1.The Flipped Classroom RIMS CTAP March 5.2013

2. Introductions Your hosts Tim Downey Molly Large Yma Maraon-Davis Jenny Thomas And you are... Name District Role 1 thing you are hoping to get from this session 3. Lecture at home Practice at School 4. Why Flip? Too much content for schedule Lots of absences Move from algorithms to concepts Place high cognitive load activities in the classroom with teacher accessibility 5. Standard Day Warm up - 5 minutes Homework review - 10 minutes Direct instruction - 25 minutes Practice - 10 minutes 6. A Different Model Question Think Poll Discuss Re-poll Explain 7. Thermal Expansion 8. Question & Think Consider a rectangular metal plate with a circular hole in it. When the plate is uniformly heated, the diameter of the hole... A. increases. B. decreases. C. stays the same. From Eric Mazur, CISC Presentation 3/21/13 9. Poll Polleverywhere.comhttp://www.PollEv.com/mlarge 10. Discuss At your table, work in groups of no more than 3. 1. Discuss your answers. 2. Explain your reasoning. 3. Use evidence from the instructional video. 4. See if you can convince the other person. 11. Re-poll Polleverywhere.comhttp://www.PollEv.com/mlarge 12. What Happened? You... made a commitment. externalized your answer. moved from answer/fact to reasoning. became emotionally invested in the learning process. 13. Correct Answer? When the plate is uniformly heated, the diameter of the hole increases. 14. Explain 15. Explain 16. From Questions to Concepts 17. Discuss What strategies does Mazur advocate for building better understanding? What instructional shifts must take place in order to implement a process such as Mazur's? 18. You can forget facts but you cannot forget understanding. Dr. Eric Mazur 19. Explore, Explain, Apply Model Explore: community activity Mid-range cognitive level Building background knowledge Explain: individual learning Low cognitive level Direct instruction Apply: community activity High cognitive level Transfer of knowledge and skills 20. Flipping and Blooms CreateCreateEvaluateEvaluateAnalyzeAnalyzeApplyApplyUnderstandUnderstandRememberRememberCreate Evaluate Analyze ApplyUnderstand Remember 21. Traditional Model Create Evaluate Analyze ApplyClassUnderstand RememberHome 22. Flipped Model Create Evaluate Analyze ApplyHomeUnderstand RememberClass 23. Why "Explore"? Builds background knowledge Raise questions Open-ended Meaningful Explore Create interest Be provocative Stimulate thinking Reflection What if 24. Introduction to Mass and Density 25. Discuss Remember that we have been learning about mass and density What questions about mass and density does this video raise? or What went wrong for Indiana Jones? Design a way Indiana could have successfully replaced the gold statue using sand. 26. Why "Explain"? Teach concept Input phase First best instruction Address misconceptions Re-teachingExplain 27. Why "Apply"?Apply Higher cognitive domain Greater depth of knowledge Transfer from facts to understanding 28. The problem with education is not one of engineering, but one of design. Farbood Nivi, grockit.com 29. Your Turn: 5 minutes 1. Save a copy of the Flipped Classroom Planning Document to your Google account:http://goo.gl/hYkDt 2. Think about explore activity that is relevant to your grade level and subject area 3. Identify purpose and cognitive level for activity 30. Resources for Explore http://ctap10.org/flipExploreApply 31. Screencasting A screencast is a digital recording of computer screen output often containing audio narrationsometimes called a video screen capture. 32. Screencasting Flip instruction by exploring and/or content Pre and post assessment Other software tutorials Slideshows or other student projects Explain 33. Screencasting 34. Why Screencast? Increased contact time between students and teachers Students take responsibility for their own learning Absences don't leave students behind Content is archived for review or remediation Student engagement in learning Students can get a personalized education 35. Four Ways to Multiply Example-ScreencastFour Ways to Multiply Example-EducreationsScreencast-o-matic vs. Educreations 36. Edmodo http://www.edmodo.com 37. Using Edmodo 38. Using Edmodo 39. Vehicle to the Future 40. Discuss How is Flipped Classroom different for these teachers from the "flavor of the month" initiatives they mentioned? 41. Resources for Direct InstructionExplain 42. Resources for Direct InstructionExplain 43. Resources for Direct InstructionExplain 44. Lunch 45. The Flipped Classroom is Not... 46. Reflection Discussion Now that youve explored the flipped model in more depth, how would you define flipped classroom to other teachers at your site? 47. Google FormsExplain 48. Google Forms Your Turn!Apply 49. Lesson Plan TemplateExplainApply 50. Final Considerations Explaining to administration Explaining to parents Access, equity, and accessibility 51. Parent Concerns Flipping is not abdication of teaching Flipping is not expecting parents to teach 52. Engaging Parents in Flipped Model Engagement with child to watch video togetherHigher level, academic conversations with their child based on the flipped lessonLike CCSS ELA shift in questioning from text, parents can question from videoMeaningful and purposeful academic discussions 53. Administration Concerns Flipping is not abdication of teaching Students who do not have access at home Ensuring that students do the flipped homework 54. Evaluation Please help us make this workshop better!http://ctap10.org Professional Development Workshop Evaluations 55. Thank you for your participation!