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MBC Flipping with My Big Campus

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Philip Pulley

on 27 August 2015

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Transcript of MBC Flipping with My Big Campus

Flipping With My Big Campus
Flipped Learning
Step 1: Analyze Your Teaching
Where do you want to go?
- Start at what you are doing now.
Step 2:
How Students Learn
Scaffolding
MBC and Tech 3
Video Lectures
Lectures watched at home
Flipped with MBC Results
Collaboration
Activity - Puzzles
Flipped Classroom
with
My Big Campus
Mr. Pulley, FHS
Sir Ken Robinson
TED 2010
Changing Educational Paradigms
Sir Ken Robinson
Rowan and Bigum (2012) technology has been "domesticated" to old practices.
“more to do with pedagogy than
with the technology itself”
“A means to INCREASE interaction and personalized contact time between students and teachers.” (Bergman, Overmyer & Willie, 2012)
“parent involvement was typically limited
to giving and receiving of information
about their children"
(Darling-Hammond, 2007)
If a child can't learn the way we teach, maybe we should teach the way they learn"
-Ignacio Estrada
(Cummings, Brown & Sayers, 2007, p. 91).
Do you lecture a lot?
- This can be taken out of the classroom.
Are you always out of class time?
- Use new time for class activities and projects.
Are you already doing projects / discussions / activities?
- Think of ways you would like to go deeper.
Mastery Learning
Project Based / Inquiry Learning
Universal Design for Leaning (UDL)
Camtasia
Screencast-o-matic, Screenr, Camstudio
Explain Everything,
ActivInspire, Smart Notebook, PP Voice Over
Class time for:
- Application - old homework
- Discussion
- Exploration
- Projects
- Digital organization skills
- Digital natives v.
digital immigrants
- Prior knowledge of students
- Dewey’s (1938) active thinking
- Piaget’s (1947) stages of cognitive development
- Build upon when adding/introducing new material
- Teachers rarely have time for one-on-one tutoring
sessions or dynamic assessments (Shepard, 2005)
- Based on the work of Benjamin Bloom
“an effective set of individualized instructional practice that consistently help most students to learn excellently”- Includes: small group work, peer tutoring or alternative materials such as other texts, videos, computer programs, etc.
(Block, 2001).
- Students learn
through engagement in authentic or real-world type problems.
(a) varied and novel, (b) authentic with novel elements,
(c) challenging, (d) have closure, (e) involve choice,
(f) include opportunities to work with others
Blumenfeld et al., (1991)
- Three Principles:
Provide multiple means of:
(1) representing or acquiring information.
(2) expressing and demonstrating knowledge. (3) engagement with choice and autonomy.
- About diversity, course design, technology, assessment of student improvement
(Edyburn, 2010)
Step 2:
How Students Learn
My Big Campus
Safe place to view videos
Schoolwork
Discussions
Bundles, Library, Drive, Resources
Western Civilizations Documentaries
Content - 21st Century
Final Thoughts
Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating
project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398.

Desimone, L. M. (2011). A primer on effective professional development. Kappan, 92(6) 68-71.

Dewy, J. (1938). Experience & education. New York, NY: Simon and Schuster.

Donovan, L., Hartley, K., & Strudler, N. (2007). Teacher concerns during initial implementation of a one-
to-one laptop initiative at the middle school level. Journal of Research on Technology in Education, 39(3), 269-283.

Donavan, L., Green, T., & Hansen, L. (2011). One-to-one laptop teacher education: Does involvement affect
candidate technology skills and dispositions? Journal of Research on Technology in Education, 44(2), 121-136.

Edyburn, D. L. (2010). Would you recognize universal design for learning if you saw it? Ten prepositions
for new directions for the second decade of UDL. Learning Disability Quarterly, 33(1), 33-41.

B. Ferriter (2013, July 11). Technology is a tool, not a learning outcome [Web blog]. Retrieved from:
http://www.teachingquality.org/content/technology-tool-not-learning-outcome

Harris, J. B., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge:
Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.

Jensen, J., Lewis, B., & Smith, R. (2002). No one way: Working models for teachers’ professional
development. Journal of Technology and Teacher Education. 10(4), 481-496.

Lowther, D., Inan, F., Ross, S., & Strahl, J. (2012). Do one-to-one initiatives bridge the way to 21st century
knowledge and skills? Journal of Educational Computing Research, 48(1), 1-30.

Piaget, J. (1947). Le jugement et le raisonnement chez l’enfant. [Judgment and Reasoning of the Child].
Paris: Delachaux & Niestle ́.

Rowan, L., & Bigum, C. (Eds.), (2012). Transformative approaches to new technology and
student diversity in futures oriented classrooms: Future proofing education. Dordrecht,
Germany: Springer.

Shepard, L., Hammerness, K., Darling-Hammond, L., Rust, F., Baratz Snowden, J., Gordon, E., Gutierrez, C.,
& Pacheco, A. (2005). Assessment. In L. Darling-Hammond and J. Bransford (Eds.) Preparing teachers for a changing world. (pp. 275-326). San Francisco, CA: Jossey-Bass.
Communication
Safety
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