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The Flipped Classroom

by Ernest Peterson and Nigel Robinson

Nigel Robinson

on 3 February 2014

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Transcript of The Flipped Classroom

The Big Bang
Don't Believe The Hype
Video Killed the Radio
No Child Left Behind
•Create, store, share video
•Web 2.0
Higher Education
Free Courses
MIT Open Courseware
Itunes U
Carnegie Mellon

Hybrid Programs
Satellite Campuses
Learning happens when knowledge and skills – subject ‘chunks’
Fixed location with school as primary vehicle
Cognitive Development is Primary Goal
One Size Fits All Curriculum & Assessment
Teacher as Transmitter
Seat-Time, Topics and Courses-Based
-Bambi Betts PTC
Pose and Solve a Problem in a Team
Have a Can-Do Attitude
Innovation, Creativity

Digital-age literacy, which includes the various competencies expected in a 21st
century workplace.
Inventive thinking, which includes the ability to think outside the box.
Effective communication, which is the ability to clearly communicate with a wide
range of audiences.
High productivity, which will be a requirement of success in the 21st Century
Inventive thinking
Adaptability and managing complexity:
Higher-order thinking and sound reasoning

High productivity
Prioritizing, planning, and managing for results
Effective use of real-world tools
Ability to produce relevant, high-quality products
A synonym for online videos.
Increases and relies on homework.
An online course.
Places teacher in secondary role.
Students working without structure.
A comprehensive pedagogy AND the Holy Grail.
Students working in isolation.
Flipped Classroom Myths
Adapted from Daily Riff website, 4.12.12,
Jon Bergmann, Jerry Overmyer and Brett Wilie
Self directed and accountable learners
1 August 1981
Where were you when this song first aired on MTV?
Myths and Truths of Learning
Speaks language of today's students
Support for busy, struggling, and high-achieving students
Student - Teacher / Student -Teacher Interaction
Teacher understanding of content and student
Classroom Management & Engagement
Class Transparency
Opportunity for High Quality Experiences
Ernest Peterson & Nigel Robinson
Tri-Association Conference 2012
According to the USED (2009), students in a blended environment outperform both online instruction and face-to-face teaching.

"Significantly higher post-test scores than those learning from the traditional textbook instruction." (Smith & Smith, J. Ed Computing Research, Vol46(3) 207.2281.

The formal study, conducted by the University of Sussex, identified the following key findings:
Lectures and other recorded content increased student understanding of course material, helped them prepare for tests and improved test performance for some students.
Students gave high ratings and viewership to videos and screen captures that explain key concepts and help in test preparation. They also liked the option of resources in both video and text form.
(University of Sussex Me2 U Project: http://www.sussex.ac.uk/elearning/audioandvideo/me2u)
Recording - ScreenCasting
Videos & Interactive Content
Recording - iPad
Making Better Videos
"When we first started making our own videos, they were not very good. Over time, our videos have gotten better. Give yourself some time and you, too, can make high-quality educational videos for your students."
1. Keep it short. 
2. Animate your voice.
3. Create the video with another teacher.
4. Add humor.
5. Don’t waste your students’ time.
6. Add annotations.
7. Add callouts.
8. Zoom in and out.
9. Keep it copyright friendly."
"Engaging Students with Flipped Learning"
by Jonathan Bergmann and Aaron Sams
eSchools News
Lots of Options
Hosting and Sharing Videos
The brain learns best inductively (examples first then generalization).

We typically only use about 10% of our brain.

’Pictures’ are better learning tools than words.

The brain can pay attention to more than one thing at a time.

The more senses involved, the more rapid the learning.

Experience is generally an efficient way to learn.

Feedback is most effective when it is corrective.

Feedback is useful even if the learner does not have the opportunity to act on it.
Depending on the technology tools you have available, there are many options for creating videos of your lessons.
Computer/Laptop - Screencasting Software - Microphone - Digitizing Tablet - Hosting

iPad - Recording App - Hosting

SmartBoard - Microphone - Hosting

Document Camera - Microphone - Hosting

Digital Camera - Tripod - Video Editing Software - Hosting (Stop Motion)

Digital Video Camera - Video Editing Software - Hosting
School Tube
YouTube Annotations
Embed Plus
Vimeo Time Stamps
We Video
Google Sites
All sources can be found on CyclesOfLearning.com
What do you find that you wish you had more class time for?
What initiatives are taking place in your school, and would you better be able to support them with more time?
What high leverage activities do you struggle to include in your lessons on a regular basis?

iPad voice record and annotation

Create tutorials on your iPad and connect to content and share through DropBox, EverNote or email.
What is an example of content within your subject area that is primarily procedural, basic to the course, and is best taught through direct instruction?
Replay Note
Explain Everything
Traditional Flipping
Mastery Learning 1 & 2
iPad annotation app and video warehouse.
Step 1: Homework instruction (the flip).
Step 2: Classroom application.

Goal: Off-load instruction to the homework setting, thus opening up classtime for student-centered activities, inquiry and critical thinking exercises
Step 1: Homework instruction (the flip).
Step 2: Classroom application.
Goal: Students work towards mastery using robust criterion-based assessments. Instruction is asynchronous, and students self-pace and revisit lectures as needed.
Step 1: Classroom exploration.
Step 2: Homework explanation (the flip).
Step 3: Classroom application.
Goal: Create a guided inquiry cycle where students construct knolwedge, while also off-loading any necessary direct instruction to the homework setting.
Step 1: Homework pre-training (the flip).
Step 2: Classroom instruction.
Goal: Via short (<5 min) topic introductions for homework, long-term memory schema is constructed and intrinsic cognitive load is managed.
Flip Teaching by Ramsey Musallam
Where will they watch?
What will get them to watch?
What will be the reflection? Application?
-Accountability for watching videos
-Explicitly teaching routines
-How to watch videos
-Frontload frustrations & potential issues
-Why watch it? Why is it important? Why is this tool and ability
to use it important?
Teaching Students the Model
Research on note taking indicates that taking notes in class and reviewing those notes (either in class or afterward) have a positive impact on student learning. Not surprisingly, the preponderance of studies confirms that students recall more lecture material if they record it in their notes (Bligh, 2000).
Khan Academy
Carol Morgan Exemplars
Students who take notes score higher on both immediate and delayed tests of recall and synthesis than students who do not take notes (Kiewra et al., 1991).
Moreover, the more students record, the more theyremember and the better they perform on exams (Johnstone & Su, 1994).
Research suggests that providing students with amatrix to complete during review facilitates learning, particularly the ability to transfer the material to new applications and/or synthesize the material (Kiewra, DuBois, Christian, & McShane, 1988; Kiewraet al., 1991).
Mr. Matt Gamache
Ceramics 1 and 2
Stop Motion Flipped Videos
Ms. Stacy Fleming
Algebra 1
Camtasia Studio Moodle SCORMs
Digital Handout
EnGauge, 2003 http://www.learningaccount.net/Course_Files/T21C001_050.htm
“The only person who is educated is the one who has learned how to learn and change.” -Carl Rogers
This distillation process is, to all who have tried it, much harder than it looks. In fact, the ability to select and summarize complex material and ideas, rather than resorting to the indiscriminate slathering of a PowerPoint slide with bullets, might be one of the hallmarks of an educated mind. Clearly, Khan groks it.

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