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The flipping approach has evolved and teachers are hungry for more than just videos to add to their content library. In this presentation, I will share a multitude of resources for using Game Based Learning with flipped content. From simple game based homework activities to restructuring a teacher website or LMS to include a game based framework for the resource library, we will briefly explore the whole spectrum. Participants will also leave with many resources and to continue exploration.
Confused about how to incorporate the "Flip" in the age of Standards Based Grades while pushing towards Asynchronous Mastery Learning? How about making this all work with high-stakes testing or new standards in the elementary level? Sound too imposing? Come hear some ways it all of these seemly disparate ideas can come together and flourish.
I have taught upper elementary for 22 years, and I have employed the Flipped Class paradigm for the last two across the curriculum. In this session, I will share ideas strategies and resources that have worked well for me as well as encourage the asking of questions about how to integrate all of these parts into a cohesive whole (while retaining your sanity).5
Our presentation will start with a brief description of why we decided to collaborate to create a new pre-calculus class using the flip class model. We will take attendees on our journey through creating our new course. We will share our new class format which incorporates our modified version of problem based learning, higher level thinking skill projects, differentiated learning projects, discovery learning projects, and samples of student work. We will share a sample of our collaborative instructional videos, our anticipatory videos which provide opening questions that guide each unit, and short interviews with our students as they reflect on the flip class. We will discuss obstacles we have faced along with some unexpected observations. We will end with a short preview of our next collaborative project.
Explore the effect of technology and group work on active learning, individualized instruction, and problem solving and communication skills. Be able to accommodate multiple learning styles and put students in charge of their education. Help every student individually, every class.
Planned Outcomes:
Instructors will learn strategies to enable the following outcomes:
Students become more engaged in material (active learning).
Instructor shifts responsibility for education to student.
All material is covered on time.
Individualizes instruction
Addresses multiple learning styles.
Students learn traits desired by employers.
communication –written and oral
work in groups
solve problems
show initiative
computer skills
Instructors all over the globe are turning their students' worlds right side up by flipping their classrooms. In a flipped class, teachers typically move information coverage out of formal class meetings so that they can better leverage in-class time to address student difficulties or misconceptions. Flipped learning is much more than watching videos and doing homework in class. In this session, Dr. Julie Schell will introduce one research-based flipped method called Peer Instruction. A primary goal of Peer Instruction is to radically transform students’ in-class experiences. Originally developed for use in college physics at Harvard University, thousands of teachers currently use Peer Instruction in many disciplines with many different age groups, all over the world. Participants of this session will learn how flipped learning with Peer Instruction works, participate in a live demonstration, and test out different types of classroom response systems, from low-tech options to state-of-the art learning technologies.
In this workshop, teachers will connect the concept of multiple intelligences to offering students choice in learning in the classroom. When students are given flipped lessons for homework, time is made available for students to work on projects of their choice in order to master content, concepts, and skills according to the teacher’s design and plan. Teachers will learn ways to create lessons for homework; to post lessons on a website and to assign it for homework, making time available to fully engage students in their classrooms using project based learning. Teachers will design a choice board for students in which learning activities are connected to multiple learning styles.
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.
Flipped Classroom is a “rotation” type of Blended Classroom. There are a variety of ways to use flipped classroom in combination with with other pedagogical approaches, such as project based learning, universal design for learning, or Challenge Based Learning. All flipped classrooms are types of blended classrooms, but not all blended classrooms are flipped classrooms. What are some of the ways a teacher can flip a classroom? What are some other ways to use blended learning in a classroom or a school that can be used to replace flipped classrooms or to compliment flipped classrooms? This session will explore a variety of flipped classroom styles and use a single classroom example to illustrate the variety of possibilities for blended learning beyond flipped classroom.
This presentation will present results of the presenter’s doctoral dissertation. This quantitative research compared 5 sections of college algebra using the flipped classroom methods with 6 sections of traditional (lecture/homework) college algebra and its effect on student achievement as measured through common assessments. The study included over 300 students and 9 instructors. Results showed that students in the
A Flipped Classroom is a powerful tool for improving learning and a major paradigm shift for teachers, students, and parents. While exploring the beauty of this learning jungle, many Allen High School teachers faced challenges and struggles and are working to turn them into successes. During our expedition we will shed some light on the dark corners of video assessment, student engagement and accountability, teacher transitions, and parent communication. Video concerns include whether and how to assess learning expectations. Parents need complete information on this teaching change, as well as re-education regarding the meaning of the word “teach”. A main pitfall for the teacher is a tendency to “re-lecture” and “re-teach” video content. This dishonors the work of those who watched the videos and cripples the flipped method because there is less time available for mentored/guided practice. Finally, we will explore approaches for corralling the creative chaos of the classroom.
We all know isolation is not good, but often, we are the only ones in our school flipping our classes. This session is about how you can make room for collaboration in your practice, even when you don’t have a flipped learning colleague on site. Finding a collaborative partner is just the beginning. Building a collaborative partnership that can support, encourage, question, and help you is game-changing - for teachers AND students. Collaboration isn’t something we do to just reduce our workload; it transforms the way we communicate, the way we learn, and the way we teach. This workshop will cover the reasons why you should embark on a collaborative partnership, the practicalities of how to make it work, and how to help your students become more collaborative and reflective.
Norton Gusky, formerly the Coordinator of Educational Technology for the Fox Chapel Area School District, will share how K-12 educators are using Classroom Salon, a product developed at Carnegie Mellon University, as part of a Flipped Learning set of experiences. Norton will highlight case studies from both middle and high school classrooms that use Classroom Salon to annotate video. While YouTube has the ability to time-stamp a video, Classroom Salon adds additional tools for analyzing the student conversation and enhancing the classroom conversation. Classroom Salon works as both a stand-alone tool or as tool within learning management systems, like Edmodo or Blackboard.
We will be sharing how Byron High School sought to improve the flipped classroom model and found Eric Mazur’s Peer Instruction model he developed as a physics professor at Harvard. The model uses peer discussion around conceptual questions that you feel your students struggle with. A question is posted and the students work on it independently. The students then compare and share in a peer instruction model to improve each others conceptual understanding. Some thought must go into the questions being given and such a library takes time to create. We will take you through the do’s and don’ts of how to create such a library and how to most effectively use it.
Interaction in flipped classrooms must be meaningful, purposeful, and vibrant. This session on engagement and interaction covers three elements vital to creating engaging and interactive online courses: sample rubrics defining expectations, immediate and personal feedback comments, and lively discussion questions. Templates, rubrics, and samples are offered for participants to personalize in their own courses. Participants will be actively involved in learning and have opportunities to practice the tools, techniques, and strategies presented. Opportunities for questions and exchanges of information, best practices, and tools will be integrated into the session. Participants leave with their own “best practices” toolbox.
At the end of this session, participants will
• Demonstrate the ability to engage learners in the online environment
• Make use of effective online questioning techniques
• Formulate quality feedback to learners
• Create a positive presence in the online course
• Design online relationships between and with learners
Participants in this session will review specific strategies and resources to utilize Flipped Project Based Learning with learners at both the middle and high school levels. The two presenters will share their own experiences with things like: Reverse Engineering Cameras, Building Rube Goldberg Machines, Computer Programming with Scratch, designing Minute to Win It challenges, and drafting fantasy Ultimate Frisbee Teams. In addition, presenters will offer comments and ideas how to embed subject standards into instruction under the umbrella of Flipped PBL. Helpful websites will be provided to begin building your own collection of Flipped PBL resources.
Come discover the power of Flipped PD! Learn how Stillwater Area Public Schools uses video resources for teacher professional development. Discover powerful tools used to identify teacher interests and ability, record meeting information, and create personalized content. As a result, professional development is personalized, differentiated and leads to sustainable growth as well as engaging projects for students!
Technology and Innovation Coaches in Stillwater Area Public Schools have developed a model of professional development that utilizes powerful technology tools for personalized and differentiated instructional coaching for teachers. Research shows that coaching is the most effective way for teachers to transfer and implement new learning into the classroom. Creating digital resources for teachers to access outside of face-to-face time allows the time spent with coaches to be meaningful and beyond the basics.
Come and learn how Technology and Innovation Coaches use Google Apps to record teacher goals and interests, communicate information, and share resources between groups of teachers. Find out about the FOUR types of videos that are created for teacher professional development. These videos include typical how-to videos and project ideas as well as personalized videos intended to communicate specific information. Ideas for starting Flipped PD at your school will be shared!
The best way for students to learn is to explore and struggle. By following the Explore, Flip, Apply cycle of learning, participants will be engaged in a different way to use videos for direct instruction. Using Guided Inquiry in the classroom coupled with interactive video lessons, and dynamic group instructions, participants will learn how this method simulates life learning.
My presentation will be fun and interactive. I will take a light-hearted approach to this touchy topic. We will look at the research that shows both the pros and cons of homework. We will discuss and give examples of practical ways homework can be eliminated or reduced from any classroom at any level.
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.
Open forum & discussion with introduction by host for Music, Art & Health classes. What works best for other subject sessions using Flipped Learning?