2014-01 Suzanah Binte Saparwan

Instructions

Your personal page serves at least three purposes. It is a place for you to:

1. take notes- back lashing, dealing with motivation as sustainability

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: Suzanah Saparwan

School: Anderson Primary School

Role: Hod ICT

Part A: Article on Flipped Classrooms

1. Definition and origins of the "flipped classroom"

Definition:

The flipped classroom is described as a reversal of traditional teaching where students gain first exposure to new material outside of class, usually via reading or lecture videos, and then class time is used to do the harder work of assimilating that knowledge through strategies such as problem-solving, discussion or debates. The purpose of flipping the classroom is to shift from passive to active learning to focus on the higher order thinking skills such as analysis, synthesis and evaluation (Bloom). As explained in this short video, Flipping the Classroom: Simply Speaking Penn State students access key content individually (or in small groups) prior to class time and then meet face-to-face in the larger group to explore content through active learning and engagement strategies (Brame, 2014).

In the flipped classroom, the roles and expectations of students and teachers change where:

• students take more responsibility for their own learning and study core content either individually or in groups before class and then apply knowledge and skills to a range of activities using higher order thinking,

• teaching 'one-to-many' focuses more on facilitation and moderation than lecturing, though lecturing is still important. Significant learning opportunities can be gained through facilitating active learning, engaging students, guiding learning, correcting misunderstandings and providing timely feedback using a variety of pedagogical strategies,

• there is a greater focus on concept exploration, meaning making and demonstration or application of knowledge in the face-to-face setting (see Diagram 1 below).

Diagram 1: Learning opportunities of the flipped classroom (adapted from Gerstein)

Educational technologies (see Diagram 2) are an important feature of the flipped classroom as they can be used to:

• • capture key content for students to access at their own convenience and to suit their pace of learning (e.g. lecture material, readings, interactive multimedia),

  • present learning materials in a variety of formats to suit different learner styles (e.g. text, videos, audio, multimedia),

  • provide opportunities for discourse and interaction in and out of class (e.g. polling tools, discussion tools, content creation tools),

  • convey timely information, updates and reminders for students (e.g micro-blogging, announcement tools),

  • provide immediate and anonymous feedback for teachers and students (e.g. quizzes, polls) to signal revision points,

  • capture data about students to analyse their progress and identify ‘at risk’ students (e.g. analytics).

Diagram 2: Key elements of a flipped classroom (Strayer)

Origin:

The Short History of Flipped Learning (source:http://flippedlearning1.wordpress.com/history/)

As told by Jonathan Bergmann and Aaron Sams

In 2004, Jonathan Bergmann and Aaron Sams started teaching at Woodland Park High School in Woodland Park, Colorado. Jon came from Denver and Aaron from Southern California. We became the Chemistry department at our school of 950 students. We developed a friendship and realized that we had very similar philosophies of education. To make our lives easier we began planning our Chemistry lessons together, and to save time we divided up much of the work. Aaron would set up one lab and Jon the next. Aaron would write the first test and Jon the next.

One of the problems we noticed right away about teaching in a relatively rural school is that many of our students missed a lot of school due to sports and activities. The nearby schools are not nearby. Students spent an inordinate amount of time on buses traveling to and from events. Thus, students missed our classes and struggled to stay caught up.

And then one day our world changed. Aaron was thumbing through a technology magazine and showed Jon an article about some software that would record a PowerPoint slide-show including voice and any annotations, and then it converted the recording into a video file that could be easily distributed online. As we discussed the potential of such software we realized this might be a way for our students who missed class to not miss out on learning. So in the spring of 2007, we began to record our live lessons using screen capture software. We posted our lectures online so our students could access them. When we did this YouTube was just getting started and the world of online video was just in its infancy.

Flipping the classroom has transformed our teaching practice. We no longer stand in front of our students and talk at them for thirty to sixty minutes at a time. This radical change has allowed us to take on a different role with our students. Both of us taught for many years (a combined thirty-seven years) using this model. We were both good teachers. In fact, Jonathan received the Presidential Award for Excellence in Math and Science Teaching while being the sage on the stage, and Aaron received the same award under the Flipped model. Though as we look back, we could never go back to teaching in the traditional manner.

The flipped classroom has not only changed our classrooms, but many teachers from around the world have adopted the model and are using it to teach Spanish, Science, Math, elementary, middle, high school, and adults. We have presented all over North America and have seen how flipping your classroom can change kids’ lives.

2. What the flipped classroom is/is not

According to Jon Bergmann, Jerry Overmyer and Brett Willie, the traditional definition of a flipped is

• Where videos take the place of direct instruction

• This then allows students to get individual time in class to work with their teacher on key learning activities.

• It is called the flipped class because what used to be classwork (the "lecture" is done at home via teacher-created videos and what used to be homework (assigned problems) is now done in class.

But from their perspective, as successful flipped teachers, they believe it is so much more. They also realize there is a lot of mis-information about the Flipped Classroom and quite a bit of controversy about whether or not this is a viable instructional methodology. Thus the following lists out what they believe it is and what they believe it is not.

The Flipped Classroom is NOT:

• A synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the the interaction and the meaningful learning activities that occur during the face-to-face time that is most important.

• About replacing teachers with videos.

• An online course.

• Students working without structure.

• Students spending the entire class staring at a computer screen.

• Students working in isolation.

The Flipped Classroom IS:

• A means to INCREASE interaction and personalized contact time between students and teachers.

• An environment where students take responsibility for their own learning.

• A classroom where the teacher is not the "sage on the stage", but the "guide on the side".

• A blending of direct instruction with constructivist learning.

• A classroom where students who are absent due to illness or extra-curricular activities such as athletics or field-trips, don't get left behind.

• A class where content is permanently archived for review or remediation.

• A class where all students are engaged in their learning.

• A place where all students can get a personalized education.

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

The following are some considerations in designing, evaluating and managing a flipped classroom.

Start small

Unless you have a lot of time to plan and some support, don't try large changes to your lesson.

• • Consider a small design change such as asking students to read before the lesson then using some of the lecture time for class discussion. For example you might introduce concept tests to the lesson and expect students to read and prepare before class.

  • Concept tests (or ConcepTests) were developed by Harvard Physics professor, Eric Mazur, to gauge students' progressive understanding of key concepts throughout the lesson. You can use the quiz tool to check that students have grasped key concepts after they have been exposed to key content. Quizzes provide immediate feedback and can direct students to revision points. Similarly, using polling tools to provide immediate feedback, are anonymous and help students learn from peers. Quiz and polling tools can also assist you to adapt your teaching and revise areas that students find difficult.

  • Work with colleagues where possible to share ideas and resources so you aren't doing all the hard work alone.

  • Search for existing content that can enhance your online lesson.

  • Consider pre-record lecture material. This is an initial time investment, however once recordings are created they can be used for future iterations of your course. It is recommended that you divide recorded lecture material into 5-7 minute topic areas so key content is readily accessible to students. This will also make it easier for you to locate and edit your lectures when needed. For more information on options for creating videos, see the 'Top ten uses' section of the Video for teaching and Learning site.

Designing activities

As the flipped classroom is part of a blended learning strategy, learning activities can be online or face-to-face. As most lecture spaces are tiered, consider activities (Paulson & Faust) that are suitable for that space, such as 'think, pair share' to allow students to discuss a topic and then answer key questions through polling tools. An example of an online activity is to post a picture, diagram, video or reading on Blackboard that incites interest or debate, then ask students to comment using communication tools such as the journal/ blog tool or discussion board. Further tips are as follows:

• • Design activities to reinforce learning objectives that require students to use higher order thinking skills such as evaluation, synthesis and analysis. These are on the upper end of Blooms taxonomy--a common model used for classifying learning objectives. The diagram of Bloom's rose demonstrates types of learning objectives with descriptions of each and can assist to write learning objectives.

  • Consider the overall instructional strategy for your course. This resource, Designing courses for significant learning(Dee Fink), is a guide to designing meaningful learning interactions in your course.

  • Use a variety of activities to reinforce learning objectives to help your students grasp key concepts. These can range from group problem solving excercises to more structured active learning pedagogies.

How do I help students engage with this new learning model?

Preparation: First year students tend to require much more scaffolding than in future years so your expectations of learners will need to cater to their experience. To help students prepare:

• • Inform students in a variety of ways (ECP, BlackBoard announcements, email, SMS) that they need to prepare before coming to class and engage in active learning during class,

  • Explain that active learning learning has proven to be a much more effective way to learn. See the Active learning section for the literature on this,

  • Set clear expectations of what you want students to do in terms of preparation, activities and group work,

  • Develop some ice-breaker activities (Curtain University) to help set a collegial learning atmosphere. For more tips see the Face-to-Face Engagement section.

Ownership: It is important for students to own their learning and be willing to contribute to class discussion and group learning. One method is to set tasks where students set their own group rules. For example, ask them to design protocols for how to work with each other in class or online (e.g. respect each others opinions, talk in turn, contribute to group work, etc). Asking students to create content also supports ownership and higher order thinking.

Resistance: in this short essay Svinicki provides advice on making the shift from passive to active learning. Some lecturers who use the flipped classroom method simply require students to come prepared to class or risk 'missing out' and they quickly learn to adapt to expectations.

Assessment can be used to to direct students to prepare by assessing online quizzes and short essays before class. Another method is disclosed random marking where students are informed that they need to complete regular brief assignments, worksheets or problems before class which are then randomly marked.

Motivation: The Vanderbilt University Center for Teaching has several strategies for motivating student.Sharing your enthusiam for a topic can help students see the value in what you are teaching. Using humour can pique student interest and make teachers seem more approachable.

4. Flipped classroom issues and solutions

Following is the possible flipped classroom issues and solutions.

Issue 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 online resources. This is particularly hard on students from low-income families who already have limited access to resources.

Possible Solution: Schools could tap on available funds to help these needy pupils i.e.. E3 fund, MOE Opportunity Fund, CDAs, IDA

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 online resources at home. Unfortunately, there is no way to guarantee students will oblige or cooperate with the flipped model.

Possible Solution: Referring back to the designing of a flipped classroom, teacher could use consider various tools (quiz, poll, survey, reflection, concept tests) to gauge students' progressive understanding or students' participation online.

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

Possible Solution: Source out for readily available resources e.g knowmia.com. youtube.com/edu instead of creating own videos. (refer to the content curator list below).Get a team of teachers to work togeher to share the preparation workload. .

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.

Possible Solution: Flipped classroom is not for all lessons taught. Teacher is to choose selected topics suitable for flipped classrooms.

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.

Possible Solution: Online resources do have to be video watching only. The resources could be varied from doing research, gathering data etc. By the way, not all lessons are to be taught using flipped classroom instruction.

Evaluation of Flipped Classroom

(adapted from http://camelportfolio.files.wordpress.com/2012/03/camel-c-final-epd-for-the-flipped-classroom.pdf)

The main idea of the evaluation is to find the answers to the following questions:

1. Has homework completion and attitude towards homework improved as a result

of the Flipped Classroom?

2. Have alternative learning opportunities (i.e. authentic research, peer-to-peer

tutoring, class discussions, teacher-to-student tutoring) been provided for a truly

differentiated experience?

3. Has the Flipped Classroom changed how re-teaching information due to

absences (both teacher and student) is handled?

4. Does the Flipped Classroom Model create more responsible and independent

students who are in charge of and invested in their own learning?

To find the answers to the questions above, the school could look into the following areas:

Qualitative Evaluation

- Students' Survey

- Teachers' Focus Group Discussion

Quantitative Evaluation

- Students' exam results

Samples survey or discussion questions can be adapted from the source.

5. References

Brame, 2014. Flipping the Classrooms

http://cft.vanderbilt.edu/guides-sub-pages/flipping-the-classroom/

The Flipped Classroom

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

About Flipped Classrooms

http://www.uq.edu.au/tediteach/flipped-classroom/what-is-fc.html

How the Flipped Classroom Was Born

http://www.thedailyriff.com/articles/how-the-flipped-classroom-is-radically-transforming-learning-536.php

The Flip Class: Myths vs Reality

http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php

How to Flip Classroom - How to start

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

10 Pros and Cons of a Flipped Classroom

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

An Evaluation of a Flipped Classroom

http://camelportfolio.files.wordpress.com/2012/03/camel-c-final-epd-for-the-flipped-classroom.pdf

Youtube:

I Flip, You Flip We All Flip:Setting Up a Flipped Classroom

http://www.youtube.com/watch?v=ZRvmjjeZ9CA

The Flipped Classroom - Beginner's Guide

http://www.youtube.com/watch?v=FzbIRtozB64

An Introduction to Flipped Classroom

http://www.youtube.com/watch?v=eRO6oAEGbSI

The Flipped Classroom Model

http://www.youtube.com/watch?v=ojiebVw8O0g

How to Flip a Classroom?

http://www.youtube.com/watch?v=IjUtSvGvB-0

Flipping the Classroom: Simply Speaking

http://www.youtube.com/watch?v=26pxh_qMppE

Glogster

http://shefyna.edu.glogster.com/flipping-anderson

Content Creation:Great Content Curators

http://www.knowmia.com

http://www.youtube.com/edu

http://www.curious.com

http://www.backpack.tv

Youtube EDU Gurus!!

AMOR SCIENDI

http://www.youtube.com/AmorSciendi

ASAP SCIENCE

http://www.youtube.com/AsapSCIENCE

BOZEMAN BIOLOGY

http://www.youtube.com/bozemanbiology

KUMESHI CHAN

http://www.youtube.com/KemushiChan

BITE-SCIZED SCIENCE

http://www.youtube.com/Lexie527

MATH APPITICIAN

http://www.youtube.com/mathapptician

MYLES POWER

http://www.youtube.com/powerm1985

PROFS POP

http://www.youtube.com/profspop

SPANISH IS YOUR AMIGO

http://www.youtube.com/SpanishIsYourA...

Subscribe to these geniuses!

Smarter Every Day http://www.youtube.com/user/destinws2

History for Music Lovers http://www.youtube.com/user/historyte...

Crash Course w/ the Green Brothershttp://www.youtube.com/crashcourse

Steve Spangler Science:http://www.youtube.com/SteveSpanglerS...

Minute Physics: http://www.youtube.com/minutephysics

PBSIdeaChannel: https://www.youtube.com/pbsideachannel

Numberphile: http://www.youtube.com/numberphile

Deep Sky Videos: http://www.youtube.com/deepskyvideos

Veritasium: http://www.youtube.com/1veritasium

ViHart: http://www.youtube.com/vihart

CGP Grey: http://www.youtube.com/gpgrey

VSauce: http://www.youtube.com/vsauce

TedEd: http://www.youtube.com/TEDEducation

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*Check the PoliPop channel:https://www.youtube.com/user/POLIPOP

Personal Flip Classroom Notes

Rationale of Flipped Classroom: Why Flipping?

1) Availability of IT Resources & teachnology

- Internet, Software, Mobile Devices, Rich Online Videos

2) Teachers' Readiness

- Delivery of content any place and any time where learners are able to learn at any pace

- Provision of scaffolding and guidance by the teachers for learners in doing their homework

- Changing Mental Model: Should not teach today's children using yesterday's teaching instruction/ clasroom models

3) Learners' Readiness

- Digital Natives

- communicate and collaborate using social media network

- using new media at home

- using Internet for various purposes

- video is the new text

What Does it Mean to Flip Classroom?

- content delivery takes place at home and homework takes place in classroom

- leveraging on technology to flip the classroom

- online content delivery leads to other online resources e.g. other websites, search, survey, poll, videos for extension of learning

- online content learning can take place at any pace as video can be replayed, pause and forwarded accordingly

- face-to-face interaction - differentiated instruction and activities by teacher to cater to different learners' needs. e,g. discussion, reflection, survey, debate,

- face-to-face interaction - classifying learners in group e.g discussion group, remedial group, project group, self-guided group, interest groups

- traditional classroom: learners are passive - sit to hear the teacher delivering the content

- flipped classroom - learners are active - learners take the active role to communicate and collaborate with others, create knowledge

What Flipped Classroom is Not?

- youtube video: www.youtube.com/watch?v=hGs6ND7a9ac

A Flipped Classroom is not

• • a KHAN Academy:Khan Academy is an organization on a mission. We're a not-for-profit with the goal of changing education for the better by providing a free world-class education for anyone anywhere.

• a replacement of the teacher

• just about student watching video

• one-size-fit-all teaching approach

• top-down directive

What is a Flipped Classroom?

A Flip Classroom is

• • a classroom where the class teacher creates or selects videos that meet the students' needs so teacher-student relationship exists and required in flipped classrooms

  • teacher is active all day in flipped classroom

  • rich face-to-face activities in classroom apart from online activiites like videos

  • about students using videos as and when is appropropriate for learning

  • driven by teachers- authentic, creative and initiated by teachers

  • where teacher no longer spends time in class to lecture but constantly interacting, observing and inspiring students

Why Flip Classroom?

Research shows that active learning improves students' understanding and retention of information and can be very effective in developing higher order cognitive skills such as problem solving and critical thinking. (Merlot Pedagogy)

A key aspect of the flipped classroom model is to find ways for students to actively engage in learning. According to Butchart et al, there is emerging consensus in higher education that the traditional lecture format is ineffective for learning (Brandford et. al. 1999, Bligh 1998, Redish 1994, Wulff et. al. 1987) and that students learn best when they actively engage with content and apply concepts. (Smith et. al. 2005, Maloney et. al. 2001, Hake 1998, Thornton and Sokolof 1998, Johnson, Johnson and Smith 1991) --also see (Crouch, Mazur, 2001; Prince, 2004).

Active learning pedagogies are at the heart of the flipped classroom and many techniques can be applied to online or face-to-face environments or a blend of both. Flipping your class is an opportunity to think about ways to engage students, encourage ownership of learning, promote deeper learner and to equip students for professional practice.

The concept of the flipped classroom room is not new—especially in the Humanities where for decades student have been expected to read novels in their own time while class time is devoted to exploring symbolism or unravelling complex concepts. Law professors have long used the Socratic method in large lectures, which 'compels students to study the material before class or risk buckling under a barrage of their professor’s questions.' (University of Winsconsin-Maddison).

Designing Flip Classroom

1) Content Creation

Different online tools to help create content e.g. sceen-o-matic or Doceri or simply record oneself teaching. Need to consider these when choosing what to use for online content

- duration of video - not too long or too short (short video clips of 2 to 3 min each)

- type of learners - online content should meet the learning needs and styles of learner

- amount of time for students to spend online (how long is long? what is enough)

- accountability of learners learning the content online (consideration of embedding short quizzes or questions to check understanding and accountability of learning online)

2) Design of the classroom layout

- stations based ( where each station has a purpose, meet the different needs of learners and allow learners to choose what they want to learn)

Quiz station - assess understanding, creation of quiz - stretching the learning , content viewing - for content recalling, reflection corner - to consolidate learning or construction of learning

3) Just in case (JIC) vs Just in time (JIT) skills

- avoid teaching pupils what teachers perceive they need rather focus what is needed for learning to take place.

4) Enculturing Flipping

In various context: department meeting, parents' meeting, parents' talk, lecture

- backchanelling

5) Creating buy-out time to give more time to create resources

- Flipping is a pedagogical approach not a technological one.

- Enough idealism and hypothetical ideas

How is flipped presentation different from traditional presentation

Flipped Presentation

- pupils come in the class better prepared and with prior knowledge as they have consumed the content at home adn enable to ask better questions

- more engaging in small groups and get to choose the group you want to be in where the group members are interested to hear you (creating the comfort zone & group according to interest areas- choice)

- quality of conversation as the conversation is based on what you have already seen (create conversational tone)

- formality of the traditional presentation limits the contact with the audience (1 way communication)

- choice is important in the flipped classroom ( in both online and face to face)

- peer assessment during the face-to-face using Google Form (formative assessment)

- flipped presentation enables collaborative learning to take place organically (present with own group /group choice)

- in conventional presentation the focus is to deliver content but the flipped presentation is to address issues or clarify the questions that listeners have after viewing the content prior to that

-

3 dimension of flipped classrooms addressed

a) Flip the content and deal more with issues face-to-face

b) Learners create the content

c) learners teach someone else

The 2nd and 3rd dimension will keep the Flipped Classroom going for a long run.

Flipped Classroom take-aways

Flipped is not to add to the curriculum - not an extended curriculum or teaching time

Video is the next text - the way the learners learn

Do you engage them the way that is different from the past - making the drivers of their own learning

in the course of the inquiry based path : Tell me what happen when you see the light animation?

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

Context:

Introducing Flipped Classroom would align with our school's MVM, specific philosophy and beliefs and niche.

Our Mission

A holistic education for every pupil to realize his potential with opportunities to excel

Our Vision

Learners with Passion. Leaders with Heart. Citizens of Character.

Our School Value

Passion for Learning

Our Philsophy & Beliefs

1. We view education that engages every learner to be a key response to the changes and opportunities brought by globalization. Preparing every student well and equipping him with the mindset, skills and knowledge to envision the possibilities of the globalised economy in the 21st century is imperative.

3. We believe that every student has the capacity to learn and succeed. We will make every effort to adopt a variety of strategies and approaches to cater to the different needs of the students so that they will be motivated and inspired to learn and grow. Flexibility and choices will be provided to create more pathways to learning.

10. We perceive the quality of interaction between teacher and student to be the single most important piece that paves the way for quality teaching and learning. This crucial piece, nurtured with mutual respect and care, serves as the nucleus through which all other branches of learning grow.

11. We appreciate the importance of every staff member in contributing to the growth and evolution of the school. People development in the form of capacity building through the creation and design of professional development opportunities will constantly be accorded high priority.

12. We value the creative energies of all staff and students. Unlocking this creativity in everyone is vital to both the school's and nation's future. Building a culture that welcomes novel ideas and experimentation will serve as the anchor for continuous innovation and transformation.

Our Special Programme

IMAS² - The IMAS² Programme is the revised 4-year Talent Development Programme in Anderson Primary School.

The objective of the IMAS² Programme is to provide a positive school environment for the identification and progressive development of pupils' abilities in the domains of Intellectual, Creative, Socio-Affective and Sensori-Motor. These abilities can be translated in the 5 areas which are identified by the school - IT, Music, Arts, Sports and Social Action.

Through engaging and challenging learning tasks which look beyond academic attainment, the IMAS²Programme aims to:

• • Discover, nurture & develop talents to their fullest potential

  • Provide opportunities for the development of character & 21st Century skills.

  • Provide valuable experiences to build pupils' portfolios.

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Implementation Plan:

Target Audience

Subject Area: Science

Topic:Body Systems

Level : Primary 4

No. of Classes & Science Teachers: 6

Rationale:

Anderson Primary is embarking on a three-year 1:1 Computing ICT-SCI project with Nan Chiau Primary, starting with the P3 level this year. Teachers design their Science lessons and utilise the specific mobile apps on the tablet to enhance the learning of Science for their pupils. Leveraging on that cluster programme, it would be easier to introduce Flipped classroom at the lower Science block level as the resources are readily available and buy-in for the various stakeholders would be more manageable.

Why Body System?

It is a topic that is close at heart and yet could be rather abstract and difficult for students to comprehend as they are not able to see the organs and how the various body systems work together.

In 2013,the P4 pupils have also started to build the online video repository on body systems as part of their ICT-SCI lesson. Hence, teachers could save time and tap on those resources in preparing the flipped activities.

Buy- In

Parents

A parent briefing was conducted and a letter has been issued at the beginning of the year to inform them about the 1:1 Computing ICT-SCI project for the P3 students. In the letter, parents are also informed that pupils are required to use the tablet loaned to them to complete online activities at home as part of their seamless learning beyond the classroom context. Riding on this, the school could use the same platform and set of communications to inform the parents on the Introduction of Flipped Classroom at the next level.

Teachers

As the group of teachers teaching lower Science block is generally the same, they would be rather IT-savvy and ready to embark on the Flipped Classroom as they have already implemented the1:1 computing at P3 level. However, there are two teachers who are not teaching P3 Science class, the teachers will be divided into two sub groups comprising of 1 non experience teacher in each sub-group. The sub-group could also deployed to prepare the different materials required for the flipped classroom so that the preparation time and workload can be distributed among the two sub-groups.

Students

As our school allows pupils to bring their own mobile phone to school and the SSOE Segregrated Wireless Network (SWN) has been commissioned, accessing to the online resources within the school compound is not an issue. Should pupils not have any data plan, they could tap on the school network anytime anywhere within the school compound. We also place a mobile cart in the school library for pupils who need to loan a laptop during recess of before or after school time to access online at the library. As these resources are readily available for the students, it would be much of a hassle for pupils to embark on the Flipped Classroom journey.

School Leaders

As the school leaders have agreed to embark on the 1:1 Computing project, it would not be difficult to convince them the benefits of a Flipped Clasroom as both 1:1 Computing and Flipped Classroom are focussing on a better quality of learning for the learners though the approach taken by both programmes would be not be exactly the same.

IP Heads

As the HOD Science is overseeing the 1:1 Computing Project, he would see able to see the benefits of the Flippped Classrooms and provide the necessary support in terms of the content development or creation. From the latter project, he would also pre-empt the possible challenges or issues that teachers need to tackle or manage. Moving forward, should other departments embark on the Flipped Classroom instruction, he could share his perspective and experience with fellow IP heads.

Professional Development

Timeline

Evaluation of Flipped Classroom

(adapted from http://camelportfolio.files.wordpress.com/2012/03/camel-c-final-epd-for-the-flipped-classroom.pdf)

The main idea of the evaluation is to find the answers to the following questions:

1. Has homework completion and attitude towards homework improved as a result

of the Flipped Classroom?

2. Have alternative learning opportunities (i.e. authentic research, peer-to-peer

tutoring, class discussions, teacher-to-student tutoring) been provided for a truly

differentiated experience?

3. Has the Flipped Classroom changed how re-teaching information due to

absences (both teacher and student) is handled?

4. Does the Flipped Classroom Model create more responsible and independent

students who are in charge of and invested in their own learning?

To find the answers to the questions above, the school could look into the following areas:

Part C: Flipped Presentation

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

Please visit this link to watch my prezi presentation http://prezi.com/667kx50gfbbw/?utm_campaign=share&utm_medium=copy

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