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Creating a Flipped Learning Lesson: Part 2

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Author:
Trisha Fyfe

In this lesson, learners will consider ways to create a flipped lesson: What "new" classwork looks like.

Tutorial

Source: Image of light bulb, Public Domain, http://pixabay.com/en/the-light-bulb-light-bulb-lighting-349400/ ; Image of computer and tablets, Public Domain, http://pixabay.com/en/tablet-screen-monitor-phone-pc-313002/ ; Image of paper and pen, Public Domain, http://pixabay.com/en/write-note-memo-school-paper-pen-36784/ ; Image of shoe, Public Domain, http://pixabay.com/en/chucks-converse-shoes-footwear-153310/ ; Image of magnifying glass/paper, Public Domain, http://pixabay.com/en/magnifying-glass-pencil-search-97588/

Welcome to a tutorial on creating a flipped learning lesson, part two. In today's tutorial, we will talk about what does classwork look like in the flipped learning model. And remember, in part one, we discussed what does that homework look like, so in today's tutorial, we will talk about what does that classwork look like.

When we talk about classwork in flipped learning, there are several characteristics of what does that classwork look like. It's different than traditional class work. In flipped learning, various groupings can be used during class time. It frees up time for those teachers to give one on one, use small groups, use large groups, or any combination of those mentioned.

We're not just standing in front of the class and giving direct instruction. We're actually using active learning to problem solve, collaborate, and apply the concepts that the students have already begun learning about. The teacher is not the director of learning, but the facilitator of learning. We give our students ownership, and have them take responsibility for their learning by applying it in different engaging group settings.

Class time is for the students. Again, it's not that instruction where teachers direct the learning, and stand in front of the class and teach about ideas, but we use those ideas in hands on, active assignments where we problem solve together. So essentially, during flipped learning, there are many benefits. Teachers are able to differentiate that instruction, regardless of disabilities or English language proficiencies.

They're able to use class time for meaningful discussions, working on problems, engaging in debates, labs, experiments, all kinds of active learning involved. Students are also able to extend their own learning while the teacher provides new resources and acts as that facilitator, not the director.

The teacher also has time to make sure that formative assessments are being used throughout the entire lesson, which are very beneficial for the teacher in that they are able to really know where the students are and where they need to go. So let's look at an example of classwork in flipped learning.

And remember that, for the homework of this sample lesson in the previous tutorial, we had students watch a teacher-made tutorial with practice problems on the Pythagorean theorem, and after, write a summary and write down any challenging problems that came across. In class time, as a teacher, I would group students and have each member read their summary from the night before. Again, this helps them take ownership of their learning, and responsibility for actually doing that homework and doing it well.

Then I would have students go over all of the students in the groups' challenging problems from the tutorial. Have them try those problems together, discuss them further, maybe try them again. After, I would have students practice the Pythagorean theorem by using different objects. For example, shoes, or string, or pieces of wood, books, anything in the classroom to create right angles. Something fun for the students instead of just doing paper and pencil activities.

The students would measure the two sides, and then calculate the unknown side of the triangle by using the Pythagorean theorem. Students could also use digital cameras to document, later printing and creating a group closer to display in the classroom. So this is a really active learning, engaging assignment where they're problem solving together. We can put low level learners and high level learners together so that they can work together and help each other.

Another example of classwork in flipped learning would be following up on the homework in part one's tutorial on the mammals versus reptiles lesson. And remember, the homework was to watch two videos, one on mammals and reptiles, and create a Venn diagram with the characteristics of mammals on one side and reptiles on the other.

In the classwork part of this lesson, I might have students work with a partner to review their Venn diagrams from their homework, brainstorming reptiles and mammals that they're interested in. So writing down lists of different mammals and reptiles that interest them. Then I might have the groups choose one reptile and one mammal to research together.

And over the next several classes, they'll spend time researching these animals and creating a presentation, or a wiki, with images, and video, and text to present to their classmates. So again, this is a really active learning, engaging activity that students are asked to problem solve together. A very student-led assignment.

These are just two examples of the classwork in flipped learning and, of course, there are many opportunities for you to take any concept and turn it into a flipped learning lesson. So what did we learn in today's tutorial?

We looked at what does the classwork part of flipped learning look like, and I walked you through two specific examples that we first started in part one, looking at the homework, and then followed up by looking at, what does the classwork look like in those lessons.

A lesson on the Pythagorean theorem, where students got into groups did some hands on activities after their tutorial, and also a lesson on mammals versus reptiles, where students were paired together to do some research on mammals and reptiles and the different characteristics of those two.

As always, I've enjoyed talking about these ideas, and I know that you will use flipped learning in your classroom and have a great time doing it in the future. So how can we apply all of these ideas from this video lesson? What might the challenges be in creating classwork for flipped learning in diverse classrooms? Have you experienced flipped learning classroom in your own education?

Now it's your turn to apply what you've learned in this video. The additional resources section will be super helpful. This section is designed to help you discover useful ways to apply what you've learned here. Each link includes a brief description, so you can easily target the resources that you want.

(00:00- 00:20) Introduction/objectives

(00:21 - 02:06) What is classwork in Flipped Learning

(02:07- 03:40) Example #1 of Flipped Learning Classwork

(03:41- 04:57) Example #2 of Flipped Learning Classwork

(04:58- 06:19) Review/Reflection

**TED-Ed**

These high quality educational videos are available on a variety of topics and can serve as a supplement to flipped videos you create.

**http://ed.ted.com/videos**

**How to create a 'flipped' video lecture for at-home study**

This post by April Brown provides a brief overview with video explanation of video authoring. This is a helpful how-to as you get started on screencasting and video creation for your flipped lessons.

**http://www.pbs.org/newshour/rundown/how-to-create-a-flipped-video-lecture-for-at-home-study-2/**