In 2007, when Colorado high school teachers Jonathan Bergmann and Aaron Sams began experimenting with recording their lectures in order to spend class time on deeper face-to-face learning with students, they probably didnt foresee the major movement that would grow up around what came to be called the flipped classroom.
But six years later, the growth in interest remains exponential, suggesting this is far more than a fad. Just since January 2012, the number of active members on the Flipped Learning Networks Ning site has grown from 2,500 to more than 15,000. Members have formed more than 50 related topic groups. The nonprofit network, cofounded by Bergmann and Sams, also provides professional development seminars and conferences, and, according to Executive Director Kari Arfstrom, is “filling a gap in the education organization world catering to this growing need for information about flipped learning.”
Today, it seems, there is no one correct way to flip the classroom, and approaches vary both by subject and educational philosophy. But no matter what the underlying philosophy, creating, curating, and maintaining a trove of video resources is central to success. To help educators who are new to flipping the classroom, T.H.E. Journal recently asked several experienced educators to offer their video-related best practices.
more 9 Video Tips for a Better Flipped Classroom — THE Journal.
In-video quizzes answer the question: ‘Who is doing their homework?’ and help direct the focus of class.
In the three years that my advanced math classes have been flipped, I have been able to get to know my students, as individuals, better than I have ever been able to before. My goal is always to make the classroom feel a little more like play, while still maintaining rigor. I have found that inverting the traditional classroom dynamic has lowered anxiety levels while increasing student performance. The same is proving true for other teachers around the world.
So, why isn’t everyone flipping? Simply put, the flipped classroom challenges the dominant format of our education system—lecture delivery—which remains prevalent in the U.S.
Read more: With flipped learning, how to make sure students are doing the work | eSchool News.
“Try it! You might like it!” is not a sufficient reason for initiating flipped instruction. What are the questions educators should be asking in order to ensure the best outcomes for students?
Hardly a week has gone by in the last year when educators have not been bombarded by news articles, blog posts, or invitations to attend webinars and conferences focused on the flipped classroom. Flipping has become a hot topic among both educators and school leaders. But there are some legitimate concerns. A major one is the rationale for selecting the flipped method in the first place, which might displace other valuable, technology-based instructional strategies.
A flipped lesson incorporates viewing instructional videos for homework. It’s not the use of video that might make educators skeptical of this strategy, but how and where it is used in instruction and its effect on learners as homework.
Although an instructional video can be a valuable tool, is this current focus on the flip being made at the expense of other technologies that should play a role in instruction? Certainly, if educators are going to create videos for learning, they can’t just “wing-it and post-it” and assume learners will be engaged. If you are skeptical and unsure about trying flipped instruction, particularly for mathematics, the following questions and considerations for the design of instruction involving video might help you decide and avoid a flip-flop.
Read more: Is It Really Hip to Flip? — THE Journal.
When: Tuesday, February 12, 2013, 1:00 pm Central, Length: 60 minutes
Format: Online Seminar
Presenter: Barbi Honeycutt, Ph.D.
Overview – Rethink the design of your class
You can flip pancakes. You can flip burgers. How do you flip a class?
In a lecture-centered classroom, the instructor delivers content in class and then sends students home to complete homework. When you deliver informational content outside the classroom and then use class time to facilitate engagement and deeper learning – that’s a flipped classroom.
Flipping learning, however, is about more than pre-class lectures. Effective flips involve two key elements.
First, you need to structure lesson plans to shift focus from content delivery to student engagement.
In many learning environments, the instructor directs the energy toward his or her lecture. Planning typically starts with the question “What am I going to talk about?” In a flipped environment, this structure is reversed. The instructor directs the energy toward his or her students. Planning starts with the question “What do the students need to do?” This fundamental shift changes the whole dynamic of the learning environment.
Second, you need to use your classroom skills effectively to help students transform inert content into mastered material.
By flipping the focus of the learning environment from “teacher centered” to “learner centered,” you create an environment that engages students, enhances learning, and creates an exciting classroom atmosphere.
Moving from a lecture-based class to a flipped class requires a new set of skills. In order to do it well, you need to shift the way you design your class and implement your teaching strategies to ensure that the learning environment is successful.
The flip is more than just a fad. It’s reinvigorating learning (and teaching) in thousands of classrooms. Discover how The Flipped Approach to a Learner-Centered Class can help make learning more fun and more effective for everyone involved. Join us for this helpful seminar. Registration is open. http://bit.ly/RSsZ6U
The Flipped Approach to a Learner-Centered Class you will learn:
– An expanded definition of what it means to flip a learning environment
– How to analyze a flipped lesson plan to help your students engage in higher-level learning
– To identify the skills you need to develop so you can create a successful flipped experience for you and your students
Benefits of attending
This workshop will give you solid and practical guidance on the planning and skill-building required to successfully flip a classroom. You will:
– Participate in a flipped learning experience modeled for you on video – including a discussion of what worked and what can be improved
– Collaboratively analyze each piece of a simplified lesson plan to recognize flippable moments
– Discover ways to flip your existing lesson plan(s)
– Identify the skills you need to develop to effectively manage the classroom part of the experience
– Generate ways to engage students through effective questioning and discussion strategies
– Receive a list of additional resources and articles to continue your professional development in designing effective learning environments
The greatest value of any educational experience lies in what you take away and actually use. This online seminar uses a collaborative environment to show you:
– How to structure a lesson plan as a flipped learning experience
– How to bring life to old lesson plans through flipping
– A selection of flipped techniques to apply to your own classes
– How to assess your skills to make the most of a flipped lesson plan
– How to introduce students to the flipped environment on the first day of class
– Recommended professional development opportunities for you and for others in your department who are interested in flipping
More information and to register: http://bit.ly/RSsZ6U
New York technology teacher and trainer Rob Zdrojewski is flipping the flipped classroom–or, rather, his students are.
Using a video technology known as screencasting, Zdrojewski, who will host two workshops at the upcoming FETC Conference in January, turns the popular phrase on its head by asking his students at Amherst Middle School to create instructional videos for their teachers.
“The term ‘flip your classroom’ is really for the teachers to flip the classroom for the students, but this is like flipping the professional development for your staff–but having students teach the teachers,” Zdrojewski says. “It’s another catchphrase we’ve been using.”
Read More: In This Flipped Class, Teachers Learn From Students’ Video — THE Journal.
In 2011, Katy Independent School District, in partnership with Cisco, launched the final phase of a technology transformation. Learn how Katy ISD realized their vision for education transformation with a BYOD mobile learning strategy.
With the flipped classroom pedagogy gaining traction, teachers are looking for ways to safely allow students to watch videos and ask questions about them.
A relative new comer, Vialogues, might be just the thing.
You upload a video and give people something to talk about
You can make it private
You can scaffold the discussion: Add comments, surveys and open-ended questions. Guide the discussion in the way you want.
Then embed and share your vialogues easily on the learning management system or other website.
Are you using Vialogues with you classes? How is it going?
Skeptics raise questions about flipped classrooms: How many subjects are really appropriate for this technique? How does it work for students who don’t have computers at home to watch videos or who live in chaotic conditions that make it impossible to absorb new material? What about teachers who deliver inspiring classroom presentations? Won’t students lose something if those lessons are put on video?
But supporters of the flip say teachers are finding ways to flip classes of all kinds — even gym class (where teachers send home explanations for what students will be doing in class and then just let the kids do them during class). And they say there are ways around the other problems. For example, teachers can create other materials for students take home, or offer computer time at school to watch the video.
Full Text: The flip: Turning a classroom upside down – The Washington Post.
“That’s it, class – you’ll find the notes and the PowerPoint on the S-Drive and a version on Moodle, there is also some relevant info on my edublog.”
It was a Social Studies 10 class and the topic was “Exploring Twentieth Century Canada.” The teacher’s personal “edublog” included additional references, access to YouTube videos and archived material on lessons for that class to date.
It was at that point that I realized how much the delivery of learning has changed, and how fast. Student access to a teacher-guided world of information has revolutionized how, when and where kids are learning now.
Not in the future – now.
Full Text: Online lessons changing the face of learning.