Post on 08-Jul-2015
description
3 Ways to Flip Your Classroom
Brian Thomas, Social Media/Acct. Mgrbthomas@teachtci.com
@Brian_ThomasTCI
Preview
What’s Flipping?
Preview Poll
Use the chat box to answer the following question:
“How many of you have implemented principles of flipped instruction?
A. Never
B. Rarely –have done it once or twice
C. Sporadically
D. Routinely
Way 1:
Communicate
Communicate
The infrastructure of a flipped classroom is communication. Students need ways to get links from you as well as message you, and ideally a way to communicate with each other (in projects).
http://www.wikispaces.com/
http://www.edmodo.com/?language=en&auto_selected_lang=true&logout=true
Wikispaces & Edmodo
Communicate
Way 2:
Resources
Content Resources
Example
KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles.
1. She assigns her students to read section 5 of chapter nine from Government Alive! Power, Politics, and You.
Example
KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles.
2. KJ then shares the link for the website, “The Living Room Candidate” with the students via a custom Twitter hashtag she created for her class.
Example
Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration.
1. Brian gives his students a word cloud of some of the vocabulary from the text they are about to start reading. Students are to circle at least three words they don’t know, find them, draw a line from the word to a sentence describing/defining it.
Example
Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration.
2. Brian shares with his students the link to http://visuwords.comStudents are able to use this tool to help them complete and check some (not all) of the words provided.
Way 3:
In-Class Strategies
In-Class Strategies
http://www.teachtci.com/social-studies-teaching-strategies.html
Example
KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles.
3. As students enter class, they respond to an entrance question using their laptops, tablets, or smartphones via padlet.com.
Example
KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles.
4. During class, students work in partners to identify persuasive techniques in other election pieces stretching back to the 19th century.
Example
KJ teaches American Government to High School students. She’s covering the topic of Public Opinion and the Media as it relates to election cycles.
5. For outside work, students in groups are assigned a fictional candidate for President and must create an advertisement using the techniques they learned from the lesson. KJ has her students use tools like Mozilla Webmaker and Animoto. Students collaborate together on cellyand lino.it.
Example
Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration.
3. Brian creates a placard for each word. As students enter the room, they are encouraged to stand by one that they covered out of class. In small groups, students share what they learned. They then listen to other groups who represent words they did NOT do. The teacher filters the information.
Example
Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration.
4. The class is divided into reading quads. As groups read a chapter, they are responsible for preparing a quick Act-it-Out to show what happened/what was important. The act-it-outs should include appropriate vocabulary from the book, simple props, and visuals to bring it to life. It’s not necessary to have a script but it should show what they know.
Example
Brian teaches elementary social studies. He’s been teaching about the Civil War but wants to include Patricia Polacco’s “Pink & Say” as part of his Language Arts integration.
5. Outside of class, students are challenged to write an obituary for Pinkus that might have appeared in a newspaper. To make it seem realistic, Brian provides the site http://fodey.com to his students to make a news clip look real.