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Structuring Flipped Learning for Student Success - OC Cue Tech Fest 2014

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Crystal Kirch

on 11 February 2015

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Transcript of Structuring Flipped Learning for Student Success - OC Cue Tech Fest 2014

Flipped Learning
for Student Success
Crystal Kirch
Math Teacher ~~~ Segerstrom High School
@crystalkirch ~~~ flippingwithkirch.blogspot.com
What is the best use of the face to face time you have with your students?
My Story
There has to be something better...

Something more
Teacher-centered →
Passive learners →
active learners
Lower Order Thinking →
Higher Order Thinking
What is Flipped Learning?

(From FlippedLearning.org)

“Flipped Learning occurs when direct instruction is moved from the group teaching space to the individual learning environment.”

“Class time is then used for active problem solving by students and one-to-one or small group interactions with the teacher. Students can watch the short lessons as many times as they wish to grasp the content and come to class ready to jump into the lesson, answer questions, work on collaborative projects, and explore the content further.”
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 (Camtasia; come to Screencasting 101 for more help) ->
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?
TIME FRAME FOR CLASS (sample: 54 minute classes)
5 minutes
- teacher intro, plan for day
10-15 minutes
- WSQ chat activity
30-35 minutes
Student work time for practice, application, blog creation and evaluation, formative assessment (quizzes), etc.
Possible small group with teacher if needed.
Teacher checking in with students constantly, redirecting and focusing.
Whole-class clarifications (2-4 minutes) if needed.
5 minutes
- teacher wrap up and next steps

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



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.
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.
Full transcript