Virtual Attendees and Onsite Attendees: Access to session virtual archive is now available: https://flippedlearning.eduvision.tv/Default.aspx 1. Log in* - username: your email* password: flipcon13 2. Below the video on the default page is a channel drop down menu. 3. Click on 2013 Fipped Conference You will see all the videos available for your viewing. Presenter resources are available by clicking on the link in the description.
* If you registered after June 11, you were asked to setup your own login credentials that you will use to access the videos.
Virtual attendees: Provide your feedback and receive your Certificate of Participation: http://bit.ly/virtual-certificate
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.
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
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 session presents results from the implementation of flipped learning in a linguistics course for pre-service teacher candidates. Both quantitative and qualitative data show that flipped learning resulted in increased comprehension, increased interaction, and increased critical thinking skills. The components of this flipped course included: interactive video, student research, class collaboration, and final video/Glogster project, with visuals showing examples for each component. This implementation of the flip resulted in a constructivist learning experience with students being active participants instead of passive recipients of learning. The presenter provides data from blogs, questionnaires, interviews, and exams from two semesters. Participants will learn how to create an effective, user-friendly and cognitively demanding flipped classroom for a college level course.
Having time to sit and have a meaningful conversations with your students about their writing and the writing process is the best way to get to know your students as writers. Learn about a way to leverage technology to make your students better and more authentic writers.
According to the metadata on research on improving student writing, the biggest gains come from one on one student writing conferences. However, with class sizes growing and budgets shrinking, how can a teacher still meet with every student to improve writing? By utilizing various pieces of technology and using a blended classroom model, a teacher can really learn to use their class time in the most efficient and productive way possible.
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.