwari, and James Oigara (2014). Promoting Active Learning through Flipped Classroom Model.

g) Jason Bretzman(2013). Flipping 2.0 Practical Strategies for Flipping Your Class.

Part B: Flipped Classrooms in My Context

Outline a plan for mobilizing a group teachers who will flip their classrooms. You might:

• • Describe your context (what levels, what content areas, how many teachers, etc.)

  • Devise plans for communication, buy-in, professional development, evaluation, etc.

  • Provide a timeline

Part C: Flipped Presentation

Embed your presentation for Part B here. You may include notes in a shared Google Doc if you wish.

Your peers will view this presentation before the last session and provide formative feedback.