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: Lee Su Yin

School: Raffles Girls' School (Secondary)

Role: Head/Humanities

Part A: Article on Flipped Classrooms

1. Definition and origins of the "flipped classroom"

Although it was Aaron Sams and Jonathan Bergmann who popularized the Flipped Classroom in 1997, Salman Khan, founder of the famed online Khan Academy, took flipping off in a big way. When computers were the rage during the dotcom boom of the late 1990s,many public schools in the US were fitted with these equipment. For instance in 1984, there was one computer for every 92 students in US public schools. By 2008, the ratio was 1 to 3.1, and almost all the schools had access to the Internet. Test scores, however, did not show any significant improvement despite the influx of this new technology into the classroom.

Khan believed it is not the computers, but how they are used in the classroom that will make a difference to student learning. To him, the traditional classroom model doesn’t work anymore as it forces educators to “teach to the middle”. Hence high achieving students don’t feel challenged enough while the low-achieving ones were being forced to move up before they are actually ready to do so.

His solution? Flip the classroom! What does that mean? Based on his “Khaniculum”, the teacher no longer plays the role of “sage on the stage” but as a “guide at the side”. Content delivery can now be covered at home as students watch online videos – Khan himself has uploaded more than 3,250 online videos which are publicly accessible – while elements traditionally associated with homework – writing essays, solving problems, school projects and so on – are now the focal activities in class. In short, what used to be known as frontal teaching has now been converted to personalized attention. Students now watch videos that introduce the concepts as homework, and then when they are back in class, they get to demonstrate their learning. That way, they can learn at their own pace, moving on to the next lesson only when they have mastered the concept before it.

Moreover, in a flipped classroom, students’ work can be tracked and measured in real time. This allows teachers to know where to direct their attention. Teaching to the middle is now replaced by teaching from bottom to top, and all students work at their own pace.

You can read more about Khan’s success story and the mega-dollar project funding he is getting from tech tycoons such as Bill Gates here: http://www.time.com/time/magazine/article/0,9171,2118298,00.html

2. What the flipped classroom is/is not

A flipped classroom is:

· an enabler for self-directed learning: students learn to own, manage, monitor and even extend their learning

(promoting the life-long learning concept)

· a tool for collaborative learning as some tasks require students to work in pairs or in teams

· designed to reach out to every child as instruction is personalized and differentiated

· allows for blended instruction to take place and students can co-create knowledge

· one where the classroom is inclusive in nature: students who are absent (for say, a competition) have a chance to review the work online and where possible, can even participate in the activities if their schedule permit.

A flipped classroom is not:

· a substitute for poor teaching/absentee teacher

· to focus on the technology, but rather to engage students in their learning

· about stretching curriculum time and lengthening homework time

· an online course

· without a structure; the teacher will need to design activities that are meaningful and where learning outcomes can best be met

· an untested teaching method. This is because in the early 19th century, General Sylvanus Thayer had developed a system at West Point where engineering students, provided with a set of materials, were held responsible for obtaining core content prior to coming to class. The class time was then used for critical thinking and group problem solving (http://www.edutopia.org/blog/flipped-classroom-ramsey-musallam)

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

a) Setting Proper Expectations, Create Buy-in & Address Concerns

For all stakeholders: school leaders, teachers, parents, students, alumni (see above on “What Flipping Is” and “What Flipping Is Not”) – these will be communicated to them via various platforms: townhall meetings, letter/email to parents, school/department website: these vehicles can also double up as platforms to solicit feedback and to address concerns, if any, that these stakeholders might have.

b) Professional Development and Pedagogy

· Flip Champions – form a core team who are already comfortable with or are willing to champion this pedagogical approach to be the change agents in this initiative

· Teachers need to align content to what is meaningful to learn and to know, and to upload them onto appropriate platforms

· Hence a training needs analysis followed by the appropriate training support given is necessary

· Technical support to close any technological gaps that may arise not just among teachers, but also students

· Consideration has also to be given to re-designing assessment that provides evidence of such learning

· Intentional planning and differentiated instruction need to be embedded into the lesson design (eg. are all student required to watch the video or is there any other way to differentiate and to allow for choice? What about the state of the technology – do we have the technology to support the flipped classroom?)

· Planning for the future – consideration must also be given to allow for the inclusion of new ICT devices/technology into the flipped classroom as and when these are available and deem convenient/effective for that purpose. Hence flexibility in adaptation and mindset are encouraged.

c) Student Engagement

Appropriate pedagogical models – eg problem-based learning, online games, authentic learning – have to be brought to bear so that learning is engaging and real

d) Reflective Activities

One way to monitor the effectiveness of the flipped classroom is to give students opportunities to exercise their meta-cognition. Hence, following up on the instructional activity, reflective activities can be embedded so that to students get to think about what they have learned, how that learning will help them, ponder its relevance, and so on.

e) Celebrate milestone successes

This is to encourage and affirm those who have taken the effort and risk to try this rather radical approach to teaching and learning, and to let them know that they have the school’s support.

g) Sustaining

It is important to install a monitoring system to ensure that teachers in a flipped classroom are not just using the approach as another means of delivering didactic instruction. The monitoring can take the form of peer observation or student feedback.

4. Flipped classroom issues and solutions

· Issue: there is no need for students to be divided into grades by age, but rather by their academic readiness.

Solution: traditional streaming/banding will have to be adjusted to allow for a more porous structure, and perhaps age entry into institutions of learning will have to undergo a major rethink.

· Issue: ensuring that all students have internet access to participate fully in the lesson

Solution: the school must make provision for students who do not have internet access at home, to have such access in school

· Issue: teacher and parent who are ignorant of or skeptical about the value of flipped lessons

Solution: have conversations to promote buy-in; letter to parents; demonstration lessons for fellow teachers; hold parents educators workshop; invite successful flippers to share their experiences with these folks

5. References

Big Thinkers: Salman Khan on Liberating the Classroom for Creativity Edutopia video

http://www.edutopia.org/salman-khan-academy-flipped-classroom-video

Five Best Practices for the Flipped Classroom

http://ticharter33.org/library/TIarticle36.pdf

International Society for Technology in Education. (2007). National Educational Technology Standards for Students. Retrieved from http://www.iste.org/standards/nets-for-teachers.aspx

Jenkins, Henry (2009). Confronting the Challenges of Participatory Culture: Media Education for the 21st Century. Cambridge: Massachusetts Institute of Technology.

Pierce, Dennis. (2013). How Technology has Changed our Idea of Knowledge and what this means for Schools. Retrieved from http://www.eschoolnews.com/2013/07/30/how-technology-has-changed-our-idea- of-knowledge-and-what-this-means-for- schools/print/?utm_source=buffer&utm_campaign=Buffer&utm_content=bufferf8d 74&utm_medium=twitter.

“Reboot the School”, Time Magazine

http://www.time.com/time/magazine/article/0,9171,2118298,00.html

Should You Flip Your Classroom? by Ramsey Mussalam

http://www.edutopia.org/blog/flipped-classroom-ramsey-musallam

The Flipped Classroom: Online instruction at home frees class time for learning

http://educationnext.org/files/ednext_20121_BTucker.pdf

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

Context

Pedagogical Philosophy

Contextual background is grounded in this pedagogical philosophy:

“What is the learning that we want in our classroom? What would we want our students to learn? If the question that you asked can be answered by Google, then better ask a different question!”

Uniqueness of the flip classroom environment:

(a) the learning is continuous

(b) students need not be on the same page all the time; it’s more an invitation to learning than having all learn the same thing at the same time

(c) the students do not know how to use the computer as much as you, the teachers, do (even if they have been using it all the time to play games and communicate with one another). This is because the students have not tapped the full potential of using ICT for learning. Eg: we can teach students how to do digital mark-up eg through Diigo and introduce them to auditory learning tools using the Mac.

POINT TO NOTE: need to teach students how to be critical consumers of information.

• Level: Secondary 3

• Subject: French Revolution (10 lessons in Term 3)

• Classes: 10 classes (of high ability students)

• No. of Teachers: 3

Plan

TERM 1: Leading the Charge: Envisioning; Getting Buy-in; Reviewing Curriculum Maps (Setting direction, Scanning (eg. breakout discussion) & Identifying leverage points (eg. SWOT analysis))

Envisioning

Leadership matters in leading and managing change. In order for change to happen, somebody somewhere has to start acting differently. 3 components to change are as follows:

o the rider (why – knowing the purpose for change)

o the elephant (reflects the reversion to comfort zone when they don’t understand how to do things new – emotions)

o the path – (direction, where do we go, how do we get there?)

Getting Buy-in

• To get teachers to embrace technology for learning, teachers need to know why the need for technology (direct the rider) – for example, to equip students with 21^st century skills, increase achievement, meets demands of all learners and differentiate instruction.

• To motivate the teachers, need to show them the emotional benefits, increased engagement and relevancy, provide encouragement, praise effort (motivation for learning/effort not achievement), strive for mastery for example through game-based learning. Finally, shape the path, discuss with the teachers which way to go and how to get there.

SAMR: Ruben R. Puentedura’s Technology Implementation Continuum, in which teachers move from Enhancement to Transformation, through the four steps, substitution, augmentation, modification and redefinition. Traditionally, most teachers have been taught to use technology to do the same things that they do without it. To be really effective, teachers need to use the technology to achieve things they could not do without it. An example:

§ Bringing students into the virtual world

o E.g. History – from worksheets to simulations; from atlases to Google Maps/Google Earth and Maps of War which are all interactive in nature

§ Feedback on googledocs – motivation for learning (augmentation)

§ Co-creation of new knowledge: Now, “Here is the criteria for selecting good reading. Find the books.” Instead of “These are the good books for reading.” How to organize and provide information? “Here is the pathway to find the good books that you need.” (redefinition)

Currently, staff thinks that 1:1 is all about technology rather than good instruction. Hence, it is imperative to scrutinise our communications for clarity of purpose.

Reviewing Curriculum Maps

Be in conversation with the Subject Heads on the curriculum maps/plans to view what plans are made to leverage on technology to optimise the potential of the pedagogical best practices such as the flipped classroom approach. These action plans to be confirmed and shared with the department for buy- in by the teachers.

Work with department heads to compact curriculum to free up time for students to decide (if desirable), for a portion of the curriculum, the outcomes that they want to establish for themselves, and get them to consult teachers/ experts to achieve those outcomes.

Relook current content to explore feasibility of greater involvement of flipping lessons.

TERM 2: Setting the Foundation and Execution of Plan (Building Teacher Capacity; Learning Experience; Strategic resource management)

Professional Development and Professional Discourses

o Establishing readiness/willingness

o Focusing on possibilities

o Using SAMR (Substitution-Augmentation-Modification-Redefinition)

o Using ETaP2

o Evaluation/feedback – processes/instruments

· Better coaching of teachers by their respective ROs and Senior Teachers when engaging staff and students on learning the flipped classroom way. Always link discussions and actions back to authentic applications and show them the bigger understanding of purpose and abstraction so that students rise above the baser and the banal for a higher good or understanding.

· Sharing of good practices in the use of technology in the department that will make for a successful flip lesson - make it a habit at Department Meetings and focus on highlighting how the technology has enhanced the pedagogy/strategy.

· Creating or using challenging content must always be guided by teachers or students explaining the inter-relatedness of things so that complexities are understood in context and not isolation.

· Explore possibility of using or producing e-textbooks and iBooks author.

Cyber-wellness & User Education

· Establish processes for monitoring, guiding, and counselling pupils on responsible use of devices and the internet:

· SOP for teachers for identifying and counselling pupils who show signs of addiction.

· Establish guidelines for developing curriculum content for high ability self-directed learners that leverages on technology:

o Evaluating sources of information

o Managing distractions

o Workflow management

Sharing of Successes (small or big)

· Level Sharing - Teachers to share with department on the ICT tools/platforms used in flipped classrooms and their effectiveness (based on both teachers' and students' perspectives).

· Peer Sharing – Invite IT-savvy staff (ICT-teacher representatives) to share easy- to-learn/use tools to department teachers (esp to less-IT savvy staff) to provide teachers with a repertoire of ICT tools/platforms that could be incorporated in lesson planning for a flipped classroom.

· Prep – Level teachers to conduct curriculum/lesson review to discuss on how to leverage on easy-to-use ICT tools/platforms to propose activities that aim to engage students and application of knowledge. Ensure alignment of content: in curriculum, pedagogy and assessment. Initiate conversations with the teachers on the importance of aligning Technological Content Knowledge (TCK) to Pedagogical Content Knowledge (PCK) to generate TPCK (Technological Pedagogical Content Knowledge)

Classroom Management

Teachers to set ground rules and expectations in the use of ICT; expectations of a flipped lesson, and enforce them in class:

· Teachers must have adequate classroom management strategies to work in this new environment:

· Content should be 'plus one' and not knowledge that they already know or can find out easily, i.e. you are required to have a deep/deeper understanding of the content so that you can challenge your students to think critically and creatively.

ICT Team

To collaborate with school’s ICT Department to:

· Ensure there is regular ICT/AV equipment checking and maintenance.

· Log of support records for analysis.

· Plan of system upgrading.

· Infrastructure:

o Network/bandwidth

o Storage

o Charging

o Classroom design/layout/furniture

Resource Management

Work with Bursar:

· Ensure funds are directed to focus areas to address existing deficiencies.

· Measure results of teacher training and impact on students (KPI)

TERM 3: Executing the Plan

10-week Lesson on the French Revolution

Macro- Concepts: Change and Systems.

Concept: Society is an organic system that changes as people and events impact on it.

Generalisation(s)

1. Change generates more changes.

2. Change isn’t always equal to progress

3. Change often occurs amidst continuities.

4. The impact of ideas on societies can have positive and/or negative results.

5. Systems are composed of sub-systems.

6. Systems may be influenced by other systems.

7. Systems interact.

8. Systems follow rules.

Key Understanding:

1. Revolution, in a political sense, refers to a fundamental and sometimes, violent change in the values, political institutions, social structure, leadership, and policies of a society. (Milestones in history can be traced to revolutions.)

2. There is a dynamic interplay between societal developments and ideology, value systems and/or beliefs, often espoused by key individuals e.g. philosophes, revolutionary & political leaders.

3. The impact of political ideology on societies can have positive and negative results.

4. Competition for resources and power can lead to conflict and movement of peoples.

5. People may form groups to provide for their basic needs or for protection.

6. Political systems organise societies to maintain order and achieve goals.

7. Perceptions of oppression may lead to a revolt against the government to gain greater freedom and opportunities.

8. Watershed events mark turning points in history.

Essential Questions:

1. What forces change in societies?

2. Do changes in society ever stop?

3. What is it about a system that makes change inescapable?

4. In what ways do leaders derive their influence and/or power over others?

Knowledge:

1. The impact of the Enlightenment on European Society.

2. Economic, political and social problems in France and Russia pre-revolution.

3. Conditions for revolution: Socio-economic, ideology, people.

4. Impact of political revolutions.

5. Political concepts: Democracy and Communism.

Skills focus:

1. Reconstruct patterns of historical succession and duration; explain historical continuity and change.

2. Differentiate between historical facts and historical interpretations.

3. Distinguish between unsupported expressions of opinion and informed hypotheses grounded in historical evidence.

4. Appreciate historical perspectives.

5. Analyse cause-and-effect relationships bearing in mind multiple reasons causation.

6. Formulate a position or course of action on an issue.

CLE Focus:

1. Leaders have a responsibility to the people they represent.

Lesson Activities:

Lesson 1: Concept Development

Lesson 2 & 3: Overview of the French Revolution (Flip Lesson)

· Flip lesson: At home, students are to watch a short video clip on the French Revolution.

· As they watch the video, they are to do a mind map of the causes of the French Revolution.

· In class, students are to add in more information based on what others have shared, and show the connections between the causes.

· Then based on all the information gathered, students attempt a worksheet which will provide evidence of student learning on the facts, topics, and concepts related to the unit plan, and be able to generate one or two key understandings linked to political revolutions., eg:

(1) Competition for resources and power can lead to conflict and movement of peoples.

(2) People may form groups to provide for their basic needs or for protection.

(3) Political systems organise societies to maintain order and achieve goals.

(4) Perceptions of oppression may lead to a revolt against the government to gain greater freedom and opportunities.

(5) Watershed events mark turning points in history.

Lesson 4: Long term factors: Ancien Regime & Financial Crisis

Lesson 5: Short Term Factors: Estates-General and Economic Crisis

Lesson 6: King and nobility as a cause of the Revolution.

Lesson 7: What role did the Third Estate play in the Revolution? (This is another flipped lesson. By Lesson 7, most of the problems, if any, from Lesson 2’s flipped lesson would have been ironed out.)

• Video clips to be watched at home: Meeting of the Estates-General and Storming of the Bastille and Women’s March to Versailles.

• Students to prepare responses to the following questions as a guide to watching the clips:

• What motivated the people of Paris to act?

• To what extent was the king responsible for it?

• In class, teacher holds a discussion with the students to uncover the answer to the 2 questions. Another leading question to enrich the discussion: “Why did the third estate turn against the nobility and clergy?”

Lesson 8: What role did Enlightenment (ideology) play in cause of the revolution?

Lesson 9: Tying it all together – ‘Boxing Ring’ Activity

Lesson 10: Revision: People, events and ideas must collide for a revolution to take place. How far is this true of the French and Russian Revolution? Students to provide evidence to prove or disprove this theory.

TERM 4: Review and Recommendation

At year-end review, have teams tackle the questions:

· In this unit of work, I achieved efficiency when i used ICT (name the platform)

· In this unit of work, I achieved effectiveness when I used ICT (name the platform)

The exercise is to get teams to take a hard look at our practice and answer the question, 'how have we used ICT to achieve effectiveness in learning?' Efficiency is important and appreciated, but we should not confuse it with effectiveness.

Make informed decisions and recommendations from:

Data collection - Collect one set of data comprising:

· Quantitative Data

· Qualitative Data

· Artefacts

Eg. of Quantitative Data to be collected:

% of lessons that integrate the use of flipped lessons in teaching and learning to enable:

· CoL (collaborative learning)

· SDL (self-directed learning)

· Formative assessments conducted with use of ICT

· No. of summative assessments conducted with the use of ICT (if any)

Eg. of Qualitative Data to be collected

· Teacher Observation Reports – these can be sanitized to maintain confidentiality

· Minutes of meeting

· Mid-year & end-of-year review

· Any other relevant material

Eg. of Artefacts to be collected:

· Curriculum Map

· Sample of unit plan/s for the flipped classroom

· Sample of worksheets from that unit plan

· Samples of students’ work from the same unit plan

· Any other relevant material

Annex 1: ETaP

ETAP (Education Technology Profile)

Measures technology infusion:

• Curriculum

• Assessment & instruction

• Communication & collaboration

• Media

• Productivity

• Research

Levels

• Entry

• Adoption

• Adaptation

• Appropriation

• Innovation

Part C: Flipped Presentation

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

Please refer to www.edmodo.com - 2014_MLS 126 (Jan) - Lee Su Yin

https://www.edmodo.com/home#/group?id=7637785&sub_view=folders

Edmodo Group Code: ymanpv

Once you have logged in using the Group Code, access the only folder there which contains a Screen-O-Matic clip and a googledoc.

Alternatively, get them here:

Thanks!

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