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The Flipped Classroom S:  S taff Flipped Classroom

The Flipped Classroom S:  S taff Flipped Classroom. How I Cover more content Have less discipline issues Have more meaningful classes Focus on learning, not delivery of content Motivate more students to be students. Typical class. Teacher teaches Presents information

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The Flipped Classroom S:  S taff Flipped Classroom

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  1. The Flipped ClassroomS: Staff Flipped Classroom How I Cover more content Have less discipline issues Have more meaningful classes Focus on learning, not delivery of content Motivate more students to be students

  2. Typical class • Teacher teaches • Presents information • Asks questions • Answers questions • Leads discussion

  3. Homework (I did mine for this) Should be/have: • Purpose • Efficiency • Ownership • Competence • Aesthetic Appeal Vatterott, 2010 Mine was: • Repetitive Practice • Reading Guides • Go to a speaker • Dreaded • Difficult • Falli, 1997-2007

  4. If a student couldn’t do the practice they were probably out of luck • Why should a kid have access to somebody who can name ammonium dichromate tetrahydrate? • Assessing speed of learning, or access to outside help rather than my objectives.

  5. So kids are alone, confused, embarrassed and in need of help. • Wouldn’t it be nice if kids could do the note-taking at home (where no help is needed), and I could actually help them in class?

  6. What my podcasts look like:

  7. Why I like it • I know my students’ abilities better than ever. • CSR classes can have kids watch and they can work on note-taking skills. • Kids with slow processing skills can pause, rewind, and rewatch podcasts. • Easy (to grade) formative assessment -- Podquiz • I can deliver “just in time” assistance • Flexibility in classroom activities. • I can differentiate instruction

  8. Differentiate Instruction? • Kids do 1st 3-4 problems – timed 2-3min • I walk around as they work • Kids who get it do LESS of the problems left and move to back. • Kids who don’t get it (to my level of expectation) stay up front for reteaching and retiming. What about fast kids who are done early?

  9. What I’ve added thanks to podcasting • More demo’s • Field Trip • Inquiry activities (POGIL) • Online Labs • Google Science Fair.

  10. Struggles LT’s culture of we don’t do “paperwork” in class. Brilliant kid didn’t like it because he was held responsible for doing it. Not 100% compliance – which is tough for primary information acquisition method.

  11. Research • Ownership in terms of homework is designed to create a personal relationship between student and content. (Vatterott, 2009) • Homework is discouraging if students can’t do it. (Darling-Hammond, and Lynch, 2006; Stiggins, 2007) • Students are more motivated to do visually appealing homework (Vatterott, 2009) • teachers cite students with special needs, and technology as most essential: (Wei, Darling-Hammond &Adamson)

  12. What is needed • Tablet computer or iPad • Camtasia or snapkast • Honest feedback from students

  13. What do students think • https://docs.google.com/spreadsheet/ccc?key=0Agnq-c1qi1KNdGZIRlVQZm9CSlZoVEFXZXlJcXA2NHc&authkey=CITR4c8H&hl=en_US&authkey=CITR4c8H#gid=0

  14. 2009-2010 (accel/AP) Students 112/115 “Liked it” Why? • Pause/rewind is helpful • They know there is an end • They know it is all there • They like to be mentioned • Making up missed work is easier • Most use it to study

  15. How to do it right • Be yourself x10. • Don’t call it podcasting. • Make kids part of it. • Don’t sit down in class. • Have inside jokes and have fun… that’s what high school is like… at least on TV.

  16. Review • Podcasting gives a stronger connection to students. • Podcasting allows for differentiation. • Podcasting creates time for adding things to all of your class. • Podcasting can be done poorly and it stinks.

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