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: Tang Chun Chieh
School: Xinmin Secondary School
Role: HOD / MTL
Part A: Article on Flipped Classrooms
1. Definition and origins of the "flipped classroom"
Understanding of Flipped Classroom has been popularized by 2 American teachers (Aaron Sams and Joanthan Bergmann) in 2007
Flip precursors:
The inverted classroom - Lage, Platt & Treglia (2000)
JIT Teaching - Novak (1999)
Peer Instruction - Mazur (1997)
2. What the flipped classroom is/is not
Flipped Classroom is not
about increasing / doubling curriculum time
the Khan Academy
to replace the teachers
not all about video
a solution (silver bullet) to solve all education problem
a one-size fits all approach
top-down approach
all about students watching video at home
video lectures
only delivering content
technology solution
a total exclusion of direct instruction.
about using the latest technology
replacing classrooms and classroom teachers with online instruction
better teaching. It is about better learning. The focus is on the learners.
Flipped Classroom is
where teacher serves the role of facilitator for different groups of activities that will carry out inside / outside of class (remedial group, discussion groups, project groups , self-guided group) - facilitate active learning
for learner to take an active role in creating a deeper understanding of subject mater (optimizing learning)
where teachers will be active in class. They have a chance to work with all students in class. Rich classroom time will be crafted now in class for them to extend their students' learning experience. Flipping helps struggling students as teachers walk around the class helping those struggle the most. This is not to say that top students are ignored, it is just that they are not on the top of the priority list. Thus, this flipped model will help students of all abilities to improve eventually.
a bottom-up approach where it is an initiative by the teachers, for the teachers
about students watching videos where and when appropriate for their learning. They are given the control of remote. Flipping allows students to pause and rewind teachers.
creating meaningful activities and allows for real differentiation
pedagogical approach that leverage technology to increase teacher-student interaction
building content learning through constructivism
an ideal merger of online and face-to-face interaction that is becoming known as "blended' classroom
about speaking the language of today's students
an approach that may change classroom management
a transparent and open classroom that allow public to come in anytime. Videos are posted online, and parents and students have free access to them pretty easily
is about the learner and learning. Do you try to engage them with lessons that are different from traditional classroom lessons? Where is their role in this learning process?
3 Dimensions of Flipping (descriptive type of flipping, not prescriptive):
Conventional Flipping
Content Creation (flipping of create content)
The Role of Teacher (flipping of the teacher is)
Question:
1) Can we flip assessment?
2) Why powerpoint is not a good way to use as a tool in flip? Answer: PPT is no longer the text for students. PPT is a presentation tool.
3. Designing, developing, evaluating, and managing flipped classrooms
Strategies for Designing An Effective Flipped Lessons:
Planning Stage:
Begin with the end in mind. Must be clear with one's expectations of students' learning outcomes and learning products: Why do I want to flip task, roles and processes?
Question to ask oneself: Why do I want to flip learning? How do I help my students learn better through flipped lessons? - We do not learn from experiences; we learn from reflecting on experiences - John Dewey; Students learn best when they are actively involved, have an ownership of learning.
Identify the tools (video clips, games etc) that will useful to help one to achieve the desired outcomes
Video duration should match with the students' level (Sutaro Reis; video is a new text)
Design a set of clear instructions on how the lessons can be conducted and what is the deliverable at the end of the lessons
Prepare the actual lessons in terms of what to expect back at home and in the classroom
Ensure all students have access to computers, tablets and internet
Parents must be aware of the intent of flipped lessons
Have a contingency plan if students can't access to online materials
Start with how the learners learn, but not on how to deliver the content
Home-based Learning:
Ensure students are aware of the rules to maximize the learning experience
Ensure students are aware of the learning experience
While watching the online materials, students are instructed to take note of any enquiries they may have and they can discuss them in classroom
In Class Collaboration:
Have a structure for effective group works
Create meaningful learning corner
Design a student-centred lesson
Cater for different learning needs
Be mindful of time
Purposeful facilitation and closure
Sustaining Flipped Classroom by improving the motivation factors of teachers:
Flip is about the learning and learners (i.e. audience)
Reasons for flipping the meeting might go wrong:
1) The audience will stay passive if the flipped component is just to replace the face-to-face presentation. A possible solution : Backchannel
1) Intrinsic
The teachers enjoy the flipped lessons they conducted
The teachers see it as a professional growth (individual sense of professional efficacy)
2) Extrinsic
Collective sense of professional efficacy
It is the job of MMs to motivate the teachers to embark on this flipped journey.
4. Flipped classroom issues and solutions
Criticisms / Issues:
Flipping does not work for every class and every subject
Limited / No access to lesson materials
Students do not do their part
Teachers do not do their part
Time commitment
Increase of Teachers' workload
5. References
Issues with Flipping the classroom (Youtube: https://www.youtube.com/watch?v=YC7YezWD6xM)
Key Questions for Flipping (http://jonbergmann.com/key-questions-you-should-ask-before-you-flip-your-class/#more-1268)
Flipping the classroom (http://www.sophia.org/flipped-classroom)
Behind the Flip: Getting Stakeholder Buy-in Part 1( http://www.youtube.com/watch?v=LxH9cQsFoZI&feature=youtu.be)
Behind the Flip: Getting Stakeholder Buy-in Part 2(http://www.youtube.com/watch?v=3Os9yoSWAZY)
I Flip, You Flip, We all Flip: Setting Up a Flipped Classroom (http://www.youtube.com/watch?v=ZRvmjjeZ9CA)
Why I Flipped my classroom (http://www.youtube.com/watch?v=9aGuLuipTwg)
What if Students don't Watch the Video (http://www.youtube.com/watch?v=g1MKpyVPilI)
What about Students with No Access? (http://www.youtube.com/watch?v=hoNlL3Plx-g)
Introduction to Our Flipped Classroom (http://www.youtube.com/watch?v=eRO6oAEGbSI)
Preparing Students for a Flipped Classroom (http://www.youtube.com/watch?v=WEMGzbAyRj8)
5 Things I wish I knew when I Flipped my Class (http://www.youtube.com/watch?v=4JPdGlyt6gg)
Resources:
"Wireless Projection" - Airserver, Reflector
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
Background Information:
My school has embarked on the Flipped Journey in 2013. As a start, the School Leaders together with the SCM had decided to take small and careful steps by allocating only 1 Sec 1 Express class as the Flipped Experiment Class. Subjects like English, Maths, Science and Humanities are involved in this experimental stage. My Department (MTL) did not take part due to manpower and workload issue.
At the end of 2013, After Action Review (AAR) was conducted and it was suggested to roll out flipped classroom to all Sec 1 Express and Normal (Academic) classes in 2014. MTL Department needs to be involved in this "Flipped Classroom Family".
Thus, my plan is more focused on mobilizing and supporting my Department teachers to support the school in this area.
After attending MLS 126, I also realised the approach the school adopted is contradicting the spirit of flipped classroom (top-down approach vs. bottom-up approach). Thus, it might be a challenge for me if we had started on a presumably wrong footing in the first place.
My Department:
No. of teachers involved: 10 CL teachers, 2 ML teachers involved; 4 CL teachers and 1 ML teacher not invovled.
Level: Sec 1E and Sec 1 NA
Content Areas: CL, HCL, HML
In short, the teachers are not IT savvy and have the following concerns over the implementation of flipped classrooms:
1) The amount of work and time involved in preparing the lessons will increased (with the making of video)
2) They have no idea of flipped classroom and has doubts on its effectiveness.
3) They are concerned with students not watching the video or complete the online learning before the classroom lessons. They think they might end up doing "double work": content teaching at home via video + content teaching in the classroom (because a lot if students did not watch the
video)
4) The students still do not understand the content taught after watching the video
5) The teachers are not strong in facilitation skills and questioning techniques.
Communication Plan:
1) Teachers: Rationale of Implementing Flipped, Pilot Test Result, PD session, PLT, Flipped meeting for experience
2) Parents: Feedback session
3) Students: Feedback through survey, FGD session
Time Frame:
Jan : Set up the Flipped PLT, identify units of lessons from SOWs that can be flipped, Splitting flipped-related workload (lesson package design, preparation, resource designing etc)
Feb - April: Implementing Flipped Lessons, Students' Survey via Edmodo, PLT discussion, PD for Flipped Champions and hand-holding session for teachers who are less ICT-Savvy
May: Review of Sem 1 Fliped lessons, addressing of issues met and discussion of possible solutions to improve the lessons
June: Design the remaining lesson packages, teachers to test run
July- Sep: Repeat cycle (Feb-April), Collecting survey results (that focus on student engagement level in class, and teachers' professional satisfaction level with flipped lessons)
Oct: Review
Nov: Flipped PLT presents their findings and observations to the Department. Based on 2014 experience, we will discuss how to move forward for 2015 ...
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.