2014-01 Lim Shi Ying

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: Lim Shi Ying, Shynn

School: Jurong West Secondary School

Role: HOD CCE

Part A: Article on Flipped Classrooms

1. Definition and origins of the "flipped classroom"

The flipped classroom is a pedagogical model in which the typical lecture and homework elements of a course are reversed. Flipping speaks the language of today’s students. Today’s students grew up with Internet access, YouTube, Facebook, MySpace, and a host of other digital resources. The flipped classroom eliminates whole-class lecture, so students don’t need to work at a uniform pace.

2. What the flipped classroom is/is not

The flipped classroom is:

- learner-centred;

- almost any class structure that provides prerecorded lectures followed by in-class exercises;

- a platform where students create, collaborate, co-create content and put into practice what they learned from the lectures they view outside class;

- the repurposing of class time into a workshop where students can inquire about lecture content, test their skills in applying knowledge, and interact with one another in hands-on activities;

- a 'problem-solving approach' where students can receive prompt feedback from the teacher;

- a lesson where focus is on what the learners have, not what the teacher wants to say;

- a lesson that encourages self-directed learning and inquiry-based learning;

- able to cater to HA, MA, LA students in a class especially the HA and LA group of students (LA students get more attention from the teachers compared to the traditonal teaching manner while HA students can be stretched in their learning process);

- a lesson that is 'rewindable' as students get to revise the content just with a click away;

- class time which is primarily used for students to either do hands-on activities or work in small groups, those students who were typically a distraction become a non-issue.

The flipped classroom is not:

- extended hours of lessons;

- perfect (Teacher embrace tolerance to failure)

- a lesson that involves only watching of video clips (there can be a variety of activities like station-based learning, group discussion and mini lectures, with differentiated instructions).

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

- An effective flip requires careful preparation, yet allows rooms for failure.

- Recording lectures requires effort and time on the part of faculty, and out-of-class and in-class elements must be carefully integrated for students to understand the model and be motivated to prepare for class.

- Scaffolding is needed but teachers should not overplan.

- Online video clips used must not be too lengthy and they must be impactful and interesting.

- If tasks are meaningful, the students would be engaged.

- Student engagement is the buy product of learning thus one must be learner-centred when planning.

- Ensure ICT facilities support the lesson.

- Do ensure there is a consolidation of thoughts at the end of the lesson (e.g. personal reflection using Padlet / Stickynotes etc).

- Students could be assessed using both formative and summative methods. In the formative category, preproduction scripts could be the object of an assessment. The formative can also include teacher observation and facilitation throughout the project. Peer and individual assessment in the formative stage can include journaling with reflection. The final rubric should include content application, collaboration, and communication.

4. Flipped classroom issues and solutions

Issues:

- Introducing a flip can mean additional work and may require new skills for the instructor, although this learning curve could be mitigated by entering the model slowly;

- Many students are still used to be 'spoon-fed' by their teachers. Students, for their part, have been known to complain about the loss of face-to-face lectures, particularly if they feel the assigned video lectures are available to anyone online;

- Students with this perspective may not immediately appreciate the value of the hands-on portion of the model, wondering what their tuition brings them that they could not have gotten by surfing the web;

- Those who see themselves as attending class to hear lectures may feel it is safe to skip a class that focuses on activities and might miss the real value of the flip.

- Even if students embrace the model, their equipment and the school's SSOE access might not always support rapid delivery of video.

- Time-consuming as teachers need to spend a lot of time preparing the online resources.

- Readiness of teachers to use ICT and to design the curriculum effectively.

Solutions:

- Try flipping meetings, workshops for the teachers to make them go through the experience and see the value behind flipping;

- Build a school culture of flipping by starting small ('Bottom-up approach);

- Provide training for teachers on the use of ICT tools and curriculum design;

- Ensure school's IT facilities support the constant use of ICT before rolling out the lessons;

- Lesson study to access students' engagement and enhance teacher competency.

5. References

http://net.educause.edu/ir/library/pdf/ELI7081.pdf

http://www.knewton.com/flipped-classroom/

http://www.techlearning.com/features/0039/flipping-the-classroom/52462

Youtube video:

Why I flipped my classroom

http://www.youtube.com/watch?v=9aGuLuipTwg

http://flippingblgps.weebly.com/

https://www.youtube.com/results?search_query=katie+gimbar+&sm=3

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.)

English Language : Oral Examination Preparation

Part 1 – Reading Aloud (10m)

*Text may be a short narrative, news report, speech, or an announcement, or a mixture of types and forms.

Part 2 – Spoken Interaction (20m)

*In response to a photograph (that ties in with a topic)

Number of teachers involved: 6 EL teachers (4E), 3 teachers (5N), 5 teachers (3E), 3 teachers (3NA)

Traditional manner (Sec 4/5):

Students would normally build up and collate more resources as a group according to the topics given to them during the March and June holidays. Teacher would bring up a topic for class discussion during EL lessons and supplementary lessons in July as a form of revision to prepare them for the final Oral examination in August.

For the Sec 3 students, we can get started in preparation too.

Note: Students have prior knowledge how to use Podcast and school portal.

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

Communication and buy-in : Flip the EL meeting [Professional sharing slot during EL meeting (May)]

BEFORE MEETING

Using video clip

- Address advantages of flipping for this oral revision

- Introduction to the use of various ICT Tools (e.g. edmodo, Lino, Padlet, Diigo)

- Teachers to key in responses in Padlet according to the 2 questions posed in video

Providing links to teachers ...

- What is a flipped classroom?

- Why teachers flipped their classroom?

DURING MEETING

- Discussion of concerns raised by the EL teachers

- Discussion of benefits to teachers (Based on the collated responses)

- Clarify doubts (Based on the collated responses)

ICT Training ...

- How to use various selected ICT tools

- How to embed video clips and the various ICT tools for reflection/knowldege building

Timeline

For Sec 4/5 students

By end May - Communication, Buy-in, training

By June - Implementation (Students to complete tasks at home in preparation for oral revision lessons when they are back in Term 3)

By July - Conducting oral preparation flipped lessons (Class activities and discussions)

August - Actual Oral Examination

For Sec 3E / NA students

Nov-Dec 2014: Implementation (Students to complete tasks at home in preparation for oral revision lessons when they are back in Term 3)

Jan - May 2015 [Various lessons focusing on oral] - Conducting oral preparation flipped lessons (Class activities and discussions)

Part C: Flipped Presentation

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

The video I created (All to view BEFORE meeting):