BER "FLIP" Science Workshop St. Louis 2/10/2015
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Transcript of BER "FLIP" Science Workshop St. Louis 2/10/2015
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Brian S. MillerLa Salle High School Pasadena, CA
30 Year Science Educator
(Chemistry, Biology, Physics, Anatomy, Environmental
Science)
SMART Board Consultant
Socratic Chemistry Founder
SOPHIA Featured Teacher
NSTA & CSTA Presenter
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• Graduate Credit for Professional
Development from Brandman
University pD-E
• Resources Page -p80
• Notes -p82
• Evaluation – p89
• Page Notations
Page
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OUR DAY 8:00 – 8:30 - Arrival
8:35 – 9:00 - Introductions and Housekeeping
9:00 – 10:00 - The Essentials of Flipping
10:00 – 10:15 - Break
10:15 – 10:45 - Stepping Stones to Flipping
10:45 – 11:15 - Creating Accountability
11:15 – 11:45 - Starting With Online Videos
11:45 – 1:00 - Lunch
1:00 – 2:00 - Lets Make a Resource
2:00 – 2:10 - Break
2:10 – 2:50 - Back to Your Classroom
2:50 – 3:00 - WPA’s and Closure
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Objectives
By the end of the day you should be able to
• Explain how you could get started in implementing a successful flipped
classroom for your science discipline.
• List tools for using mobile technology to create “flipped” learning
experiences for your students
• Design effective flipped science lessons with highly effective apps and
other tech tools to meet the needs of your students
• Identify Step-by-step techniques for using the flipped classroom to
effectively teach rigorous science skills and concepts, including those
aligned with the Next Generation Science Standards
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2
Objectives
By the end of the day you should be able to
• Explain how to create a more accessible learning environment for all
students
• Identify creative ways to reach students in their world through online tools
and media they already use
• Initiate innovative, student-centered strategies to implement the flipped
classroom in secondary science classes
• Identify Low-cost and no-cost ideas for flipping your classroom for
science.
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Objectives
By the end of the day you should be able to
• Evaluate what is new in educational technology, including apps and
outstanding software that are ideal for differentiated learning in a flipped
classroom
• List ways to fully involve ALL of your students during in-class learning
• Step-by-step instructions for creating effective videotaped lessons that
can be used to pre-teach, re-teach and strengthen understanding
• Identify Proven techniques to involve students in “seeing and doing”
science with effective video clips that enhance your science instruction
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INTRODUCTORY QUESTIONS
1. After looking over the objectives, what questions do you feel are most
important for your purposes in attending today’s seminar?
2. Are there any other questions or concepts that are not represented in
the objectives that you would like to see addressed?
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4
THE PARABLE OF THE STONES
A man was out walking in the desert when a voice said to him, "Pick
up some pebbles and put them in your pocket, and tomorrow you
will be both happy and sad."
The man obeyed. He stooped down and picked up a handful of
pebbles and put them in his pocket. The next morning he reached
into his pocket and found diamonds, sapphires, rubies and
emeralds.
And he was both happy and sad.
Happy he had taken some - sad that he hadn't taken more.
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5-11
Four Essential
Elements of the
Flipped Classroom
• Student Centered Environment
• Teacher as Learning Facilitator
• Content Delivery Resources
• Higher-Order Questions
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5-11
Student Centered
Environment
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5-11
Student Centered
Environment
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5-11
The Teacher as Facilitator
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5-11
The Teacher as Facilitator
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5-11
Content Delivery Resources
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Offer Choice
Provide Opportunity
Maintain Equal Footing
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5-11
Higher Order Questions
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5-11
Higher Order Questions
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5-11
Higher Order Questions
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5-11
Higher Order Questions
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CHECKPOINT QUESTIONS
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• Where are you at currently, in regards to using the flipped lesson
format?
• What do you need to do to begin/increase/continue your flipped
learning classroom? What are the obstacles you need to
overcome?
• What has fueled your interest in the flipped learning format?
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NGSS
STEM
STEAM
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13-18
7 STEPPING STONES TO
A FLIPPED CLASSROOM• BRAINSTORM
• CREATE
• DESIGN
• PREPARE
• SET OUTCOMES
• BUILD A LIBRARY
• CREATE A PORTAL
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7 STEPPING STONES TO A FLIPPED CLASSROOM
B R A I N S TO R M C R E ATE
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13-18
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7 STEPPING STONES TO A FLIPPED CLASSROOM
D ESI GN PR EPA R E
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13-18
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7 STEPPING STONES TO A FLIPPED CLASSROOM
SET OU TC O M E S
B U I LD A
L I B R A RY
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13-18
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7 STEPPING STONES TO A FLIPPED CLASSROOM
C R E AT E A P O R TA L S TA R T F L I P P I N G
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19-24
CREATING ACCOUNTABILITY IN THE
FLIPPED CLASSROOM
• C - CHOICE
• A – ACCOUNTABILITY
• N – NO EXCUSES
• T – THREE BEFORE ME
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19-24
C - CHOICE
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19-24
A - ACCOUNTABILITY
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19-24
A - ACCOUNTABILITY
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19-24
N – No Excuses
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19-24 [email protected]
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T – Three Before Me
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CHECKPOINT QUESTIONS
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• How do you see student accountability and the flipped lesson
format playing a role in your classroom environment?
• What methods do you currently utilize to hold students
accountable in your traditional classroom? How can these be
adapted to the flipped lesson format?
• What methods do currently utilize in your use of the flipped
lesson format to maintain and encourage student accountability?
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BENEFITS OF THE FLIPPED CLASSROOM
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• Students can take ownership of their learning.
• Teachers can create or select educationally entertaining videos to
capture student attention, instead of having students absorb through
textbooks and homework problems.
• The classroom becomes a student centered learning environment,
rather than teacher directed a content driven.
• Students receive instant feedback in class as they are problem
solving.
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BENEFITS OF THE FLIPPED CLASSROOM
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• Students are not as frustrated because they can ask questions
immediately and work through confusion.
• Teachers can revisit concepts that trip-up students and reform the
pace of the lesson plan based on feedback.
• Students do not have to rely on parents, tutors or potentially
inaccurate internet sources to work through tough problems.
• Teachers can provide options to students with different learning styles
and offer more one-on-one time.
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BENEFITS OF THE FLIPPED CLASSROOM
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• Students who are absent or miss class due to school activities have
access to the content delivery outside of the classroom.
• Administrators, colleagues and parents have access to the content
being delivered in your classroom.
• More time to allow for student involvement in Project Based Learning,
Inquiry Based Learning, and Gamification.
• Development of Critical Thinking, Communication and Collaborative
skill sets through increased interaction between students and
teachers in the classroom.
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POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
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• Not all students have access to at-home technology.
• Not all teachers are tech savvy enough to master the flipped
classroom model, and schools may need to adopt additional hiring
criteria for new teachers.
• The method relies on students watching the videos and potentially
fails if they do not.
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POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
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• Teachers may be at a loss as what to do with in-class time. Teachers
are more reliant on student feedback and questions to drive daily
interaction.
• With the emphasis on out of class lessons, some ask why we need
teachers, and insist the flipped classroom too closely resembles a
hands-off online learning environment.
• Educators need time to develop online content and create a student
centered learning environment, through Inquiry and Project Based
Learning methods.
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CHECKPOINT QUESTIONS
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• What online resources do you currently utilize to find, use, and
introduce media, for your flipped lesson format?
• What format are you currently using to share your flipped lessons with
your students for your classroom environment?
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START FLIPPING WITH VIDEOS ONLINE , NOW!!!
29-35
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29-35
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flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
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MAKING A FLIPPED DIGITAL RESOURCE
48-55
http://www.screencast-o-matic.com
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flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
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START FLIPPING WITH VIDEOS ONLINE , NOW!!!
29-35 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACH
ER
@SMARTERTEACHER or
@ScienceRoom229
IF IT AIN’T BROKE DON’T FIX IT!!!
VIEW BEFORE ASSIGNING
• CONTENT
• VOCABULARY
• LEARNING GOALS & OBJECTIVES
• GRADE LEVEL
• SAFETY
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CREATING YOUR OWN VIDEOS?
KEEP IT SIMPLE, STUPID!!!
37-43
K
I
S
S
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CREATING YOUR OWN VIDEOS?
SHORT
37-43
ONE (1) MINUTE PER GRADE LEVEL.
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACH
ER
@SMARTERTEACHER or
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CREATING YOUR OWN VIDEOS?
INTERESTING
37-43
WOULD YOU WATCH YOUR VIDEO?
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACH
ER
@SMARTERTEACHER or
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CREATING YOUR OWN VIDEOS?
MEANINGFUL
37-43 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACH
ER
@SMARTERTEACHER or
@ScienceRoom229
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MEANINGFUL
37-43 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACH
ER
@SMARTERTEACHER or
@ScienceRoom229
![Page 68: BER "FLIP" Science Workshop St. Louis 2/10/2015](https://reader034.fdocuments.net/reader034/viewer/2022042716/55a894b11a28ab0c608b48f1/html5/thumbnails/68.jpg)
CREATING YOUR OWN VIDEOS?
PLANNED
37-43
STORY BOARD
ON PAGE 44
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CREATING YOUR OWN VIDEOS?
LEARNING TOOL
37-43
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flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACH
ER
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CREATING YOUR OWN VIDEOS?
EXCITING
37-43 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACH
ER
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PLANNING THE VIDEO LESSON
37-43 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
Introduction - Introduce the puropose of the video. Identify the
concept and create a connection to previous knowledge if necessary.
Objectives - Identify 1 or 2 objectives or standards that will be
addressed in the video. Whenever possible list Common Core or State
Standards or Next Generation Science Standards met by the concepts
in the video.
Overview - Provide a brief explanation of the concept that will be
modeled in the lesson. Include new vocabulary, skills necessary and
other related materials.
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PLANNING THE VIDEO LESSON
37-43 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
Examples - Model concept providing as many examples as possible.
Keep in mind lesson link. If necessary make more than one video to
provide additional examples and solutions.
Self Assess – Provide opportunities troughout the lesson for students to
check their understanding. Encourage students to pause the lesson in
order to answer questions, think about the concept or complete a
sample problem.
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PLANNING THE VIDEO LESSON
37-43 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
Going Further – Provide opportunities for students to continue to explore
the concept through additional sample problems, further research, articles,
websites or additional videos to add to the knowledge base. Add higher
order questions to help students synthesize the content into a knowledge
base that can transition back to the classroom.
Closure – Bring the lesson to a close by revisiting the objectives or
standards that were demonstrated in the video lesson. There is no need to
summarize or repeat the key concepts as this will only increase video time.
Students always have the option to re-watch any part of the video as many
times as may be necessary.
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The more organized and prepared you are, the less re-
takes and editing you will have to do later.
The editing process can deplete your energy and waste
your valuable time.
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SOFTWARE FOR FLIPPING
45-47 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
FIND ONE OR TWO THAT
WORK FOR YOU.
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SOFTWARE FOR FLIPPING
45-47 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
YOU CAN KEEP IT
SIMPLEOR YOU CAN
PRODUCE EPICS, WHAT
ARE THE NEEDS OF YOUR
STUDENTS.
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SOFTWARE FOR FLIPPING
45-47 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
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MAKING A FLIPPED DIGITAL RESOURCE
48-55
http://www.screencast-o-matic.com
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SAMPLE VIDEO
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
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SAMPLE VIDEO
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
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TECHNOLOGY
45-47 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
“You can be a good teacher and never use technology and
technology will never turn a bad teacher into a good one.
However, a good teacher who uses technology well, can make great
things happen.”
- Rushton Hurley
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BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75 [email protected]
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACHER
@SMARTERTEACHER or @ScienceRoom229
Four basic models of the flipped classroom include:
• Traditional Flipped Model
• Inquiry Based Approach
• The Flipped Mastery Approach
• Project Based Learning
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BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75
• Traditional Flipped Model
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BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75
• Inquiry Based Approach
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BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75
• The Flipped Mastery Approach
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BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
71-75
• Project Based Learning
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Pick up your certifictes on the registration table.