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Flipped classroom

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Flipped classroom
Chris Melograna
I have been implementing certain aspects of video and the flipped classroom for the last 2 years. My videos have evolved from using a simple flip camera to now having a wide array of Screencasting options on my iPad. Whenever there are articles or discussions on the flipped classroom it seems to center on the technology. How can we move past this discussion and talk more about how class should now be conducted and managed? What specific differentiated activities or group work have worked that never did before because there is more time to do it?
Dec. 26, 2013 at 5:12 am
Greg Prater
I like this. My colleague and I last night presented to our BOE at their monthly meeting. Our presentation was an introduction to out first-year efforts of flipping our classrooms using slightly different approaches.
In our presentation we tried to drive home the point that "its not about the videos" It's about what you do with the time created by flipping. This brings me to this point.

At the start of the school year my personal goal was to raise the rigor of my instruction. I am in my 20th year, but in my 3rd year of what i call my transformation from an average (or below) teacher who used low rigor methods(mostly) to a teacher who is LEARNING to use "meaningful " pedagogical methods to really turn my classroom in a student centered environment. I truly believe flipping will give me that fighting chance.

Now, saying I want to raise the rigor and teach biology in ways that are new to me and ACTUALLY DOING this has a huge gap. I seem to have a lack of knowledge or a creative block when it comes to ways of teaching biology that goes beyond the "knowledge" level of Bloom's. In the past I used a lot of worksheets thinking that would cause my students to learn. 3 years ago I came to realization that I was faking it.

So, I am very interested in any instructional dialogue that centers around teaching biology in a rigorous and engaging manner.

Feb. 19, 2014 at 12:44 pm
sonya rosenglick
I have gotten so many ideas on flipping from the professional networks and people I follow on Twitter. Edutopia, EdTech, edudemic, etc. Make sure that you join groups in Sophia as there is so much to learn from others. The Flipped Learning Network Ning is all about flipping.
Dec. 20, 2013 at 12:35 pm
peter farrant
I am doing more thinking activities based on Harvard's Project Zero. They have some great resources & courses. If you have Tumblr it's worth following Tom March as he posts a lot of interesting images, links and videos each with a matching thinking task.
Dec. 20, 2013 at 7:50 am
Nichole Carter
You have inspired me to fire up my old tumblr account and check out Tom March, boy you were kidding, some great stuff there! Thank you for the resource!
Dec. 20, 2013 at 12:56 pm
Angie Kalthoff
What would you recommend for a 2nd grade teacher looking to flip in a 1:1 setting with iPads that go home? Any platform you have found that works great for the little ones?
Dec. 19, 2013 at 9:35 am
David Prindle
These teacher can help. Click the Teachers on the menu.
Dec. 19, 2013 at 9:56 am
Nichole Carter
Agree with Prindle, Flipping 2.0 is a great resource. Here is a document curated by Crystal Kirch that also might be helpful:

I use the mastery/standards based grading system, meaning my students need to prove mastery of their standards by taking multiple attempts or tests on the standard. Due to flipping my students are proving mastery on attempt 1 which leaves me free to allow them to create their own content and work on "Quandrant D" activities.

To answer your question though on a specifc activity that has changed because I have more time to do it here it is (this is also mentioned in the chapter I wrote in Flipping 2.0):
I teach language arts and at the beginning of the year we always do an expository unit, I used to have them answer a state created prompt and we would take a week of direct instruction or more on how to write an essay and then a week to write the essay. Because I have freed up more in-class time I have taken away that boring old prompt and we have moved it to a "career research project" we take a week to research, and then a week to write and create presentations on what they want to do after high school. The students are much more invested in this project then writing on some state created prompt. It is relevant to them and completely personalized.

I have some student created content at the bottom of each of my unit pages (although I have to admit that I haven't uploaded some of the amazing videos and presentations for the career project yet... but you can still get the idea)

I think all classes are different in how they manage the face to face time, I would admit I would love to have more in depth discussions in class on what the previous night's homework was but I fall short on that most days. Instead I use class time to do little mini-lessons (mostly different writing pieces, grammar work, mini-debates etc.) and then we work on core content and tests. It is definitely chaotic sometimes, and I have kids doing different things at any one time. For example as I am writing this 2/3 of my class is reading a science fiction novel, and then the other 1/3 has read their "daily page goal" and has moved to the hall to work on tonight's homework. This was after we already did a whole class activity together for the first 15 minutes on grammar. Personally if we don't work together on something for the first 15-20 minutes before we breakout and start working on our own then I feel like I am doing a disservice to the students and to the "flipped model" I need that time to connect with my students, have them work as a group, and get some spark and energy going.
Dec. 17, 2013 at 5:14 pm
sonya rosenglick
Welcome to the freedom of more class time and what to do with it when you start flipping! This is a great problem to have. I attended a workshop in our District entitled, Cooperative Learning Strategies, and they used Kagan's Cooperative Learning manual. It has many ideas of how to use cooperative activities in the classroom. It even contains a chart that recommends which strategies to use when needing a certain outcome. For example, if you are trying to utilize decision-making skills in class, then use the strategy called Find the Fiction. The ISBN # of the book is 978-1-879097-10-0.
Dec. 16, 2013 at 11:51 am
David Prindle
I think classroom management issues can be and are very individualized in that every subject has a different type of classroom and activities. Science classes are run differently than math than social studies etc. Have you picked up the Flipping 2.0 book yet. I think you can find some of your answers there. We operate the Michigan Flip Teaching Conference and I will put your question to them. Great discussion topic.
Dec. 16, 2013 at 10:41 am

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