2014-01 Salmi Binte Rahmat

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: Salmi Rahmat

School: Changkat Primary School

Role: SH ICT

Part A: Article on Flipped Classrooms

1. Definition and origins of the "flipped classroom"

• • parents and pupils work together as parents can learn together with the child instead of chalk board when interaction is between teachers and pupils

  • its NOT about technology BUT pedagogy

  • classes need to be interactive, inquiry driven

From Brame J.C. Flipping the Classroom:

In terms of Bloom’s revised taxonomy (2001),this means that students are doing the lower levels of cognitive work (gaining knowledge and comprehension) outside of class, and focusing on the higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor. This model contrasts from the traditional model in which “first exposure” occurs via lecture in class, with students assimilating knowledge through homework; thus the term “flipped classroom.”

Key Elements of a Flipped Classroom:

1. Provide a opportunity for students to gain first prior exposure to experience outside class.

2. Provide an incentive for pupils to prepare for class - point system can be implemented to ensure pupils prepared. Task can be varied.

3. Provide a mechanism to assess pupils' understanding

2. What the flipped classroom is/is not

• • Question: Are flipped classroom consist of teachers uploading videos? Can it be notes uploaded?

  • meaningful activity? How?

Dimensions of flipping:

1. conventional flipping

2. content creation

3. role of teacher

4. Peer instructions?

From http://www.teachthought.com/trends/10-common-misconceptions-flipped-classroom/

Misconception of a Flipped Classroom

1. Not Khan Academy

2. It's Not a trend or reverse instructions

3. It's good for certain subjects - Not true as even PE can be flipped

4. You have to video yourself

5. Teachers have to create from scratch

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

I think one factor that will help me to be able to sustain flip classroom in school is to be the one that motivate other teachers. I should be the one to walk the talk and lead by example.

Designing and Developing

From: http://www.uq.edu.au/tediteach/flipped-classroom/how-to-start.html

Factors to consider:

Staff support

To get buy-in from staff and can be done in small groups. Development workshops could also be done to get staff to be aware.

Start small

Introduction to a concept. May not be a whole topic or lecture

Designing activities

Use activities to grasps pupils concept

Design activities that reinforce Learning Objectives

How do I get my students to engage with this new model?

Ice- breaker game.

Introduce pupils to the different platforms and its usage

Set Clear expectations

Considerations for Resistance

There might be pupils who are passive and resistance to the idea.

They have to learn to adapt and see that they will me missing out if they come unprepared. Personally, I do find that this is true. If most of us are prepared then those unprepared will be wanting to know. Even though they may not be able to catch up on that day's lesson, they might do the catching up once they are home.

Evaluation and Managing

Assessment can be used to to direct students to prepare by assessing online quizzes and short essays before class. Peer assessment can be done also by giving comments to see if pupils are at least engaged

4. Flipped classroom issues and solutions

http://www.teachthought.com/trends/10-pros-cons-flipped-classroom/

The issues identified in the above websites are as follows. I do try to give my solutions on these issues:

1. It can create or exacerbate a digital divide

One of the most prominent issues is the necessity for students to have access to a computer and Internet in order to view the lectures. This is particularly hard on students from low-income districts who already have limited access to resources.

My Solution: There are funds that pupils can use to help them purchase computers. Also school can help by giving free access area for pupils to use the computers. In my school, computer labs are open in the afternoons from 2-4pm for pupils to use for research and homework purposes. Some of my pupils also mentioned that they go to community centre to use the free computers.

As for teachers, there will be some teachers who are not IT-savvy and 'afraid' of the computers. I suggest we should leave this teacher out first and just expose them on the ideas of a flipped classroom. Also as a head, I should also handhold them and provide them with the necessary PD

2. It relies on preparation and trust

There is also the concern that since flipped classrooms are dependent on student participation, one must trust students to watch the lectures at home. Unfortunately, there is no way to guarantee students will oblige or cooperate with the flipped model.

My Solution: As mentioned earlier, some of these pupils may feel 'left out' if they discovered that they are not prepared. Eventually, I believed they will learn.

3. There is significant work on the front-end

Additionally, there is a concern that implementing a flipped classroom adds an extra workload on teachers, as there are several elements that must be integrated carefully to allow the class to flourish. Responsibilities include taping and uploading condensed lectures, which take time and skill, and introducing activities in the classroom that will enhance the subject matter as well as motivate students to participate and prepare for class. Though teachers can gradually integrated flipped elements into their classrooms, it will still require additional time and effort from teachers.

My Solution: Start small. Maybe only on the introduction of a lesson and a few lessons first. Teachers should also work in groups to prevent fatigue and overloaded

4. Not naturally a test-prep form of learning

Whether you think this is a good or a bad thing is another conversation, but it’s important to realize that generally speaking, flipped classrooms do not “teach to the test.” Flipped classrooms do not follow the model of teaching to improve standardized test scores. However, teachers and students are still required to spend a sizable portion of time preparing for state mandated testing, which in turn interrupts the flipped classroom process.

My Solution: Flipped classroom is a teaching strategy. To ensure if pupils learnt AFL can be conducted to see if our LO are met.

5. Time in front of screens–instead of people and places–is increased

There are some who believe that if every teacher starts flipping their classrooms, students will spend hours in front of a computer watching the lectures. One may argue that this has the potential to cause serious problems to student’s learning processes, as not everyone may be as adept to learning through a computer.

My Solution: Teachers have to consider the time spent on computers. As of modern world now, people are spending more time on the television or the computers. Flipping the classroom only allows them to do something productive when they are in front of the computers. In class, teachers may not use the computers and spent more time of face to face discussions. This will allow pupils to interact face to face instead of online.

5. References

My reference

- Sustavo Reis (Ted )

creating a flip

Flipping the classroom

6. What I've learnt in Class

1 Why you need to move around in class

1. visually monitor

2. model classroom settings due to limited resources

3. 5 senses - proprioception ability to detect if there is in balance

Being in the place will give you thought and idea

Designing a flipped in a face to face component:

Getting a sense of where something happen

Helps in the classroom management

Chilled out zone

Direct Instructions/ Didactic delivery

- Must be included

- Whats the purpose? – to know the story

Point of flipped – if you can get the class to learn something outside

19 Feb 2014

Backchanneling - eg. Twitter or Todays' Meet

No technology at home - do not prepare, will not prepare... not unique to flipped classrooms

26 Feb 2014

ASK SL to give buy-out time - offload the flipping managers timetable load

Do not promise academic results will go up

Dimensions - watch first

- learner create content

Flip - NOT to increase curriculum time

- videos a new text

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.)

    • Primary 4

    • group of 8 teachers

    • Science

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

    • Getting buy-in from school leaders

Initial Plan

• • • • Tried out Flipped classroom concept for Science in 2013 in class. Shared the PSLE results with exco. (Entry results for Science - 0% passes. PSLE A - 8% Passes - 84%)

Buy-in from School Leaders

• • • • School background: School practice of PLC is teachers are group by level. requested the Principal and exco team to approve forming own PLC team to experiment in 2012 and 2013. Got rejected. Proposed the idea again at end of 2013 for 2014 PLC.

      • Principal then asked me to submit proposal end of 2013 for ICT Tech Plan

      • Principal approved provided if I am able to form a team and able to use the TPCK framework to justify the use of ICT (see attached)

      • A proposal on Technological Plan was submitted to the principal before I left for MLS (attached file - Tech Plan 2014)

Buy in from Teachers

• • • • Team of 4 teachers was approved by the Principal to form PLC group for 2014

      • The 4 teachers are chosen based on voluntary basis. Coincidentally all the teachers are from ICT department

      • February 4th - P4 level teachers asked to be part of flipped classroom PLC team ( As this year, I am teaching a P4 class and from January, some teachers in the level asked questions regarding Edmodo and flipped classroom. Gave them links to the resources on flipped classroom. At the end of January, teachers are all into the idea of flipped classroom). I also provide them with the resources from MLS 126 and the link to Enoch blog. Teachers got excited after looking at Enoch's blog)

      • Principal approve the P4 teachers to embark on the flip classroom

Buy in from Parents

• • • Letter will be sent out to parents to inform parents on the implementation

Professional Development

• Provide a timeline

2014

February - Proposed

June (School Holidays) - Literature Review

July - Revision on lit review/ Planning of lesson

August - Lesson study of a lesson (Magnet)

September - Review of lesson and implementation to other classes

October - review and report on the Flipped classroom lesson

November - Sharing in School in school conference

2015

PD structure:

P4 and P5 level teachers to go for training on Edmodo

ICT mentors and teachers champion at flip classroom to mentee teachers at the level

To implement 50% of Science Topic at P4 level

To implement 50% of Science topic at P5 level

Part C: Flipped Presentation

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

I can't seem to embed, so please click this link: newhive.com/salmi/planning-for-flip-classroom or this link

Please give me your comments and questions here:

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