Flipped Classroom

4th grade in Temple Elementary school agreed to flip their classroom. This week, students will be using technology to learn the information in Reading Street Unit 4, Week 3.
What is a flipped classroom?
According to Tech Smith, a flipped classroom is a reverse teaching model. Instruction is delivered outside of the classroom through interactive, teacher-created websites and videos. Then, homework is moved into the classroom. Moving instruction outside of the classroom allows teachers to spend more 1:1 time with each student. Students have the opportunity to ask questions and work through problems with the guidance of their teachers and the support of their peers - creating a collaborative learning environment.
Why flip a classroom?
  • Gives teachers more time to spend 1:1 helping students
  • Builds stronger student/teacher relationships
  • Offers a way for teachers to share information with other faculty, substitute teachers, students, parents, and the community
  • Produces the ability for students to “rewind” lessons and master topics - classroom is always available
  • Creates a collaborative learning environment in the classroom
Day 1: Introduce students to the website. Have students work in pairs. Go to the page labeled "In the Beginning". Watch the video. Work with your peer to answer the questions and then type your answers in the comments section.
  • Remind students to write a "constructive response" answer to the questions. That way readers would know which question was being answered.
  • Remind students that their comments are an authentic task and being read by anyone we give the link to. This is good opportunity for using punctuation and proper spelling.
 Day 2: Students worked in pairs on Day 1 of Reading Street. They listened to vocabulary words which included definition and being used in a sentence. Next, they worked through digital flash cards to practice their words. Next they went to Reading Street and work on Day 1 interactive materials. Then they watched a video on Sequencing of Events. Last, they brought a page in student RS book and filled out a sequencing graphic organizer of the 3 sequences of events. Once done, students re-convened as a whole group to share vocabulary sentences and the sequencing activity. This was a time the teacher could give immediate feedback.
  • Students did not read all the directions. In whole group, teacher emphasized the importance of following directions.
  • Writing conventions are incomplete with student writing. Teacher emphasized the importance of spelling words that are in front of them as well as making complete sentences with proper punctuation.
  • It took an hour to work through one page. Teacher is going to analyze whether some of the activities could be used as a part of centers. 
Day 3: It started with an "Anchor Talk". There were three questions students were discuss with one another. Then it was onto Reading Street to create sentences in the Word Bank of this weeks vocabulary.  Then, they were to recipical read the passage (either out of the book or from the web), work on a vocabulary and sequencing worksheet. The last item was to bring up the benchmark test and go through the questions. They were to note if there was anything they did not understand. Students were only given 45 minutes for the flip.
Students didn't remember the meanings of the vocabularly words. It might had been a good idea to throw into Day 2 a review activity of the words and their meanings. In the instructions for RS Day 2, be sure students go into the vocabulary bus to learn the definitions before working in the Word Bank
Teacher likes the idea of working in pals. Students are more interactive with their learning when they are in pairs
For the most part, students only made it to the Reading Street (only one pair actually made it through the entire day). Maybe shorten for quality versus quantity.
I would shorten the day. Again, work on quality versus quantity. Focus on using the technology for the instruction, not the center work.
Day 4: Days 4 and 5 were combined. Students had already read the story and had looked over the benchmark test. This day was for practice and starting to put together their codes and instructions. The codes and instructions will be placed into centers and students will have a chance to work at each center.
  • Students got more from working in pairs. The pairing remains for six weeks so each student is working off of each other's strengths.
  • Teacher likes the blended classroom and will continue it over the next couple of weeks
  • First two days were over-loaded. The ideal would be to move some of the activities to centers so the computers could be combined in with the rotations.