Instructions
Your personal page serves at least three purposes. It is a place for you to:
take notes
enable your flipped presentation
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:Tan Beng Guan
School: Nan Chiau High
Role: HOD ICT
Part A: Article on Flipped Classrooms
1. Definition and origins of the "flipped classroom"
Flipped classroom (FC) started with two teachers: Jonathan Bergmann and Aaron Sams in year 2007. It originated with Aaron creating videos of his lessons for students who were absent from class. The idea is to shift the direct teaching out of classroom time and engage in higher order interaction in the class. FC can be traced back to his roots of "the inverted classroom", "JIT teaching" and "Peer Instruction".
Why the need to know the origins of the "flipped classroom"
To know the historical background of how it started
To know the context of how the idea evolved
To know the mistakes that was committed from early adopters
2. What the flipped classroom is/is not
FC is a swoop of what takes place in classroom with what is happening at home, for the learners. Content learning is done at home while homework is done in school.
FC allows the creation of meaningful activities in class.
FC leads to the tuition effect in class since teacher can pay more attention to individual in class.
FC is not like Khan Academy, where learners just watch a lesson from an unknown lecturer who may be far far away.
FC is not a replacement of teacher.
FC is not about just the videos created.
FC is not the silver bullet which can solve all the learning issues of learners.
FC is not an one size fits all teaching approach.
FC is not top down, it is initiated only by teachers.
FC is not teacher holiday. A lot of time is needed in preparing the quality videos.
FC is not easy.
FC is not about just students watching videos at home. It is about students using videos whenever it is relevant for their learning.
3. Designing, developing, evaluating, and managing flipped classrooms
- Grouping to HA, MA, LA in classroom to better manage the students
- Station-based learning in classroom
- Consolidation of ideas at the end (class discussion)
- Didactic teaching should also be considered if it serves its purposeful
- Design with the learners in mind (type of platform e.g. mobile, laptop, bandwidth)
- Design to engage our students e.g. with comic, animation, context relevant to them
- ICT can help to capture the reflection effectively so that it can be referred to.
Sustavo Reis
- Facts on attention span on video
Tools relevant to FC
Padlet
Tinyurl
Socratic
Screencast-o-matic
Wordle
Educreations (iOS)
Smartsparrow
Khan academy
Flubaroo
Animoto
Camtasia
Discovery Education
Edmodo
Prezi
TeacherTube
TED-Ed
4. Flipped classroom issues and solutions
Issues identified in Session 2
- Teachers' competency and capacity in facilitating a flipped classrom
- Students' readiness of adopting the new way of learning
- Difficulty in managing the different pace of learning from students
FC issues
- Not enough time to finish syllabus
- Keatie Gimbar (YouTube)
- It is tiring and challenging to be on your own
- Students not watching the video lessons at home
- Video lessons may not be the best for all topics (e.g. showing science experiments without hands-on in school)
- Creating good videos and planning for good class activities are time consuming
FC solutions
- Team effort to share strategies and pedagogy
- Divide and conquer
- Peer support from fellow IP HODs (get their buy-in)
- Free access of pc for students who did not watch the videos
- Selective in terms of the topic to flip
Intrinsic and Extrinsic Motivation for FC
Intrinsic:
- Personal satisfaction of trying out new pedagogy
- Increase teaching repertoire
- Improve students' understanding
- Allow differentiated learning for students
Extrinsic:
- Recognition in the form of award
- Monetary reward in the form of OCA
5. References
http://www.thedailyriff.com/articles/the-flipped-class-conversation-689.php
http://jonbergmann.com/new-to-the-flipped-classroom-10-things-to-consider-before-you-start/
http://www.scoop.it/t/flipping-your-classroom
Part B: Flipped Classrooms in My Context
I am planning to flip Sec 1 Mathematics Lessons this year
Context
- 8 classes of Sec 1 Express taught by 5 teachers
- The 5 teachers consists of HOD Maths, one Flipper, one ICT mentor, one Maths and Science teacher and one beginning teacher.
- I used to teach Sec 1 Express Maths class two years ago
Implementation Plan
- Create "buy-in" by 1) Sharing of success stories 2) Sharing of students' feedback 3) Assuring teachers of ICT support
- Official letter to send out to inform and explain the rationale of flipping to parents of Sec 1 students.
- Step 1: Form a PLC team within maths department for the flippers
- Step 2: Use department whitespace to discuss and map out the plan for one term.
- Step 3: Decide the topics to flip and distribute the lesson preparations
- Step 4: Use weekly whitespace for flippers to share the successes achieved and challenges faced.
- Step 5: Request ICT trainer to conduct training on web 2.0 tools and relevant ICT skills to flippers
Timeline
- End May to 1st Week of June: Preparations
- 4th Week of June: Fine Tuning
- 10 Weeks in Term 3: Roll out
- September Holiday Week: Review
Possible Implementation Issues
- Students not watching the pre-lesson videos
- Students do not have computer/internet access
- Teachers' resistance due to time taken to prepare video lesson
- IP departments' concern about the impact to results
Possible Solution
- Set quiz to identify and work on the students
- Provide mobile devices for loan after school
- Start by asking teachers to use available video from internet. Following that, share video lessons created among peers. Finally, conduct more PD specifically on video creation
- Start with sec 1 and advice teachers to be very selective about the topics for FC. Monitor the effectiveness and impact of FC closely to up the teachers.
Part C: Flipped Presentation