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.
I get excited when thinking about having the time to spend with students in small group or one-on-one, but I want to see examples of how you deliver video instruction/mini-lessons for a first grader that will prepare them to be ready to work with a teacher in the personalized setting after "viewing" a lesson.
It is also mentioned that this methodology would be good for students who might not be getting support at home as they would get what they need from the teacher at school in a personalized way. With this said, if a student is not getting support at home in general, will their parents see to it that they are using what is afforded to them by way of the flipped classroom and the videos for them to view at home?
I like the idea and see that it cold work really well in the beginning of a class as a mini lesson to differentiate for students who may need more than a few repetitions to get the material. I also think that it would be great to use to review material that they may have previously learned. In TAG when studying Ancient Civilizations, I have to go over what history is and this would be a great start to flipping the classroom.
I love the idea, but if I gave my students "homework" to watch a video in visual art I am sure I would upset parents who are already complaining that there is too much homework. It would be great to impart the culture/art history/artist profiles in that way though and spend the majority of time in class on art making and helping students.
My students beg for it! Right now my goal is to complete 30% of my lesson to video. So basically it's Chapter 1- Videos but Chapter 2 & 3 - No videos. The students were asking when are you going to give us more of the videos. I send the links to all my Teacher Aids and Special Ed Teachers. Several of them are not confident in helping the students with the math, but this allows them to watch and learn also. I've also had many parent say they like the idea. I try to keep the videos less than 8 minutes. If they are going over, I split them into two smaller videos (students are more apt to watch two 6 minutes videos than one 15 minute video. Some parents have commented that they have sat down with their child and watched the video(WOW).
Sure some don't watch it, and just answer the quiz questions. What's different between that or the students copying their neighbors homework?
I'm really enjoying being able to walk around and talk with the students more, and really get to know what their issues are.
Yep. You can build your tutorials in Sophia - video embedded with the guided worksheet/google form embedded beneath. With languages, you can also add just audio (Audacity is good) and let students know when to pause the recording.
Also, have you checked out EdPuzzle? You can actually put questions and pauses into your video from Youtube.
All sorts of options! Email me if you want more specifics and ideas - click on my name (blue) and send from my profile.
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 am a grad MED student and a co-op teacher. At the HS level, I teach computer science, my undergrad degree. We just started flipping to support active learning and peer collaboration during our semiweekly classes. The first thing you must do is get the parents on board. I can't stress that enough. I follow the blog, Flipping with Kirch. She has lots of ideas on tracking and accountability.
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
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