FlipCon13

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.

Released in May, the FLN and Pearson’s Center for Educator Effectiveness conducted a literature review on Flipped Learning, the first analysis done on the topic. With research support from George Mason University and the FLN’s Research Committee, this comprehensive review looks at the history, discusses implementations in Clintondale (MI), Woodland Park (CO) and Byron (MN), covers results in K-12 and higher education, and concludes with concerns. Separate sections were written for teachers, administrators and parents. PDFs of the entire Literature Review, an easy-to-digest White Paper, and two-page executive summary are available for free at flippedlearning.org (release date May, 2013.)

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

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.

Students different ways of learning is a great challenge for teachers in our schools. Students enter the school system with very differing abilities, prerequisites and experiences. The last couple of years the results I Sweden concerning language acquisition at large and, more specifically, literacy has decreased. The use of ICT in society is increasing rapidly. Schools are having difficulties coping with this challenge. It is of great importance that the schools meet its students on their arena, i e use the new technology as possible ways to enhance and redefine learning in comparison to more traditional teaching methods.
In Sweden, flipped learning is still a fairly new phenomenon. In the municipality of Halmstad there are a few teachers that have seen the advantages of the Flipped Classroom. We would like to share how flipped learning could be an answer to reaching our diverse group of students.

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.

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

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.

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.

Learners come to us with a variety of learning styles. Some are primarily visual learners, others auditory, and others kinesthetic. Activities that include all the senses have been shown to be most effective for understanding and retention.
Much of the instruction in the flipped classroom model is visual and auditory, but only occasionally can it include kinesthetic activities outside of class. But the time remaining in class can be used for many activities, both individual, group, and whole class. Incorporating kinesthetic activities in class can reinforce and concretize concepts, teach skills, and build community.
In this session, we will look at linking in class kinesthetic activities to out of class lessons, using them to foster learning and fun, and explore ideas for creating activities related to your course content.

The Mathematics department at Ohio Dominican University (Columbus, OH) is pioneering a One-Room Schoolhouse (ORS) model for its upper level mathematics courses. The ORS setting utilizes the flipped classroom approach to allow a single instructor to conduct multiple courses in the same classroom at the same time. This allows a small liberal arts college to offer a great variety of specialized, low-enrollment courses on-demand, at no additional cost.
In this presentation we will take a look at the following aspects of ORS:
• Scheduling
• Physical space
• Technology requirements
• Instructional materials
• Classroom management
• Student reactions
• Scalability
We will use individual instructor and student experiences, registrar data, and results of anonymous surveys to support our findings.

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

Undoubtedly, ICT has brought new opportunities for educators, however there is still a gap in the educational use of the same, creating a reference change in education that goes beyond "learning to learn", but for learning and teaching "effectively well "(Demo, 2009), whatever the level. From this perspective, we developed a survey, titled above, in order to perceive the key axis for the development and implementation of contextualized digital curriculum, taking as an example the reality of 8th Grade.
To this end, hypotheses were stipulated for structural analysis:
(i) From activities in applied research, some progress was made in score;
(ii) From the perspective of the students, had significant improvements in their classes;
(iii) From the perspective of the participating teachers had significant improvements in the classroom.

The Open Educational Resources Research Hub Project is based at the Institute of Educational Technology (Open University, UK) and funded by the William and Flora Hewlett Foundation. We are collaborating with projects across four educational sectors (K12, community colleges, higher education and informal) in the U.S., India and the UK to validate (or not) a series of hypotheses related to the impact of openness in teaching and learning practices. Together with the Flipped Learning Network we are hoping to findevidence that open educational resources (OER) improve student satisfaction and performance; that open licensing is important in educational reuse; that use of OER leads educators to reflect on their own practice; and that use of OER encourages institutions to change their policies. 



In April/May of this year we asked the Flipped Learning Community to complete a survey and help us find out about teachers’ attitudes, beliefs and behaviours towards free online resources. In this session we will present what we mean by open educational resources, share some of the results of the survey and engage participants in discussing the following: How open is flipped learning? Does openness matter in the flipped classroom? If so, how can flipped teachers be more open?

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.

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.

In our interactive presentation, we will share the amazingly collaborative “full circle” results of our flipping initiative. Our team consists of pre-service mathematics education college students who experienced classroom flipping in their mathematics classes. The same students also learned how to use the Flipped Classroom Method in their teacher education classes; learning the instructor roll and how important it is to motivate students to accept responsibility for their learning. The awesomeness of the collaborative effort is the 360 degree initiative. The pre-service students transformed what they learned in their own college classes to their high school mathematics classes where they are the teachers. In addition to our results, we will provide attendees with examples of successful flipped resources used to enhance student engagement. The session will also include lessons learned. Participants will receive downloadable files for all resources presented including assessment resources that have been used during successful accreditation visits.

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.

In the fall of 2012, Byron Public Schools (BPS), a small district of approximately 1850 students, incorporated its own variation of the flipped professional development coaching model to support the the technology integration needs of every Pk-12 educator. The technology tsunami was fastly approaching BPS! Online learning, Google Apps, iPads, Web2.0, BYOD had already made its way into the district, changing many of our classroom’s teaching and learning strategies. While we were fortunate to have “Pockets of Wow” (Doug Johnson) educators, the technology skills gap between the early innovators and late adopters was increasing at a rather fast pace. Traditional “sit and get” PD was not conducive to the amount of change technology had on teaching and learning. Technology PD could no longer be supported by 1 or 2 people. We needed to do something, it needed to impact every educator, and we needed to do it now.

The Byron digital learning network was formed and 7 new teacher leaders positions, called digital learning coaches (DLCs), were created. The district worked with the DLCs to develop a Flipped PD model that would support digital pedagogy and classroom innovation for ALL PK-12 teachers. This session will share key components of the plan as well as the triumphs (BIG GAINS) and tribulations of the district’s Flipped PD journey.

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.

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.

As teachers become skilled at creating flipped content, they face the challenges of storing, organizing and presenting their content in ways that will streamline learning. Edmodo and Google Drive are two tools that work well in tandem to help teachers manage their flipped content. In this session, participants will:

*Log in to their Edmodo account and join Mr. Kain’s Flipcon 13 Class
*Filter Edmodo content to see only their assignments
*Learn how embed a video from a Google Drive shared folder in an Edmodo post (see example at http://bit.ly/edmodoembed
*Learn how to upload a series of videos to a Google Drive that students will view sequentially
*Watch a video from Mr.Kain’s Google Drive account that is embedded in an Edmodo assignment
*Follow instructions in the video to embed content into their own Edmodo posts
*Take a quiz in Edmodo
*Make an Edmodo post public