Flipped Classroom Blended Learning and Assessment @DaretoChem @BrdCmpbll

__What questions do you have about the Flipped Classroom model?__

@DaretoChem: Flipping in HS Chemistry Classes
  • heterogenous mixture of honors classes
  • Students enjoy controlling the pace of own learning, and like being able to see things again. Students can also do well by not taking any notes.
  • “Flipping” does NOT mean to just flip how you do things

@BrdCmpbll: Flipping in HS Social Science Classes
  • getting parents/Admin on board: Sending links about it and its benefits. Make sure to explain the rationale.
    • There’s a lot of information to share with them.
    • “Just ask.” If you don’t ask, you’ll never get what you want. May as well ask and maybe you’ll be successful.
  • Once the administration sees that you can and are willing to do more in your classroom, they will give you more.
  • Parent comment: That’s a great idea, but my daughter is not going to do it. I have four kids and if I have to buy her a smartphone, I have to buy all of my kids a smartphone.” After seeing how engaged her daughter became about science, she bought a smartphone for herself and became more tech-savvy.

  • Yeah, it’s homework, but it looks totally different. Kids are amazed that “all they have to do is watch a video.”
  • When do your kids need you? They need you to help them analyze the repercussions of a presidential action, not write down basic facts. Meaning conversation = I’m winning
    • When is the teacher’s input REALLY necessary?
    • Allows you to increase the difficulty of what kids are doing.

Inconsistent technology is not as important as you may think:
class becomes about collaboration rather than individuals needing a laptop

Used less technology after implementing the flipped classroom. Library, public library, someone in their neighborhood has access to technology. There’s always something available.
Doesn’t need to be internet; can be burned to a DVD or a flash drive
Can your school allow students to borrow laptops?
A lot of students watch the videos on their phones. They make use of the bus ride to and from school: “Learn whenever you want.”

Aaron Sams (@chemicalsams) and Jon Bergmann (@jonbergmann) originated the idea

  • How do you know if students are watching your videos?
    • Make a personal and a class related youtube channel
    • Youtube gives you stats of how many views your videos have
    • Students have to submit five questions based on the video-->create formative assessment but also lets you know who has/hasn’t watched it
    • Create a google forms on the video: Students go to the link and answer the questions about the video
    • Insert silly code words in the video

The point of the flipped classroom is to speak with every kid every class!

“Now I do short bits and then let them work.”

  • What kind of content is in your videos?
    • Videos range from definitions to example problems to typical lectures.
    • If you have to do something incorrectly in order to make something video-friendly
i.e. yellow flame on Bunsen burner to make it visible instead of blue, ask kids to comment on what was wrong with the flame or whatever.

  • What role does your textbook have in your flipped classroom?
    • Textbook is gone for Brad.
    • Lectures/textbook reading now incorporated in videos and primary sources/analysis happens in class
    • Science textbooks are for the teacher, not for the kids. The book is a cop-out for the teacher to be lazy and boring.
  • What would you have them read instead of the book?
    • Primary sources
    • Non fiction book about the topic
    • Journals/articles/etc

  • Flipped classroom doesn’t have to include videos!

  • How long are your video lessons?
    • Brad’s are 10 minutes

  • “The handcuffs are off”
    • Don’t have the limitations to “cover” the material in the same way... if you get involved in a real conversation, you can include content in a video for tomorrow.

  • do you pass video-making on to the kids?
    • Sometimes.

  • Assessment:
    • Ability to give kids options
    • Objective focused instead of content focused
    • Brad tells them they will still be taking the book test... a traditional and a non-traditional assessment for each unit

  • What do you do with students who don’t do the work (view the videos) at home:

  • What score does a perfect piece of work earn if it’s 2 weeks late?
    • “There’s no expiration date on learning”

  • Be careful of copyright issues while you are making videos... anything you post to youtube opens you up to potential issues.

  • “Go look it up”
    • Use the internet, wikipedia so that the students find the answer for themselves

  • Question and answers with flipped videos:
    • Question box as students come in
    • As students watch videos, they can ask questions in edmodo
    • Every Tuesday is homework and review sheet day