Jason Sanders Northwest High School Northwest ISD.

Jason Sanders Northwest High School Northwest ISD

FIRST: FREE YOUR MIND

And the rest

Flipping the Classroom is defined slightly differently across the educational community, but at its base meaning a flipped classroom (according to Google) is: a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing. Image source: http://www.washington.edu/teaching/teaching-resources/engaging-students-in-learning/flipping-the-classroom/ What is Flipping the Classroom?

Why should I? What are the benefits? Image source: http://www.edtechtips.org/2012/09/18/flip-classroom-instruction-1/

Consider again the definition of a Flipped Classroom: a form of blended learning in which students learn new content online by watching video lectures, usually at home, and what used to be homework is now done in class with teachers offering more personalized guidance and interaction with students, instead of lecturing. Looking at the benefits again with the definition in mind, take two minutes and write down: - any themes you notice in the benefits - anything that seems to be missing Audience Participation

Notice that only one of the benefits listed on that table mentioned the video. The video is the LEAST important part of this process. Using technology alone does NOT make your classroom flipped and does not magically transform your room into a 21 st century class. The video is a means to an end. SO WHAT IS THAT END? What about the video?!

The end result is to IMPROVE LEARNING. This isnt done by using videos, its done by using the TIME that the videos give you. If done correctly, flipping your class will allow you to: -Strategically enhance your lessons -Increase inquiry and critical thinking -Perform more hands-on activities -Differentiate instruction and pacing for all -Encourage student success and higher scores -Reduce both teacher and student stress THE END RESULT.

I am going to share with you my recommendations for flipping your classroom. We will: 1.Discuss the steps you need to take including organization, videos, online quizzes, etc. 2.Check out my Moodle page and how it is vital to my flipped classroom 3.Look at examples from my class and other classes 4.Read student testimonials and impacts 5.Discuss other methods and available resources So how do I do it?

The first step to flipping your classroom is organization. Plan how YOU want to Flip your class. Will you use the videos as assignments and just focus on work? Will you have a full unit available to students or just lessons? Will you have a free-form class or a teacher-paced class? For me, I provide my students with a checklist of everything that they need to accomplish in the unit, including assignments and learning objectives. I then allow them to complete the unit at their own pace and in their own way. This makes my room a self-paced, free-form, student-centered class. Step 1: Organization

If you are new to Flipping, do not try to invent the wheel. MANY videos already exist. Use them! Videos do not have to be long. Often they are short, sweet, and to the point. For example, check out this video on Gene Cloning and this one on Calculating Empirical Formulas Given Percent CompositionGene CloningCalculating Empirical Formulas Given Percent Composition Some that I have used include: -Crash CourseCrash Course -chemistNatechemistNate -Tyler DeWittTyler DeWitt Step 2: Videos

If your videos are going to be longer than 5 minutes, they need to be DIRECTLY and SPECIFICALLY tied into the notes or assignments you have them paired with. Typically its best to create these videos yourself. For example, here is a video of mine about The Mole that corresponds directly with the notes from the unit and works through problems that are on the pertaining assignment.The Mole Here is another that introduces a projectproject Step 2: Videos

As I said before, how you choose to use the videos is up to you. Dont feel like they can only take the place of lectures. You could: Video Introduce Homework Apply lesson in class Inquiry activity in class Video closing (in class or at home) Introductory Activity in class Video follow-up as homework Application the next day Video introduction in class Paired assignment or activity or further Video Lesson (self-paced, all available in one class) Use posted videos as a review source create activities that refer to previous video content (use what you got!) Step 2: Videos

There are many avenues to creating your own videos. Remember, its not the video thats important, its what you do with it. Here are some websites and programs available: -Screencast-o-Matic (this is what I use, free or paid versions) -Camtasia ($$$, allows editing, filming, overlays questions) -Vimeo (free or paid versions) -Jing from TechSmith.com (free) -Doceri and AirServer via iPads -Microsoft Video Maker or Apple Video Maker (on your comp) -YouTube for hosting (obviously free) -Verso, Nearpod, and other phone apps can push videos to students (easy to access on mobile devices) Step 2: Videos

Here is my setup for creating videos. I use Screencast-o-Matic pro version (costs money but is inexpensive). I have two cameras, one is being used by SOM to show my face, the other is used by a webcam viewer software to show my hands on a moveable computer window on the screen. Step 2: Videos

Getting kids to buy into the videos is CRUCIAL! Get started early in the year and do not let up. Step 2: Videos

This is where you can differentiate on how you use videos. For MY class, I create assignments/quizzes via Moodle that correspond to each video. This creates incentive to watch and also provides immediate feedback to students and myself. However, you can use videos in different ways OR add digital tasks to the video itself (depending on the software you use). You can even stick with standard paper assignments/activities. How you choose to proceed here is entirely up to you. Step 3: Assignments/Tasks

Seriously! How you choose to proceed here is entirely up to you.

Make sure you pair assignments or tasks in some way: -Notes in a packet with blanks or missing sections (scaffolding) that can only be found by watching the video -Assignments, either on paper or through a website, that pair with the video (open-ended questions or randomization of questions preferred to discourage copying) -Moodle quizzes/assignments already available for NISD employees -*BEST* method is adding digital tasks straight into the video -Camtasia has this built in (free 1 month, $179 license after) -EduCanon.com (free for MC, $80/year for open-ended, grades) -Edpuzzle.com (free, can add your own audio track over existing video) -JunoEd.com ($39/year, can create online slideshows and monitor) Step 3: Assignments/Tasks

Go from this to this! Let the assignments grade themselves!

Remember, the entire point of creating videos/tasks is to free up class time to use to help IMPROVE LEARNING. How will YOU? You can do more inquiry-based activities You can give immediate feedback and remediation/extension You can give students time to fully explore a subject before hurrying onto the next one You can go paperless with Google or other websites Step 4: The Flipped Classroom

If you let it, your classroom can eventually become a self-paced, student-centered extravaganza of learning. Advanced students could view advanced content (CrashCourse) Differentiated video tasks or classwork for remediation Tutoring groups for problematic lessons One-on-one discussions with students Student led lectures at the board Come-and-go activities, labs, games, etc. What does this look like??? Check it out! ( classroom of Cara Johnson, Allen High School, Allen ISD)Check it out! Step 4: The Flipped Classroom

These are from a day in my classroom. The students on the right performed a lab. The students below had been absent the day before and are watching a video lesson. Everything on the checklist is available every day and can be completed in any order! All assignments for the unit are due the day of the test. They can be attempted multiple times for a full grade. Step 4: The Flipped Classroom

Ready for the big reveal??? Step 5: Results

1.Grades went up or stayed the same for the majority of students (see below). 2.My LOWEST performing students were able to consistently raise their formative grades and scored better on the test. 3.Over 90% of students felt LESS STRESSED than in a regular classroom setting. Step 5: Results

4.Students felt as prepared for the test as they usually did, according to their survey (see below). 5.Test grades showed a slight increase (2-3%) across the board. 6.Term grades (six weeks) went UP across the board and numbers of failing grades went DOWN in every class. Step 5: Results

PROS: You got to work at your own pace - You didn't have to wait on other people Distracting the class - It felt better to be in charge of my own learning experience. (approximately 80% mentioned at own pace) I like how my formative grades were better because I got more 100s. I also liked how we had more time in class and werent rushed. I actually felt like I did my work and I knew everything I was supposed to. I was able to work at my own pace and so was everyone else as long as we got things finished. If someone didn't understand something, we wouldn't have to wait to ask. We could watch/rewatch a video or immediately ask. Self dependency let us go at our own pace and was easy to do rather than sit in class listen to you lecture and be bored. The part where u rek the test m8 8/8 no h8 they be ready to spectate me because i did so gr8. Student Feedback

CONS: I wasn't sure if I had everything down. There was slightly less instruction in the unit, but key ideas were still discussed sooooo... You were always really busy with everything, so getting things signed was hard. How everything was online and the Internet was down sometimes. It was easier to slack off, and not do something one day. Punishes more for procrastination. - Student must be more responsible or else they will fail (though it's both a pro and con since he/she learns how to be more responsible). When the videos didn't make sense and I would still be confused. Everything I hate everything I went from 96 to 86 Fix that cause it ain't me. Student Feedback

SUGESSTIONS: I feel like some of the harder things for the class as a whole you should stress more than the easier things. implemented Maybe have due dates for the assignments? I think people just think they don't have to do it but once it's due they don't have it finished. I honestly wouldn't change anything! We could have a few days toward the end for you to teach the unit we feel least prepared for or for questions we have about certain things. implemented I liked it but in the beginning I was overwhelmed. If we do it again maybe split it up week by week so that we know we only have a week to do multiple assignments and other stuff. Dates that items on checklist should be accomplished by. implemented Perhaps if we had a warm up for the different things covered in the unit at the beginning of the class to check our understanding and question about what we don't understand then we could have a better feeling about a test like setting for the end of the unit Student Feedback

WINNER WINNER CHICKEN DINNER? Assuming you mean better for learning rather than how I can further improve my own grade, I believe that you could try to put measures into place that would counteract the laziness natural to students around my age. Perhaps creating a formative grade that would require watching entire videos, though it would force some students to watch a video on something they already know. This kind of assignment is mostly present in history classes, asking questions that are vague enough to become difficult to search, but answered in the video, or have a more specific term that could be used on Google and the relative term used in the video. For example, the question could be "how long is the Great Wall of China. Students may look up the exact length of 8851 km, while the video said 8850 km, the former would show that, in reality, they didn't watch the video. As a student, I know that other students will do their best to find the fastest, easiest and most efficient way to accomplish our goal, though some may resort to cheating. Student Feedback

BOTTOM LINE: 75% of students polled preferred the Flipped Unit. This number increased as the year progressed. Student Feedback

Why I Flip. Cara Johnson, Allen High School, Allen ISD Why I Flip Allen ISD hosted FlipCon Texas 2015 and has been hosting Flipped conferences since 2012. They use this strategy from K-12 and are VERY good at it. Flipping the Classroom. University of Washington Flipping the Classroom While the Get Started and Support sections are geared to UW staff, the links and resources on this page are extremely helpful. Tons of info. Flip Classroom Instruction. EdTechTips.org Flip Classroom Instruction This is a straight up How to Guide for flipping your classroom. It walks you through the concept and then provides more resources. Flipped Institute. flippedinstitute.org Flipped Institute A helpful website with base information on what flipping is, some how-to guides, and resources available including blogs, questions and answers, etc. Helpful Resources

Questions???

Thanks for attending my presentation! Here is are my websites and contact info should you wish to ask additional questions or shoot me some awesome ideas. Jason Sanders Science Dept. Chair, Northwest High School Webpage: http://www.nisdtx.org//Domain/5094 http://www.nisdtx.org//Domain/5094 Moodle: http://moodle.nisdtx.org/course/view.php?id=10700 http://moodle.nisdtx.org/course/view.php?id=10700 YouTube: https://www.youtube.com/channel/UC2uATB31lI60MBrU4ittg8g https://www.youtube.com/channel/UC2uATB31lI60MBrU4ittg8g Twitter: @ScienceSanders Phone: 817-698-1224 THANK YOU!

Jason Sanders Northwest High School Northwest ISD.

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