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: Quek Pauline

School: St Andrew's Junior School

Role: HOD Mathematics

Part A: Article on Flipped Classrooms

1. Definition and origins of the "flipped classroom"

Flipped Classroom protects the curriculum time for collaborative and cooperative learning and meeting the needs of the learners. In a flipped classroom, front-loading and frontal instructions of content are no longer carried out in the classrooms, but as homework in the form of online resource and learning is in the hands of the learners. Content and lessons must be designed or structured meaningfully to engage learners. And in the classroom, there will be more time for inquiry-based learning and increased time for interaction and engagement. There will be increase time for using content to create more meaningful knowledge. This approach inspires greater critical thinking skills as pupils spend more time to create, evaluate and analyze, as well as developing 21C skills.

2. What the flipped classroom is/is not

IS :

- increased interaction time and for inquiry-based learning ( more hands-on activities and more guidance given )

- Class time used for Differentiated instruction, Remediation, Station-based learning, Project work

- archived content for revision or remediation, personalized instruction from their teacher

- focusing on how the learners learn best as I spent more time with them

- allows me to watch my students learn and take responsibility

- allows learners to learn at their own pace

IS NOT :

- Solution to Technology access, Didactic content delivery, Excessive homework, One-size-fits-all approach

- only on how to deliver content

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

Begin with the end in mind. Start with what you would like to achieve ( learning goals ). Consider the learning curve or difficulty level of the topic, pupils' different readiness, learning styles or needs. For difficult topics, you might want to flip more to increase classroom time to iron out misconceptions and for clarifying as well as for learning from one another.

Teachers in this learning community must discuss how best to deliver each flipped classroom in terms of content, classroom lesson activity, assessment. Class rules of engagement and expectations must be set clearly to the class.

Preparation phase

1. start with the end in mind- clear understanding of LO and product

2. identify the tools which will help you achieve your Los

3. design a set of clear instructions for how the whole learning can take place

4. prepare the students for the lesson- what to expect at home and in classroom

5. make sure all students have access to the resources

6. have a contingency plan in case students cant access the online resources

7. make sure parents are aware of the nature and intent of the flipped classroom

To select or design Content :

(1) There are many resources out there e.g. www.youtube.com/edu, knowmia.com, etc that can be used for content delivery part of a flipped classroom

(2) There are many webvideo tools that you can customise your video ( e.g. http://padlet.com/, http://www.toondoo.com/, http://www.muvizu.com/, http://audacity.sourceforge.net/, screencast-o-matic, doceri, powtoon, etc )

Home learning phase

1. ensure that students are aware of the rules to maximize learning experience

2. ensure students are aware of learning expectations

3. ensure clear instructions are provided for the deliverables at the end of the lesson

4. instruct students to take note of any queries they may have so that they can ask the question in the classroom

Classroom learning experience phase

1. have a set of rules for learning in classroom

2. have a structure for effective groupwork

3. design a student centred lesson

4. engage the TA on standby for IT support

5. create meaningful learning corners

6. cater for different learning needs

7. create time for activities

8. be mindful of time

9. facilitate an appropriate conclusion for lesson

Sustaining flipped classrooms - Consider Teachers' Motivation

Factors that will affect teachers performance and motivation

1) Individual sense of professional efficacy

2) Collective sense of professional efficacy

3)Organisation commitment

4) Job satisfaction

5) Stress and burnout

6) Morale

7) Engagement and disengagement of school and the professional

8) Pedagogical content knowledge

Factors that support Intrinsic Motivation

• Whole school approach - change working environment such as opening classroom

• Deep engagement by leaders for core change

• Understand end goal to improve classroom practice

• Equate professionalism with autonomy

  • getting to use their own judgement, to exercise discretion, to determine the conditions of their own work in classrooms and schools.

Teachers are not motivated by

• threatening

• Mandatory environment

• judgemental and appraised by this method

Factors that support Intrinsic Motivation

Develop support group - learning communities - allow chance to explore, refine

o Provide resource and support

o Establish small success stories and celebrate efforts

o Give confidence and some pressure

o Rewards and recognition

o Human factors

o Students feedback/ parents feedback

o Teachers feeling about the lesson

o Partnership with parents

4. Flipped classroom issues and solutions

Evaluation of Flipped Classroom Structure

Feedback from

1. Students' assessment directly through surveys, focus group discussions, students’ blogs or reflections.

2. Other stakeholders like teachers and parents.

3. Mini -Tests & SA Results

5. References

The Flipped Classroom Model byMADDrawProductions https://www.youtube.com/watch?v=ojiebVw8O0g

Introduction to Our Flipped Classroom by CremeensLA https://www.youtube.com/watch?v=eRO6oAEGbSI

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.)

P4 and P5 Levels ( 1-1 Computing levels )

Teachers Profile

•Young and IT Savvy Teachers ( 3 Math teachers from each level including myself and HOD IT )

•Most of the teachers teach 2 classes : 1 HA and 1 MALA

•Math lessons – flip twice a week

Pupils’ Readiness

•1-1 computing skills since P3

•Every one has a notebook or tablet

ICT Infrastructure - Ready!

• • Devise plans for communication, buy-in, professional development, evaluation, etc.•Get support from School Leaders

Communication and Buy-in

•Identify FC Teachers

•School Leaders will then prepare to communicate via monthly parent’s circular, update school’s website and conduct Parents’ Briefing

•Community of FC teachers will send letters to parents, update their class blogs and speak to their class.

•FC Teachers will also set rules of engagement and expectations for their pupils.

Professional Development

•PLC Time ( 3 periods per week ) to

•Peer observations ( cross-levels p3 observe p4 classes and vice-versa)

•Flipped Meetings ( department, level, staff, etc )

• • Provide a timeline for 2014

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.