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FLIPPED CLASSROOMS

FLIPPED CLASSROOMS. Professional Development 20 March 2013. Aims for today. To introduce the concept of flipped classrooms To show how we adapted the original idea To provide examples of what we did. “I will not flip the classroom upside down” . To explain our “lessons learned”

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FLIPPED CLASSROOMS

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  1. FLIPPED CLASSROOMS Professional Development 20 March 2013

  2. Aims for today • To introduce the concept of flipped classrooms • To show how we adapted the original idea • To provide examples of what we did “I will not flip the classroom upside down” • To explain our “lessons learned” • To provide tips and resources to help you start flipping • To establish a network of flippers

  3. Please ask questionsalong the way

  4. What is a flipped classroom? • The flipped classroom inverts traditional teaching method, delivering instruction online or outside the classroom and moving HW into the classroom.

  5. Why Flip your classroom? • “Infiltrate the video culture” of students (Sams & Bergman) • Provides more class time where students can access the teacher or peers for support. • Take greater advantage of valuable class time doing higher order thinking activities. • Can allow students to work at their own pace. • Allows for differentiation

  6. How did flipping start?

  7. Aaron Sams

  8. Sarah’s Story – Science • I started recording key concepts. Mainly introductory concepts. • Allowed more time class for students to work on higher level questions with me there to help.

  9. Sarah’s Story –Science • Gave students a skeleton version of notes in video so they can take notes as they go and complete examples. • If students didn’t watch the video they had to use the class time to do it. • I started the class asking key questions to students about the concepts covered in the video at the start of the lesson.

  10. Lessons Learned • Online videos need to be concise, clear and explicit. • Students can’t leave a classroom but they can press pause or stop! Try to visually engage the learner in your online videos with visuals and an animated voice. • Break long lectures in small chunks. “Chunking” makes it easier for students to customise their learning. • Annotate your screen with mark-ups. • Zooming helps focus the viewer on the content. • Check your Audio quality!

  11. Lessons Learned • Students won’t always watch the videos just like they don’t always do their HW. Have a plan B. • When you first do it show them in class how to watch the videos. • Give explicit instructions on what they need from the video. Eg. Key questions or take notes.

  12. Michelle’s Story – A question to myself… Is the learning enhanced by doing this activity in the class or can it be done outside of class?

  13. Michelle’s Story – Year 9 English I am committed to: • Developing more active learners • Encouraging students to learn from each other • Students making choices about what is important to learn • Students owning their learning

  14. My Year 9 English Class Learning Issues for me as the teacher: • Students unsure of how to find textual evidence • Students not sure how to include evidence • Students not creating clear topic sentences • Differentiate learning and feedback for students

  15. Front Loading

  16. Sharing of what learnt and the questions • Class • On the board • Around the room • Groups • Etc.

  17. Front loading with video

  18. I understand a bit but need to ask questions. I do not feel confident that I understand the passage. I understand and feel confident to share my ideas.

  19. Front Loading – using prior learning

  20. I understand a bit but need to ask questions. I do not feel confident that I understand the passage. I understand and feel confident to share my ideas.

  21. Editing work

  22. Front Loading I need to ask questions before I start to edit. I feel confident to work on my writing. I feel confident to work on my writing.

  23. Task: Write a paragraph about the theme of hate in the play Romeo and Juliet.

  24. My lessons learned • Not to get hassled by the students not doing the work • The weaker students ended up doing the homework because they could • There was more time for supporting students in class • More often than not I had to raise the bar • Some kids got through heaps

  25. Students flipping… • MathTrain TV - http://mathtrain.tv/

  26. Students recorded screencast of a pptpresenation. • Would usually take few lessons to present in class. • Students posted to our blog and watched and gave feedback to each other. • Next time> get students to record a concept to teach other. • https://gnet.geelongcollege.vic.edu.au/heliconspace/space/2925

  27. John Bergman

  28. What can you flip? Anything ...that students can access by themselves and will support their learning in class.

  29. Resources & Network • Blog - http://gnet.geelongcollege.vic.edu.au:8080/heliconspace/space/2935

  30. What do you need? • Screen casting software (TipCam, Camtasia, etc.) • Internet – to access videos • Somewhere to host the video (Youtube/blog/LMS) Extras • Annotate – tablet device

  31. TipCam • Settings • Tick AVI not FLV in settings. • Tick minimise toolbar when recording.

  32. Any more questions?

  33. Thanks from Sarah & Michelle

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