Flipped Learning in an E lementary Classroom By Dr. Kimberly Sheppard

1. Flipped Learning in an Elementary Classroom By Dr. Kimberly Sheppard

2. Background: • The idea is to take the focus off of the teacher and put it onto the learner (Sams & Bergmann, 2012, p. 12). • The use of technology as a resource to reach more learning styles within the classroom (Moore, 2007) • Encourage student efficacy or mastery of content (Cunningham, Krull, Land, & Russell, 2000). • Statement of the Problem • Lack of individual reflection time (Cunningham, Krull, Land, & Russell, 2000) • Lack of flexible environment • Lack of homework assistance

4. (Sams & Bergmann, 2012).

5. The Literature

6. The video lessons provide some extra time in class for you to help your students practice the material in a controlled environment.

8. Think of a standard that you could use in your classroom? On the paper provided work with some people around you to create a plan.

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10. ELA Expectations and Uses: • 1. Regular practice with complex texts and their academic language • This provides the opportunity for further differentiation and further rigor. • One example might be to provide students the opportunity to all read the same text but at their reading level and/or pace. Students wouldn’t know what other students were reading but could then come in and discuss or use a discussion board online to discuss book questions.

11. ELA Expectations and Uses: 2. Reading, writing, and speaking grounded in evidence from texts, both literary and informational If a discussion board is used students would be expected to provide specific examples from the text in their responses. 3. Building knowledge through content-rich nonfiction Providing non-fiction texts for students would be just as easy online and also allow students to take their time in understanding the text.

12. Homework:

13. Think of how you would want to set up your flipped classroom? Discuss with a peer how you would use this on a regular basis.

14. Action Research Results: What is the effect on student’s confidence to succeed academically, when implementing a flipped classroom model in a fifth grade classroom? Participants: There were 17 students and parents that participated in the 3rd grade. Survey Results: 90% of the female students and 83% of the male students perceived the flipped classroom to have a positive effect on their learning. 88% of the African American students, 100% of the Hispanic, and 83% of the Caucasian students perceived a positive effect from the flipped classroom on their learning.

15. Research Study Results: Participants’ Gender and Ethnicity in the Study

16. Action Research Parent’s Perceptions: • One of the parents, responded that she liked the flipped classroom because it was, “Student centered. She could go back and watch the video multiple times for clarity.” • Another stated that, “She was able to watch the videos at home, as part of her homework assignment. It didn't require additional resources and it was something she enjoyed.” • One complaint was that, “My child has a hard time focusing on a video vs. a live teacher.”

17. Research Study Parent’s Perceptions: • Students: • One student remarked, “… if I am writing down what I learned it helps more, even though I don’t like writing.” • Another student stated, “It lets me do homework on the computer so I’m not so distracted in class and I do better when I read it off the screen than just listening to the teacher.” • “That how we can pause a video to take notes like if a teacher was talking I couldn’t say “PAUSE” but in the flipped class room I can,” were common for twenty-three out of the thirty-seven students. • Parents: • “Student centered. She could go back and watch the video multiple times for clarity.” • One mom liked the technology but said that it was difficult because all three of her children were utilizing the computer for homework and she just did not have enough computer time to go around.

18. Action Research & Research Study Conclusions: • Overall Perceptions: • Positive Model • Student benefits • Parent benefits • Teacher benefits • Increase student achievement

19. Recommendations: • I would suggest starting small. • Prepare students and parents with a newsletter on what you will do. • Familiarizing students with an online classroom well in advance

20. Recommendations: • Create a video to explain the process. • Request homework journals at the start of the year. • Decide the major concepts that you want to show by video during this year. • Make it work for you.

21. References: • Cavanaugh, C.; Blomeyer, R. (2010). What works in K-12 online learning. International Society for Technology in Education. Kindle Edition. • Moallem, M. (2008). Accommodating individual differences in the design of online learning environments: A comparative study. Journal of Research on Technology in Education, 40 (2), 217 - 245.

22. Think of how you would prepare parents for a flipped classroom? Discuss with a peer some strategies that you could use to prepare families.

23. References: • Musallam, R. (2010). The effects of using screencasting as a multimedia pre-training tool to manage the intrinsic cognitive load of chemical equilibrium instruction for advanced high school chemistry students (Doctoral dissertation). Retrieved from http://www.flipteaching.com/resources/Dissertation_Musallam.pdf • Nielsen, L. (2012). Making a one-take video. Tech & Learning, 32(10), 46-46.

24. References: • Overmyer, G.R. (2010b). The impact of mastery learning and video podcasting on learner performance in secondary mathematics: Pre-vodcasting and the reverse classroom (Unpublished doctoral dissertation). Colorado State University, Colorado. Retrieved from http://api.ning.com/files/T2b4rjlq5Mh7NkeaxkGRDN-TF4-LebCX5fuwynQ7Bx8OrrQjXv7VZjIaveJEztK7WebRo9IjdTYRybHmyqREcHqYlhmRVZcs/VodcastingResearchProposal.pdf

25. References: • Sams, A.; Bergmann, J. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education. Kindle Edition. • Seitz, I. (2005). Socratic circles: Fostering critical and creative thinking in middle and high school. Journal of Adolescent & Adult Literacy, 49(1), 87-88. doi:10.1598/JAAL.49.1.10 • Silva, E. (2009). Measuring skills for 21st-century learning. Phi Delta Kappan, 90(9), 630-634. • Sparks, S. D. (2011). Schools 'flip' for lesson model promoted by Khan Academy. Education Week, 31(5), 1-14.

26. References: • Strayer, J.F. (2007). The effects of the classroom flip on the learning environment: A comparison of learning activity in a traditional classroom and a flip classroom that used an intelligent tutoring system (Doctoral dissertation). Retrieved from http://etd.ohiolink.edu/send-pdf.cgi/Strayer%20Jeremy.pdf?osu1189523914

27. OneNote PowerPt

28. OneNote Files https://skydrive.live.com/redir?page=view&resid=710CD08B2FB10A3C!215&authkey=!ADRBWzTxqjSnueo

29. Questions?