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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
In this interactive presentation, we’ll share a variety of technology tools that we use in flipclass to engage students. We’ll give project and product examples that participants can use in their flipclasses. We’ll encourage participants to take what we show and use it to expand what they already do, or to create something new. Based on participant feedback via polling technology, topics may include content curation (e.g. symbaloo),expanding the reach of the classroom (e.g .todaysmeet), or student / teacher publishing (e.g. yudu). At the end of the presentation, we’ll share our popular Techsplosion! of useful tech tools that defy categorization. Participants are encouraged to use their web-enabled devices during this session to explore the tools and share ideas in the backchannel.
Bob Jones Academy conducted a pilot study this past school year in 8th grade Pre-Algebra class and in 9th grade World History and 9th grade Geography classes. The students were taught traditionally first semester and then “flipped” second semester. The Pre-Algebra class study had two control groups and two test groups to test the effects of the flipped model as well as students having provided devices (iPads). For the World History and Geography classes, the performance of previous classes formed the control data and this year’s students formed the test group. The effects on the students of the flipped model as well as a BYOD environment were evaluated. Standardized test as well as other achievement data along with quantitative and qualitative attitudinal data was collected from all the classes and will be presented along with the insights of the teachers involved.