Learn how to use videos and podcasts as instructional tools to increase student engagement and support. Flipping the classroom is designed to make the best use of face-to-face time with students provide opportunities to revisit important concepts . Explore the goals and benefits of the flipped classroom to maximize student learning outcomes.
Apply flipping classroom theory in lesson planning and delivery
Create a personal philosophy related to flipping the classroom
Choose a lesson to use in flipping the classroom
Begin creating a flipped lesson by using Sophia.org as the platform
In this video tutorial, learn what a flipped classroom is and what you must consider when developing your own "Flipped Classroom" philosophy. See slides below to accompany presentation.
Source: Created by Crystal Kirch using Camtasia for Mac
In this video tutorial, consider how flipping the classroom changes your lesson planning and delivery. Begin to choose a lesson that you will flip using Sophia.org as the platform. See slides below to accompany presentation.
Source: Created by Crystal Kirch using Camtasia for Mac
Slides to accompany the video lesson.
Source: Created by Crystal Kirch using PowerPoint for Mac
After viewing the videos, you probably have a better understanding of the flipped concept. Before moving on to the next lesson, take some time to reflect on these questions.
If you have questions on the general philosophy and practice of flipping, visit the Teachers' Lounge and post them there so all of the community can get involved.
Consider making a dvd of the weeks lessons and send it home. use rewriteable dvd's so that you can use them repeatedly. Even if they do not have a computer they might have a dvd player or a game system (xbox, playstation, etc) that is capable of playing dvds
Thank you Crystal for such a clear input. I would like to know whether learners should have a given profile to accept and engage into this type of teaching/learning. Do you think flipped teaching would be possible when teaching large groups? For example 45-50 learners?
My max class size was 37 this past school year. You can adjust according to your class size and age of your group. I teach 7th graders. It's difficult to keep them on task, however my classroom was a lot more orderly when I introduced the technology. They were more engaged. Each student had their own profile. I used another platform but I will use multiple platforms this year depending on what I am trying to accomplish. The great thing I love about Sophia is that you can see how much time they have spent online so you can hold them accountable when they don't take their time and go through the tutorials.
I see that most of the comments about flipped teaching come from elementary school teachers. I teach high school English and would love to try flipping my classroom in order to differentiate as well as to create a more engaging and interactive classroom environment. Are there any high school teachers who have done this? Is flipping a bit more challenging for high school
I've done it a little bit - but not completely. I'm utilizing it more this year, but I've loved it so far. The hardest part really is getting the students to watch the tutorials at home, but if you have a conversation with parents and explain the way it works, it tends to help. I teach Algebra 1, so it's sometimes a challenge because they may not understand the concepts, but I've been told the at home tutorials are just to provide a brief overview of the concepts and you solidify them during class time.
I teach sixth grade and focus on both Language Arts and Social Studies. Both of these subjects can be a challenge for some students and I have wanted to add something new and more engaging into the lessons; which is why I am eager to try 'flipping' some of my lessons this coming year! I want my students to not only learn, but have a more individual difference in their education.
Nice thing is, on this platform you can use all the tools you want and embed them in your lesson. Data tells you if the kids are checking in. If you want some examples, just email me from my profile. I'd be glad to show you some things. Check out http://www.sophia.org/tutorials/sample-tutorial-what-can-i-insert-into-a-tutorial
I teach dual credit US history and our standards for high school are heavy on specific content (people, events, etc.). How would I take a lecture on, say the causes of the American Revolution, and condense all that material to a ten minute summary? Would it be better the break the full lecture into smaller sections? Any thoughts?
I disagree with the video in that the instructional content that students work with outside of class need not be electronic. The idea is simply to move the direct instruction, the "lecture" of content out of the classroom. It can be provided electronically, on paper, in a book or however else you want to deliver it. The important piece is that students are able to come to class prepared to hit a higher level on Bloom's then the "understanding" level which is something that can be done on their own without your support.
Knowing that access is a problem, you'll need to add some strategies. Perhaps extended computer time in class or during an open time. Also, flashdrives, DVDs, hard copies of text can help. I've also seen many parents who are willing to let students use smart/iPhones to get to material under supervision. Sophia is mobile ready so can be viewed on any wifi device. Another possibility is getting some hotspot devices or investing in 4G devices. Both of this could be checked out through a media type system - overnight or weekends perhaps. These could be something purchased through a grant of some kind. You'd be amazed what parents/communities come up with when they see the value of learning. :-)
This is a huge discussion among all Flipped teachers. I recommend the twitter #flipclass for ideas. Willing is very different than able. Willing means typical classroom management, use forms or quizzes just like any other neglected homework. Able means you'll need to have a strategy - flashdrives, hard copies, etc.
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