The Flipped Classroom Lenny VerMaas Email lennyvermaas@gmail.com

1. The Flipped ClassroomLenny VerMaasEmail lennyvermaas@gmail.com Have you been thinking about “flipping your classroom?” Do you wonder if “flipping your classroom” would work or you? Have you “flipped your classroom” and have some ideas to share or questions or ask? We won’t have all the answers but will share resources and ideas.

2. What is the “flipped classroom” or “flipped learning”?

3. The power of using videos is "rewindable" learning. Students do not always learn the first time. Videos allow the learner to rewind and watch as many times as they want. Student created video allow students to reach the highest level of learning by teaching others.

5. If you give a moose a muffin, he’ll want some jam to go with it.

6. So you’ll bring out some of your mother’s homemade blackberry jam.

7. When he’s finished eating the muffin, he’ll want another, and another and another

8. If you give a student the ability to create videos .. What could occur.

9. Videos in the Classroom • Use to Create Interest for Students • “Upside down teaching” • Dan Meyer--Math • “The Flipped Classroom” • The homework is the lecture or learning time while class time is used to practice with teaching supervision • Used to show students how to solve a problem • Student Created Video • Students create a video to demonstrate a skill • The value of teaching someone else

10. Upside Down Teaching

11. Pose Problems Before Presenting Solutions

12. From Dan Meyer • Students seem to lack • Initiative • Perseverance • Retention • Have an aversion to word problems • Have an eagerness for formulas

13. Einstein • The formulation of a problem is often more essential than the solution which may be merely a matter of mathematical or experimental skill.

14. Upside-down Teaching • Cathy Seeley, former president of NCTM • Rather than starting a lesson with the identification of procedures and simple examples, and working up to a rich, challenging problem, teachers who practice Upside-down Teaching begin with the rich, challenging problem. Seeley suggests the following outline:

15. Cathy Seeley • Upside-down teaching • Start with a rich problem • Engage students in dealing with the problem by discussing, comparing, and interacting • Help students connect and notice what they’ve learned • Then assign exercises and homework • Demonstration of upside-down teaching at www.utdanacenter.org/amdm

16. Cathy Seeley • Productive, Structured Struggling • Attitude is more important than aptitude. • Do Math and you can do anything. • Relevant, assessable, engaging, and appropriate for all.

18. How would this work or look in your classroom?

19. Flipped Classroom

20. Flipped Learning • Teacher’s lecture is delivered outside of regular classroom time. • Class time is used for • Problem solving by students • Small group tutoring • One to one time with teacher • Work on projects • Explore content in more depth • Results • Restructuring of instructional time • Student centered learning • Student ownership of learning

21. Pillars of Flipped Learning • Flexible Environment (space, pedagogy and assessment) • Learning Culture (student centered, shift in roles, teachers able to meet individually with students, differentiate, student owernership • Intentional Content (flipping allows going to higher levels of Blumes. • Professional Educator

22. Flipped Learning facilitates this • “there are lots of studies that show that active learning, formative assessment, group work, project-based learning, just-in-time learning are all measurably good things for students.”

23. Videos • Need to be short • Not your regular lecture recorded • Make videos interactive • Embedded assessments or note taking • Even watching the video students need to be actively engaged.

26. Communication • Let your students and parents know why you are flipping your classroom.

27. Teach Students How to Watch Videos • How to pause • When to pause • When to rewind • Build in notes and formative assessments. • If you want it, you need to teach it.

28. A Place to Begin • What is a concept that students in your class continually have problems with? • Create a video or find a video on that concept. When students forget the concept, have them watch the video. • The paper folding videos, tangram, frog, pinwheel

29. Student Created Video

30. Boosting Retention Average Retention Rate after 24 hours Lecture 5% 10% Reading 20% Audio-visual 30% Demonstration 50% Discussion Groups 75% Practice by doing 90% Teach others/immediate use of learning Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns

31. Student Created Video • Students create a video to demonstrate a skill • The value of teaching someone else

32. Student Created Videos • http://lenny-flipped-videos.wikispaces.com/home

33. Puppet Pals “Look, Say, Do” • http://esu6eis12.wikispaces.com/*Look%2C+say%2C+do • Xtranormal 10-2 5-1 • http://esu6eis12.wikispaces.com/*10to2 • GoAnimate Clock Partners • http://goanimate.com/videos/0bGPiVQPPhe0?utm_source=linkshare&uid=0xzgPD0sy5Os

34. One-minute video on a topic or opinion. • Create a book review. • Enhanced math scavenger hunt. Students need to locate specific objects. • Create a math story problem. Emulate Dan Meyer and create a cliff hanger. • Interview people • How do you use math in you job?

35. Getting Started • Watch grass grow (time lapse photography) • Document steps for an experiment or requirements of a project. • Flipping Friday

36. Where to Store the Videos

37. How to Make the Videos • http://lenny-flipped-videos.wikispaces.com/home

38. Resources • Flipped Learning Web site • Sign up to receive newsletters from Flipped Learning Network • I follow two hashtags #flipclass and #flippedclass both provide many resources.