Using Flipped and Hybrid Tools in a Differentiated Applied Technology Classroom

1. Using Flipped and Hybrid Tools in a Differentiated Applied Technology Classroom Brian Manninen Technology Education Teacher at L’Anse Creuse High School North

2. Overview • Kids and Tech • My History • Program History • Current Format • Tools Utilized • Data Analysis • Summary

3. Back in the Day - 1998

4. My Son - 2014

5. My Background • High School – Discovered CAD • EMU – Industrial Technology Education • LCN – Technology Teacher • SVSU - Online Leaning Readiness

6. Program History – LCN Tech Ed • Started as an industrial technology lab. Shop class! • Before I was hired, it was split into a Tech Lab and machining lab. The district bought canned modules from a curriculum development company. • 2004: I was hired to teach Mod Tech and Drafting. • 2007: Drafting changed focus to CAD • 2008: Started video broadcast program at North • 2009: We decided to create our own instructional modules instead of purchasing updates from a curriculum development company. • 2014: We have spent the last five years transforming the labs into customizable applied technology labs with a flipped classroom and hybrid style model.

7. Class Layout

8. Current HSN Technology Course Formats • Mod Tech: • We start with whole class live instruction. Then we utilize video tutorials as a whole group unit. Last we break into module work where student are in small groups navigating digital unit in Blackboard including video tutorial instruction. • Drafting: • Instruction varies between live instruction and video tutorial instruction. • Video: • Video is mainly instructor lead with the majority of the course work being project based. We produce a weekly school news and variety show.

9. Mod Tech in Depth • We offer 15 topics with varying levels for a total of 25 different modules. • Popular topics include: • Engineering • CO2 Car Design & Race • Animation • 3D modeling • Students complete two whole group instruction units then five independent mods during a semester.

10. Mod Tech Selection Sheet

11. Drafting and Video in Depth • Drafting students focus on mechanical drawing for first marking period then architecture for second marking period. • Video students spend five weeks creating stand alone pieces for later use on the show. Then the majority of the semester is spent creating our weekly news and variety show. • Both have a comprehensive final exam.

12. Why Flipped and Hybrid Classes? • Franchise yourself! • Students have the power to review on demand. • You can help struggling students with the time you free up. • Students take more ownership over their learning, because some of the control is turned over to them. • Increased learning, higher grades. (Covered in data section later.)

13. Tools & Features • Camtasia - Screen recording software • Video Camera – Live demonstrations • Blackboard – Main delivery platform for documents, presentations, links, tests, and discussions. • You Tube – Video hosting

14. LCN Tech Ed Channel

15. Blackboard: CO2 Car Design Page

16. Sample Test Bank Written in Excel

17. Blackboard Test View Example

18. Definition of Student Types • High achieving advanced students will be referred to as “A” students. • Above average performing students will be referred to as “B” students. • Average performing students will be referred to as “C” students. • Struggling students are those that perform at a “D” or below level on average coming into class.

19. Live Instruction Compared to Tutorial Video Instruction • During live instruction the pace is determined by the instructor. When the teacher assists a student the others wait. • In a flipped or hybrid classroom the pace is determined more by the students. When a teacher assists a student the others can continue. • Students can also assist other students if they feel comfortable helping their peers. Again this frees time for the instructor to help struggling students.

20. Length of Video Tutorials Compared to Time on Task for Students • On average I’ve found: • “A” students will take two minutes to work through every minute of video instruction. • “B” students will take three minutes to work through every minute of video instruction. • “C” students will take four minutes to work through every minute of video instruction. • Struggling students will need frequent assistance to get through the tutorial.

21. Task Time for a Five Minute Video Tutorial per Student Type

22. Lesson Structure for a Sample 5 Minute Tutorial for a Freshmen Class. • :05 Log in, demonstration and direction for the lesson. • :15 Begin (Help struggling students log in) • :20 Start answering general questions. • :30 “A” students are finishing, some also help other students. (Begin checking over work if free from assisting others.) • :35 “B” students are finishing. • :40 “C” students are finishing. • :45 Struggling students are possibly finishing with assistance. • :50 Teacher review • :55 Conclude the hour

23. Multi - Level Classes • My classes are multileveled. They each contain: • Multiple grades: Freshmen to Seniors • Multiple experience levels: First time and returning students. • Multiple learning levels: High achieving to special needs

24. Managing Students - Freshmen • Freshmen need assistance daily and some need assistance multiple times a day. • They benefit from a single experience for that day with no carry over. It can be within a larger unit but the day should end with an attainable outcome or goal. • They are easily distracted and do well when there is a short period of down time at the end of the hour each day to look forward to.

25. Managing Students - Sophomores • Some sophomores can work for multiple days without assistance. • Most will require some basic assistance once over a two day lesson. • They are more focused and do not need daily rewards or down time although they enjoy it from time to time.

26. Managing Students – Juniors & Seniors • Juniors and Seniors can handle extended multiple day units. • I try to touch base at least every other day. • They are more focused and do not need daily rewards. • They tend to spend down time being constructive or furthering their skills.

27. Assisting Students • Below is a break down of the types of students I work with and the time that I normally spend with each during the flipped one-on-one assistance time. • Advanced students make up roughly 15% of my class and receive about 10% of my time. • Average and above average students make up roughly 55% of my class and receive about 40% of my time. • Struggling students make up roughly 30% of my class and receive about 50% of my time.

28. Assisting Students • In a straight hybrid class where all the students are doing the same unit, something amazing happens. The students actually help each other get going. • The leaders within the small groups and cliques share some of the info they just learned with their friends. This works to a point because normally the “helpers” do not want to be taken advantage of. In general many of the introductory, simple types of clarification questions tend to get addressed by peers rather than me.

31. Tips for Teachers - Videos • Keep your videos lively. They want your personality to show through. • Students preferred my own videos to other professional tutorials because of the personal touch. • I try to stay between the five to ten minutes of time per video. • Turn off commenting and other interactive features on You Tube. • Create playlists on your channel.

32. Tips for Teachers - Blackboard • Timed release of materials. • Units are customizable from year to year. • Tests written in Excel can be import to BB very easily and then can be edited very easily. • Tests have many delivery and grading options. • New rosters uploaded each semester. • Multiple sections can be controlled from a master class.

33. Master’s Research – High School • Freshmen are not ready for online learning. They need constant assistant and guiding. • Sophomores are split 50/50. They will struggle but benefit from regular live contact in an online learning setting. • On average, motivated juniors and seniors can handle an extended online learning experience in a high school.

34. Master’s Research – College • Freshmen struggle again because of the new setting. • Sophomores again, are split 50/50 too. They may struggle but do benefit from regular live contact from professors. Hybrid styles are suitable. • On average, motivated juniors, seniors and graduate students can handle online learning courses. • As students get older- upperclassmen and grad students - they prefer hybrid and online structured classes. Hybrid first then online if necessary.

35. Master’s Research Conclusion • Students like to use technology but whether they know it or not, they do well when there is live support and instruction at regular intervals. • The younger the student the more support they need. This trend appears in both high school and college students. • Technology and online classes are not effective alone. Teachers still need to lead.

36. They are ready. They are willing. We need to guide them.