2014-01 Ng Yung Hui, Eugene

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: Ng Yung Hui Eugene

School: Anderson Junior College

Role: SH/Chemistry

Part A: Article on Flipped Classrooms

1. Definition and origins of the "flipped classroom"

Flipped classroom is an approach where students learn the subject content outside class and class time is used by teachers to guide students to actively clarify and apply that newly acquired knowledge.

Picture from steedie.wordpress.com

Made popular by Jonathan Bergmann and Aaron Sams who were both Chemistry teachers in Woodland Park High School and were awarded the Presidential Award for Excellence in Math and Science Teaching in 2002 and 2009 respectively.

Flipped Learning Network is a platform for educators to share their knowledge, skills, and resources on how to successfully implement flipped learning.

2. What the flipped classroom is/is not

Flipped

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

The structure of the planned activities is what determines if it is a flipped classroom.

It should comprise of:

• home-based learning where students are to learn some new concepts using video lectures / online research / interactive app and to complete a worksheet based on the learning acquired.

• in-class collaboration where students are engaged in active learning and curriculum time is maximised for purposeful interactions between teacher-students and/or peer-peer.

• assessment as learning / assessment for learning after class where students are set assignments to practice their mastery of the learned concepts.

10 questions that you may consider to guide development and evaluation of the course:

1. What should students and I get out of flipping the class?

2. What pedagogy and learning strategies will I use in my class?

3. What are the learning objectives for the class?

4. How can I use learning activities to fulfill the learning objectives?

5. What types of activities are best performed inside and outside of class?

6. Will students work in groups or individually on activities?

7. What is the role of the teacher / students during activities?

8. What resources will be available to students inside and outside of class?

9. How will students be assessed?

10. What technology will be used and how it will be used to support learning?

Managing a flipped classroom

• Allow for variation in design and approaches

  • Be flexible in the design, especially with in-class time.

  • Adopt the tight goals, loose means approach (Be very clear about the outcomes and learners' needs)

• Align course components

  • Ensure that the home-based learning, in-class collaboration and AaL/AfL complement one another and are aligned to the outcomes.

• Moderate interactivity and expectations

  • Encourage independent learning by getting students to try to answer their own questions before asking for help from teachers.

• Plan for in-class technology

  • Do not put to waste the effort whatever you have created for the home-based learning using technology. Consider how they can be brought into class during the in-class time.

• Redesign the course

  • Not all content needs to be delivered. Explore the 2 other dimension of flipped classroom

4. Flipped classroom issues and solutions

5. References

1. Flipped Learning Network http://flippedlearning.org/Page/1

2. Educational Vodcasting http://www.flippedclassroom.com/

3. C21U's Guide to flipping your classroom

http://www.c21u.gatech.edu/sites/default/files/Flipped%20Classroom%20Guide_final.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

My Plan

Part C: Flipped Presentation

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

(refer to the pdf document above for details of the plan, will share the lesson packages on wed)

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