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V3 - Flipping with Kirch - Implementing Flipped Learning

What my flipped class actually looks like in action and what the "mindset shift" actual is. This is Version 3 of a similar Prezi.

Crystal Kirch

on 8 January 2015

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Transcript of V3 - Flipping with Kirch - Implementing Flipped Learning


Crystal Kirch
Digital Learning Coach
High School Math Teacher
Beckman High School
Tustin Unified School District, CA
Content organized online
kirchalgebra1.blogspot.com (old)
Videos and Learning materials
Sophia.org Tutorial
Sample video clip
Guided Notes
"SSS" packets
Student Success Sheet
What is the best use of your face to face time?
What do you want students to be able to do MORE of in class? (HOT)
What lower-level thinking activities can be moved outside of class?
Integrating technology to make the
best use of the face-to-face time
we have with our students
Flipped learning happens when direct instruction is moved from the
group learning space
to the
individual learning space
, usually via a video that the teacher creates or curates.
-Ramsey Musallam, Jon Bergmann
My ability to
understand the math material has increased by a lot
. I really liked this the best because my grades have been improving nonstop and by being able to understand the concepts and such, it really helped me get that motivational push to do better and succeed because
I really love that feeling when you get a math problem right.
It's not like the others.
Homework feels like learning instead of a grind.
I like how the Flipped Classroom is new and
isn't like any boring old class.
The chance to
interact with classmates within the class while still getting work done is almost a dream come true.
I like the whole
"work-together" environment
that it creates. It simply
engages us (students) in the learning.
I like the
responsibility it places on the individual
to get work done and progress. It makes the person feel like they
have to take action in order to succeed.
What's most helpful is that
you're able to help us more efficiently
as compared to those who teach with the traditionally classroom. This is because instead of stopping and waiting for those who don't understand the material,
you can spend the whole 45 minutes answering our questions and making sure we understand it.
That's probably the most helpful part because then you are able to understand it twice as better than the traditional classroom.
How can you make your group learning space more student-centered?
Flipped Learning is not successful because of video tutorials,
but rather because of the
design of a teacher
~Brian Bennett
Teacher-centered ->
Passive learners ->
active learners
Lower Order Thinking ->
Higher Order Thinking
What does this mean?
Class time focused on applying, analyzing, evaluating and creating.
Any knowledge or information dissemination is completed out of the group learning space.
How is it done?
*Continue to develop and revamp in class activities to challenge student thinking and learning at deeper levels.
Promote inquiry and discovery, as well as project-based learning, as you see fit in your content area.
What does this mean?
Get the teacher out of the front of the classroom
Students taking control and responsibility for their learning
How is it done?
*Remove instruction from group learning space by utilizing technology such as videos, websites, and other resources to help students learn.
Give students choice in how and where they learn.
What does this mean?
Students actively engaged in their learning for the entire class period
Students collaborating with their peers and receiving individual or small group help from the teacher as needed
How is it done?
*Develop engaging in class learning activities, collaborative assignments, and practice problems.
Students demonstrating TWIRLS daily
Thinking, Writing, Interacting, Reading, Listening, Speaking
What does this mean?
Class time focused on applying, analyzing, evaluating and creating.
Any knowledge or information dissemination is completed out of the group learning space.
How is it done?
*Continue to develop and revamp in class activities to challenge student thinking and learning at deeper levels.
Promote inquiry and discovery, as well as project-based learning, as you see fit in your content area.
Whenever possible, find a way to have students do some sort of exploratory activity before receiving the instruction from the teacher.

Examples (high school math):
Factoring by grouping using discovery
Properties of logs - exploratory activity
Conic Sections - applets to explore shapes and shifts
Conic Sections - real life problems (lithotripter)
Unit Circle Derivation from special right triangles
Deriving Pythagorean Identities from Unit Circle
Deriving Trigonometric graphs from Unit Circle
Area under a curve

See Ramsey Musallam's
Instruction can be delivered via:
teacher-created video
resources online (videos, websites, applets, etc)
structured exploratory activities

Remember the purpose:
to free up class time from lower order, teacher-centered activities and focus on student-centered, active and higher-order learning activities

Video Tips:
Length: 1-1.5 minutes per grade level
Teach and model for students how to learn from a video (Be F.I.T. and check your T.E.C.H.)
Best if teacher created; PIP option to have teacher’s face
Use editing features, callouts, etc to draw attention to students
Include multimedia (images, external videos) to engage students (use Sophia.org to organize tutorials with multiple forms of media in one lesson)
Prompt students to pause at key points
“Secret Questions” at end of video for students to try

Hey Students, go home and watch this video!
When you're watching, I want you to take notes. At the end of the video, you are going to think about what you learned and write a summary. Then, you will write down any questions you still have and bring them to class.
Purposes of the WSQ
=Supporting Students + Fewer Excuses
Content organization
Assignment/Activity Organization
WSQ charts
Online calendars
Handwritten vs. Online
How do you know that students actually watched the video?
Google Forms
is an
entry point to effective, engaging, enjoyable class time!
"WSQ chat"
Peer Instruction
Hands-on activity (card sort, etc)
Challenge Problems
“Big Questions” - must have proof of their discussion through notes/visual/etc, teacher come around and discuss with each group for a few minutes
Going Deeper/ Discovery activity (if video just introduced basics)

Small Group with teacher
Quiz corrections
Class Discussion Clarifications
Further Questions from WSQ
Practice Problem Help

Student created work/ peer evaluation (blogging)
Student Problems/Videos
Big Questions
Real World Applications

Flexible Peer Groups
Practice problems
Continued discussion

Concept quizzes - taken when students are ready for them (with deadlines)
Blog posts + peer evaluation of blog posts

Where are students going from here?
How is what they are learning connected to what is coming next?
What can they expect to see tonight?
Resources to learn more:
Flipped Learning Network -
access press, blogs, webinars, and more!
Flipped Learning Network Ning -
connect with other Flipped Learning Educators, join content area groups, etc!
Twitter -
#flipclass, chat on Mondays 5pm PST
Dan Spencer’s Flipped Classroom Resource Page - a plethora of information, ideas, and resources -
Crystal Kirch



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