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The Flipped Classroom centers on the idea that learning isn’t confined to the classroom. Therefore, you need to utilize a system that allows students to complete assignments whenever they are ready, whether it be in the classroom, in their bedrooms or even on the school bus. With the increase of mobile technology, Google has the perfect combination of applications that allow for learning and assessment to occur any time. In this session, participants will learn how to set up their Google accounts to use with students, to share documents, to collaborate on documents with students, and to streamline their grading using simple tools already built into GApps. No experience with Google Apps is required, but users are encouraged to have a Gmail account before arriving.
A driving motto in my course is “embrace your learning” and a flipped classroom beautifully facilitates this goal. My students overwhelmingly voted in favor of the flipped approach. I believe efficiency of learning is the biggest win for an advanced course so will discuss the balance of time between videos and class work. Main areas of learning and assessment along with rationale behind the breakdown of the percentage of the final grade will be included. Students use objectives to help guide their learning. Daily work is either self-assessed or assessed using an online “homework” site, providing immediate feedback that maximizes our time together in class. Students are encouraged to redo quizzes for up to an 80. The “second chance” approach encourages students to push through difficult topics and attempt to master the material. I have also developed a method for test corrections that provides a valuable re-learning (and re-teaching) opportunity.
Why don’t my kids love my videos? Why don’t my kids even watch my videos? Why am I even still doing this!? If these questions plague your planning periods, come to “I Want You to Want Me!”. This session will show you 6 powerful ways to make your videos engaging and something that your students will even look forward to. In the session, I will go in depth to explain the importance of not being a faceless voice, having and maintaining high energy throughout the video, and proper video length. I will also go in depth in discussing why it is important to utilize your technology, why your kids crave consistency, and how powerful it is to provide an outline for your students to follow along with. Lastly, I will be peppering my presentation with technology tips that will give teachers ideas of how they can integrate more technology.
Despite engaging in extensive professional development prior to implementation of the flipped-mastery instructional model in my Chemistry – I classes, my journey was filled with mistakes and frustrations. In this presentation, I will first describe the steps I took prior to full implementation of the flipped-mastery learning model in my Chemistry - I classes. Second, I will describe the problems I experienced along the way that pointed to changes that still needed to be made for the flipped-mastery learning model to be successful with all of my first year chemistry students. Third, I will describe what I plan to do differently as I continue using the flipped-mastery learning model with my Chemistry – I classes next year. Finally, I will share success stories from students that learned how to take ownership for their learning in my version of a flipped-mastery learning environment.