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The Flipped Classroom
Transcript of The Flipped Classroom
Classroom Model to Flip
Maria Vazquez, Ed.D.
The traditional face-to-face model of education has resulted mostly in poor learning outcomes due to limited concept engagement
Professors spend most instructional time lecturing on concepts related to required readings and minimal time applying such concepts
Such lack of success has been a contributing factor to failing grades and ultimately, less than impressive graduation rates
This presentation will focus on the steps taken in determining appropriate online and in-person activities for a flipped classroom model
What Led to Such Immersion?
Increase demand for classes: can teach several sections of the same course
Addresses the 21st century learner
Increase of online education: Florida Online University
Fresh approach to teaching
The flipped classroom was first implemented in high schools
85% of instructors who flipped their classroom have seen improved grades
31% of high school students were not graduating
7,200 students were dropping out each day (1.3 million a year)
50%+ of freshmen were failing English
44% of freshmen were failing math
736 discipline cases were reported in one semester
After the Flip:
19% of freshmen failed English
13% of freshmen failed math
249 discipline cases were reported in one semester
Adjectives that describe the flipped classroom
Factors that influence the flipped classroom
Can focus on specific topics
The Vazquez Tribe :)
Age: 9 (going on 45)
3 years old
Establishes dialogue and idea exchange between students, educators, and subject matter experts
Lectures become homework and class time is used for collaborative student work, experiential exercises, debate, and lab work.
Enables students to progress at their own pace
Prepares students for a future as global citizens. Allows them to meet students and teachers from around the world to experience their culture, language, ideas, and shared experiences
Accommodates for students with multiple learning styles and differentiates instruction
Extends access to scarce resources, allowing students to learn from the best sources and maintain access to challenging curriculum
A synonym for online videos
About replacing teachers with videos
An online course
Students working without structure
Students spending the entire class staring at a computer screen
Students working in isolation
Class is NOT:
A Flipped Class
•A means to
interaction and personalized contact time between students and teachers
•An environment where
students take responsibility for their own learning
•A classroom where the teacher is not the "sage on the stage", but the "
on the side"
of direct instruction with constructivist learning
•A classroom where students who are
due to illness or
extra-curricular activities such as athletics or field-trips, don't
get left behind
•A class where content is permanently
for review or remediation
•A class where all students are
in their learning
•A place where all students can get a
Short recorded lectures
Higher order discussions
Real life applications
Cooperative, team-based learning
Ask open ended questions on assessments
Analyze assessment and assignment products
Realize Your Not Alone
Tech Support (on site)
Use your students!
Don't feel obligated to use everything
Identify Potential Barriers
The unknown can be intimidating
Expect the unexpected
Will student attendance suffer?
Hybrid vs. Web assisted
Synchronous vs. Asynchronous
7 things you should know about flipped classrooms: http://net.educause.edu/ir/library/pdf/ELI7081.pdf
Resources for the flipped classroom: Students review content for homework, class time is for experiential activities, questions, and rich discourse: http://www.scoop.it/t/the-flipped-classroom
Allows educators to begin contemplating what their idea of a Flipped Classroom is: http://www.thedailyriff.com/articles/the-flipped-class-shedding-light-on-the-confusion-critique-and-hype-801.php
Explains how education may be changing. Tells the story of Karl Fisch, who found success with the Flip: http://www.telegraph.co.uk/finance/businessclub/7996379/Daniel-Pinks-Think-Tank-Flip-thinking-the-new-buzz-word-sweeping-the-US.html
How might K12 incorporate Flipping (or blended learning) to help students transition to such an environment?: http://www.nytimes.com/2010/11/05/us/05college.html?_r=0
Points out both formative and summative assessment in a flipped classroom: http://donaldclarkplanb.blogspot.com/2011/03/flip-classroom-every-teacher-should-do.html
USA Today article that points out both advantages and some disadvantages to a Flipped Classroom model: http://usatoday30.usatoday.com/news/education/story/2011-10-06/flipped-classrooms-virtual-teaching/50681482/1/
Flip Your Classroom Through Reverse Instruction: http://electriceducator.blogspot.com/2010/09/flip-your-classroom-through-reverse.html
The Full Picture – And a full picture it is from a very informative and engaging blog entitled, “ UserGeneratedEducation”: http://usergeneratededucation.wordpress.com/2011/06/13/the-flipped-classroom-model-a-full-picture/
Collaborate on virtually any device. Can record meetings and republish the content for widespread on-demand access.
Use in a flipped classroom: Can be synchronous or asynchronous. Students can attend and/or access information later and repeatedly
Free and useful web tool designed to give students (or ‘users’ of any kind, really) the ability to share their thoughts, reflect on the work of others, and edit a body of work together. It’s a powerful wiki service that is in use around the world.
Use in a flipped classroom: Task students with the responsibility of keeping tabs on what their various projects (many use PBL situations too) are doing. Instructors can also pose questions where students must determine the answer in an online collaboration space.
By far one of the most popular educational web tools available, used by classrooms, conferences, and with audiences large and small to get instant feedback.
Use in a flipped classroom: Perfect method for garnering feedback from students, by students. The teacher doesn't even need to be involved. Enable students to keep track of the learning process among their classmates.
A classroom management platform designed to facilitate learning in all directions. It lets students ask questions to other students, teacher to student, parent to teacher, etc.
Use in a flipped classroom: Students continue discussions online, run polls, and can ask questions of classmates and others.
Lets you make your own screencasts and then gives you the full license to the product you just created.
Use in a flipped classroom: Great for students looking to learn from each other, record their thoughts and share on a classroom website or just submit homework by showing how they did something online.
A hit with schools with limited network reliability and availability. Allows groups of people (classrooms, student groups, etc.) create a ‘cell’ using the app. A cell is a mobile social network that works with any mobile phone or device. Members can join instantly with one text and exchange group messages, polls, reminders, and web alerts.
Use in a flipped classroom: Students use Celly to connect with one another at any time, anywhere. They use the text-based social network to pose questions of each other, direct learning, and even create assignments based on where students want to go in their learning next.
Enables students, teachers and parents to work off the same set of information at the same time. It’s a popular cloud storage service that is free (for basic version). Provides a folder that every student can pull and place data in.
Use in a flipped classroom: The big method of implementing Dropbox in flipped classrooms is for homework and exit slips. Assignments can be turned in, handed out, and reports can even be peer reviewed. Exit slips can be safely delivered to parents and teachers by utilizing specific folders that people are ‘invited’ to. Once invited, you can place any document, link, photo, or other media file in and share it with anyone around the world.
An online video site where you can watch just about anything.
Use in a flipped classroom: Used to help students learn from other educators to augment and add to their own learning. Used as a means to have students learn at their own pace, on their own time, and with each other. It’s a collaborative learning process where the teacher acts more like a ‘guide on the side’ rather than a ‘sage on the stage.’
One of the most powerful tools in education. Lets anyone build their own personalized learning network or professional learning network (PLN).
Use in a flipped classroom: Teachers use Twitter to learn about new and exciting learning models, apps, tools and to connect with others. Students use Twitter to build out their peer network and endeavoring to work in a more collaborative fashion
Useful tool that lets you access your notes and other documents anywhere.
Use in a flipped classroom: Students use it to sync their thoughts and ideas as a group and separately.
A video showcase—on the Internet and TV—of inspiring and effective teaching practices in America’s schools.
Use in a flipped classroom: Videos specifically designed for education and useful for anyone of any age looking to learn more about topics.
Real-time automatic updates visible to all users, a feature that enables robust discussion and sharing.
Use in a flipped classroom: students and instructor can work on the same document while saving automatically. Other useful features include sharing and surveys.
Screencasting technology; teachers can source new and existing screen-captures, PowerPoint presentations, webcam videos and even video games to create coursework that features multi-track timelines, music, animation and a variety of other visual effects.
Use in a flipped classroom: Great for taping lectures
Helps students "master the basics" of course material through learning activities, self-assessments, and games.
Use in a flipped classroom: Engages students with course content in an individualized way. Can be used as quiz/exam review. Students access StudyMate activities using computers, smartphones and tablets.
Easy-to-use video platform
Use in a flipped classroom: For video management and publishing. Can be used by an instructor as well as students.
Teaching for understanding
Choice boards (differentiated instruction, multiple intelligences)
Formulate, share, listen, formulate
and the consideration of
The “create” step requires that students
their ideas and come up with the best solution to a problem
" the answer to a question individually, "
" their answer with a partner, "
" carefully to their partner’s responses and make note of similarities and differences, and "
" a new answer that includes
the best of both perspectives
Formulate, Share, Listen, Create
consists of two circles; an inner circle and an outer circle
Increases dialogue among students, promoting the application of prior experiences to new situations
No such thing as a correct or incorrect response, perceptions are challenged
The day before implementation, the teacher provides students with reading material to analyze
The next day, students are selected at random to be part of the inner or outer circles
Students in the inner circle read the passage aloud and are provided 10 minutes to discuss the content
The outer circle takes notes of the discussion and provides group and/or individual feedback at the end
Teacher acts as facilitator
Teaching for Understanding
Creating a Global Perspective
More than just knowledge; it is...
The ability to
with what one knows
"flexible performance capability"
More like learning to improvise jazz or hold a good conversation or rock climb than learning the multiplication table or the dates of the presidents
is information on tap = "What is Newton's first law of motion?"
is flexible = "What does Newton's first law of motion mean?"
Road map: Backward Design
"To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction."
Start with the end in mind
Identify desired results
What do you want students to know/be able to do by the end of the semester?
Determine what you want to "expose" students to vs. what you want students to "master"
Determine acceptable evidence
How will we know if participants have achieved desired results and met expectations?
What will we accept as evidence of participant understanding and proficiency?
What is evidence of in-depth understanding as opposed to superficial or naive understanding?
What kinds of assessment evidence will anchor our lessons and thus guide our instruction?
Plan learning experiences and instruction
an activity designer
What would be interesting and engaging activities on this topic?
What resources/materials are available on this topic?
What will participants be doing online? What will participants be doing during face-to-face sessions?
How will I grade participants (rubric)
Did the activities work? Why or why not?
What is happening in this picture?
• Scraping and lacerating the face or legs with a sharp instrument
• Piercing the skin with sharp instruments and then taking great care to keep those holes
from closing again
• Painting of the body
• Inserting and ritualistically moving a bundle of hog hairs in the mouth several times a day
• Visit medicine men many times during the course of a year to treat physical ailments,
release them from the power of devils that have lodged in their heads, and gouge holes
in their teeth. (This last is done in the hopes of avoiding oral decay and offending one’s
• The Nacirema gather in large numbers to watch clans within the tribe enact
small battles, often with many physical injuries, and to observe individual tribal
members fight to unconsciousness.