2014-01 Siti Rafeah 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: Siti Rafeah

School: Loyang Secondary School

Role: HOD Humanities

Part A: Article on Flipped Classrooms

If you are an educator who wants to find a way out of having no time to work through homework, no time to conduct group work with your students, no time to do concept deepening activities or anything else that would allow your learners to deepen their understanding of the knowledge, skills and concepts being taught- then the Flipped Classroom Model may be just for you. Read on (or watch videos) to learn some basics about Flipping.

1. Definition and origins of the "flipped classroom"

The concept of flipping started off as peer instruction(1997) then just in time teaching and finally flipped classrooms where students do content download in their own space and pace. Class time is used for homework, discussions, dialogue etc. This enables the teacher to actively help students in their learning because the teacher no longer needs to deliver content for the students to download during face-time in the classroom. Watch this video for a short introduction to flipping.

A flipped classroom has a 3 dimensional flip possibility: flipped location, flipped content creator and flipped teacher.

Flipped location: conventional flipping

Flipped content creator: getting students to create the content

Flipped teacher: getting students to facilitate in class learning based on content which they created

The Four Pillars of F-L-I-P™

So how do we get student engagement as a result of flipping? A teacher must ensure that the four pillars of flipped learning exists for the lesson to be effective. For a video introduction of the Four Pillars of F-L-I-P with Jon Bergmann and Aaron Sams, the pioneers of flipped learning, watch now. If you prefer to read a short article about the 4 pillars- here is the link.

2. What the flipped classroom is/is not

- Not a series of videos just so that students can watch online to learn content on their own and then it is not followed up during the lessons

- Is the use of content learning for revision considered flipped? Where

the learning done online is then followed up by discussion and essay assignments during class time then it can be considered flipping. (Conventional flip- location)

- Successful designing would rely on an intersection of suitable technological, social and pedagogical affordances

- Flipped learning is not an ICT enhanced lesson only, it also grounds itself on sound pedagogy and observations about students' learning habits

Video on flipped classroom: What it is and what it is not?

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

Here are some steps to take when designing and implementing a flipped lesson. It consists of three phases; the preparation phase, home learning phase and classroom learning phase. If each of these phases is well thought through, the flipped lesson would have positive learner outcomes. If you prefer to listen to an animated video on the steps to take, please click here.

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 (sample video which shows how a teacher chose to communicate the idea of flipped classroom to her students)

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

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 delivera

bles 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

For those who get bored watching long videos, here is an about 3 minutes video about how to get started on flipping. It also provides a sample of letter to parent, sample video presentations and a link to ask questions to a fellow flipper. Personally I found this more engaging- think of what this says about the length of videos for students to watch when doing a flipped lesson.

4. Flipped classroom issues and solutions

This section introduced some of the worries that teachers and school leaders may have in buying into the idea of flipped lessons. It is not an exhaustive list.

5. References

Short article about the 7 things one should know about flipped classrooms

Great information about flipping (with video examples and references) from the Gurus at Flipped learning network

Google site which dives into the theory behind flipped classrooms, explore lesson activities, and locate great resources to support this model of teaching. Improve student learning and teacher satisfaction in one flip of the classroom

Benefits of flipped learning with experienced flipped educators

Mark Prensky- coined term digital natives and immigrants ( video is the new text)

NUGGETS FROM ENOCH NG'S SHARING

- Katie Gimbar youtube vide

o was his inspiration

- was given a mixed ability class (quite disparate)

- disruptive pupils, disinterested, etc due to their differing abilities (cannot fit to one pace)

- try to flip decimals (first attempt)

- results not fantastic, but the interest in learning was obvious based on student response

- conducted voluntary workshop on use of flipped classroom (9 teachers turned up and did not flip after attending)

- also shared about flipping via email with other teachers

- shared with fellow level teachers, hod maths one of them so was able to get support to get other level teachers to try out flipping

- team met every wednesday 1.5hours (tiring, but meetings help to iron out maths pedagogy, method of teaching- increase professionalism)

- initially took turns to create video, now change to 2 person create video and 2 person create worksheets (build on their strengths- worksheet or video, specialization)

- takes up quite a bit of time and effort (starting may be

difficult) but pupils interested in learning

- anecdotal feedback from students to show their enjoyment of learning

- kids interaction with video- how?

- F2F time works then...

- went through ppt in class (reinforce concepts)

- cluster project, capstone, school decided to flip

- he was really convinced, therefore the others around him can feel the spirit (that it works)

- science he did not flip because he has hands on activity, whereas for maths he was usually in front of the classroom and that is the main thing to reduce through flipping

- worksheet to accompany video so as to check whether students have watched video ( instructions are found in the video so quite obvious)

- flippingblgps.weebly (link is in announcements)

- just try because you never know whether it is suited to you, suited to the students, if you have a better way then its also fine.

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

If you are unable to view the embedded presentation, kindly follow this link: Flipped classroom plan

Below is the implementation timeline as presented above. If you want to have a closer look, click on the image.

Part C: Flipped Presentation

I have put together my presentation on Linoit using stickies. Feel free to post comments,suggestions to improve, etc on the Linoit using green post-its.

I also tried to use the Linoit image to do a voice recorded presentation, however the tool which I used (ShowMe on iPad) does not allow me to publish the video elsewhere. So I used my phone to capture the video of the video. Hopefully it helps to direct your focus on the elements which I tried to bring out via Linoit. You would need to download the video.

The next morning (after very few hours of sleep), the showme video is available for viewing. Perhaps can only be viewed in Safari. Please try and give feedback in the comments section below.

Thanks for visiting my page. I hope you have gleamed much learning from it as I candidly share my challenges in preparing the presentation portion of this assignment.

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

Some of my learning points from creating the flipped presentation:

1) Always have backup: if you think that one mode of delivery may not work, have alternative sources of the same content

2) Have patience: If it doesn't work at first, give it time. Go to sleep and perhaps the next morning things would turn out better.

3) Have friends who can help you access your lesson. This would help in getting information on whether the videos/presentation is accessible.

4) Dare to try new things- it can be tiring but fun. I'm guessing it would be fun-ner if you have an audience who is able to respond to your "projects".