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Transcript of Flipped Classroom
What did you see?
What did you see the kids doing?
What did you see the teacher doing?
Compare and contrast what you saw in the first video with the second.
What do the kids think?
Flipped Pilot Timeline
Why can't you do this?
What do they think?
% proficient on the MME/ACT Test
January, 2010 to June,2010
Single Classroom Case Study One
Andy Scheel SS Teacher Flipped One Class - Civics
At the start of the second semester, Andy Scheel flipped one extremely chronically failing at-risk class. At the end of the semester his flipped class had
eliminated all the failures (11%)
and every student had completed all their assignments. A matter of fact,
the at-risk class out performed Andy's high performing traditionally taught civics class using the same materials and the same assessments.
Students were interviewed by our school staff and they expressed overwhelming support for it.
September, 2010 - January, 2011
9th Grade Flipped Classroom Case Study Two
We had a huge issue. We had 9th grade students failing at a record rate. Below are the stats from our 9th grade in 2009-10 school year. In 2010-11, we had a class coming from the middle school that resembled this one. 52% were reading below grade level and 92% were testing below grade level in mathematics. We had decided to flip the entire grade level.
9th Grade Failure Rates in 2009 -10 9th Grade Failures Rates in 2010-11
52% in ELA dropped to 19% (-33%)
44% in Math dropped to 13% (-31%)
41% in Science dropped to 19% (-22%)
28% in SS dropped to 9% (-19%)
In January, 2011 to June, 2011
Standardized Testing Case Study Three
As a school, my staff was encouraged by the results however, we wanted investigate whether or not the flip would work with a standardized testing sample. We tested 114 junior students with the Michigan Merit Exam which contains the ACT. We asked just our junior math teachers to flip their class instructional model.
Results of the test
Math scores increased 10% and yet the other traditionally taught core subjects went down.
So the same students went up in one and down in the others. The only thing that changed? The flipped instructional model.
September, 2011 to January, 2012
Flipping an Entire Building 550 Students and 35 Teachers - Case Study Four
Failure rates dropped from traditionally 30-40% to 8.8% in just one semester for the entire building.
Our 9th graders took the MI SS MEAP Test in mid-October and their college readiness scores more than doubled from 12% to 28% in just six weeks. By the way, one-third of the class was new to our school district starting in September, 2011.
A sharp decline in 9th grade discipline incidents.
In 2009, we had 736 incidents during the 1st semester and in 2011, we had 187 discipline incidents. We had roughly the same amount of students (140-150) if not more in 2011 and a similar student demographic make up.
January, 2012 to June, 2012
Our 11th grade students (128) who had failed 40-50% of their core classes as a 9th grader, had some astonishing results on the
Students college readiness scores increased in all subject areas tested
ELA 21% to 34%
Math 8 to 13%
Science 9% to 12%
SS 16% to 20%
Writing 20 to 27%
Clintondale High School Annual Report 2011-12
Ken Richardson-Chemistry Teacher
Wilson High School
What is flipping?
Why are teachers flipping?
Who is flipping?
Clintondale High School
11th Grade math &
The entire school
Results from Jr. Class
Michigan Merit Exam (MMC)
Discuss at your table
% proficient on the MME/ACT Test
Michigan Merit Exam (MMC)
How can you do this?
Ken Richardson said, the kids watching his videos (especially when they catch his mistakes) form a different kind of connection with him.
1. Introduce you to a trending instructional practice (one that has be created by teachers)
2. Explore how to personalize a standard education
3. Expose you to people and resources to get additional information.
Social Media: encourage kids to help others out:http://player.vimeo.com/video/55135564
1. More screen time?
Kids watch to much as it is.
2. More homework!
6 Classes 6 video's to watch..arg!
3. Digital Divide:
Internet & Computer who has that?
4. Isn't it just lecture?
That isn't good practice digital or not.
Mastery Learning enables students to take responsibility for their own learning. Students conduct experiments, watch vodcasts, work on assignments, interact with the class Moodle site, have one-on-one discussions with their teacher, and get tutored by their peers and cadet teachers. This is Mastery Learning at work.
Mastery Learning allows students to work at their own pace through the science curriculum. When they complete a unit they must demonstrate that they have learned the content by taking an exit assessment that includes both a lab and a written component. If students score less than 85% on these exit assessments, they must go back and re-learn those concepts they missed and retake the exam. Grades are no longer determined by a percentage but rather how much content they have mastered.
Must complete unit and pass exit exam at 85%
Grades determined by % of course completed
1. Train you to flip your school
2. Encourage, support, endorse or being associated in anyway with a top-down direction to staff to implement "this really great idea I got from the conference."
70% Free & Reduced
It's not the technology
its the pedagogy
how can it assist in student learning?
How does this help student learning?
Do this in class
It's not the video's!!!!
Digitizing an Analog system
Moving to a
y system where students Move at their own pace.
Video's lets the student move forward or stay teachers are always with them as apposed to
Teaching toward the middle.
Purpose of the next hour:
Non-Purpose of this hour:
Where does the direct instruction take place?
1. Primarily at home
2. At school
3. At home by parents
It is all about the
2. Being a lazy teacher
3. Shift in Thinking
Flipping helps teachers
1. Differentiate Instruction
2. Have less homework to correct
3. Provides artifacts for TPEP
453 flipped educators
by John Kelly
Educational Technology Director
Flipped Mastery Model 2.0
Flipped Classroom 1.0 to
What do we expect students to learn?
How will we know if they are learning?
What will we do when students are already proficient?
How do we respond when students don't learn?