Flipping out for Flipped Classrooms

Flipping out for Flipped
Classrooms
Lisa Rubenstein, Ph.D.
Ball State University
Southern Indiana Education Center, Jasper, IN
March 14, 2014

Helpful Information
Name
Position
Current level of knowledge of flipped classrooms
1: No Understanding
2: Definitional Level
3: Experimental Level
4: Expert Level

What is the purpose of education?

What are the many, varied, and unusual
purposes of teachers?

Introduction to
Flipped Learning

The Struggle of
Delegation
Can we trust someone else to
do what we do?
Who would benefit?

Traditional Structure
In Class
Lectures
Homework
Practice

Defining the Flipped Classroom
In Class
Practice
Homework
Lectures

Four Pillars from FLN
Flexible Environments
Shift in Learning Culture
Intentional Content
Professional Educators

Is it a wise investment?
What is the truth?

What could cause this variance?

Possible Variables?
Teacher Variance (teacher’s ideal teaching methods and
comfort)
Students Variance (developmental level, SES, support, outside
demands)
Implementation Variance (quality of independent content,
quality and design of in class experiences, time, available
support and resources)

Successful flipped classrooms are
founded on sound educational
practices.

Possible Benefits
Student Control (Pace, Repeat as Necessary, Depth)
Content Differentiation
More Time for Exploration and PBL Experiences
More Support Outside the Classroom
More Directed Help Inside the Classroom

Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Designing Flipped Classrooms

Agenda
9-10 Introduction and Clarity of Instructional Objectives
10-10:30 Student Pre-Assessment
10:30-11:30 Teacher Developed Content
11:30-12 Exploration of Existing Content
12-12:30 Lunch
12:30-1:00 Designing Organizational Systems
1:00-2:45 Purposeful Classroom Experiences
2:45-3:00 Design Sharing and Questions

Clarity of Curricular Goals
Rubenstein Bakery

Clarity of Curriculum Goals
What Should Students: Know, Be Able to Do, Understand
Are you able to separate them?
Can you differentiate them?
What can they do on their own? Where will you make the most
difference?
How will you assess them?

Constitution
Water Cycle
Biodiversity

Awesome Activities Copious Content
Sins of Curriculum Development

Big Ideas
Systems: System components
affect each other. When one
piece is out of balance, it
affects the others.
What is the effect of an
imbalanced system?
Biodiversity
Constitution
Water Cycle

Big Ideas
Essential Questions
Enduring
Understandings
Perspective, Change, Relationships, Systems...
What affects one’s
perspective?
History involves
interpretation; historians may
disagree.
Understanding

Sample:
Biodiversity
Text/IN Objectives: Explain the value of biodiversity. Identify
the factors that affect biodiversity. Name some human activities
that threaten biodiversity. List some ways to protect
biodiversity.
CCS: Informational Texts, 6.7 Integrates information presented
in different media or formats to develop a coherent
understanding of a topic or issue.
To Know, Be able to Do, Understand

Sample:
Biodiversity
Text/IN Objectives: Explain the value of biodiversity. Identify
the factors that affect biodiversity. Name some human activities
that threaten biodiversity. List some ways to protect
biodiversity.
CCS: Informational Texts, 6.7 Integrates information presented
in different media or formats to develop a coherent
understanding of a topic or issue.
KnowledgeProcessUnderstanding
Concept: Systems
EQ: How does the diversity of
life affect survival?

Objectives.
Pick a standard or a lesson. Think about the goals.
Know:
Be Able to Do:
Understand:

Share and Evaluate Objectives
Are your understandings...
...aligned with standards?
...overarching (to promote transfer) and topical
(specific enough to focus teaching, learning, and
assessment)?
...not obvious or true by definition?
...thought provoking and arguable?

Evaluate when these objectives
should be addressed.
Is this something they could do on their own?
Where do student misconceptions normally occur?
How is your time best spent?

Awareness of Students
Pre-assessments: Instructional levels and needs, access to
technology, and interests
How much responsibility can students take for their own
learning? Can you increase it over time?
Contextual component of learning (access and support)

Differentiation
Readiness = Growth
Interest = Motivation
Learning Profile = Efficiency

Exit/Entrance Cards
Stoplight Learning Video
Exit Tickets Video

Biodiversity Pre/Post-Assessment
What is biodiversity?
What factors influence biodiversity?
How are humans influencing biodiversity?
Why is biodiversity important? What happens if biodiversity decreases?
Process Assessment: Provide 2 sources to integrate.
Interest: What environmental issue concerns you the most? In which
endangered species are you most interested?

Assessment
How will you know what your students need?
What might an entrance/exit card look like for your students?

Deliberate Content
Teacher Developed Teacher Compiled
Student CompiledStudent Developed

Teacher Developed Content
Why might you want to develop
your own content?

Teacher Developed Content
Benefits...
Connections with
students, parents,
administrators, and
teachers
Demonstrates your
knowledge of subject and
care for the students
Controllable level of depth
Awareness of...
Perfectionism
Time

Khan Academy
Fractions
What works within this video?
Could you improve it?

Ted-Ed
One is one or is it...
What works within this video?
Could you improve it?

What videos do you watch for
information?
What makes them good?
What makes them bad?

Is it as simple and concise as
possible?

Others...
Content: concise, accurate, useful, bias free, stated/met
objectives, content presentation, learner application, learner
reflection
Technical Production: video, audio, and visual quality

Design a 3-minute (or less) content
outline.
What are your options?
Face + Screen (Powerpoint or others...)
Face + Whiteboard
Whiteboard Only
Voice Only
Screen Only

Try and share with partner...
What worked?
What didn’t?

Design Options...
What do you want?
Face + Screen OR Just Screen = Screencastomatic
Face + Whiteboard = iMovie or Windows player + actual
whiteboard
Whiteboard = iPad app like Educreation
Voice Only = Podcasting

Screencast-o-matic
FREE for 15 minute clips
$15 a year for pro, unlimited recordings...
Captures screen and self
Posts to accessible formats like youtube or google drive
Simple to set up.
Let’s try it...

Other Options
Educreation: ipad drawing app (voice and drawing)
iMovie or Windows Movie Player (video of self only)
Camstudio
Other NOT FREE Options: Camtasia, Screenflow...

What are the benefits of using
existing content?

Teacher Compiled Content
Benefits
Multiple perspectives
Real world connection
Possible differentiation
Saving time???
Awareness needed...
Time required
Watch the entire video

TED-ED, Khan, and Other
Outsourced Content
Bill Nye the Science Guy
TED: Sylvia Earle
MIT/Universities
Khan Academy
TED-ED: Dino Martins

Student Designed or Compiled
Teach the students how to develop and find content
More ownership and potential for learning

TED ED CourseSites
Two Free Management Systems

Presenting Content using TED-ED
Go to Ted-Ed. Create account.
Click on “Find and Flip”.
Choose the video you want to present.
Add in discussion questions and details.
Share with students.
Serves as an exit and entrance card.

Free CourseSites from Blackboard
Organize course content and materials.
Let’s check it out!

Others?
Your Own Youtube channel
Sqworl account
Others???

Balancing Content and Experiences
Typical Timeline
10 minutes: Review notes
35 minutes: Work
15 minutes: Be distracted. :)
5 minutes: Warm up
35 minutes: Lecture
10 minutes: Practice/Interact
5 minutes: Wrap Up
1 class hour 1 home hour
1 class hour 1 home hour
Flipped Timeline or Shifted Timeline
5 minutes: Directed questions
15 minutes: Review content
30 minutes: Practice/Interact
5 minutes: Wrap Up
20 minutes: Watch content videos.
20 minutes: Work on problems.
10 minutes: Prepare questions.
10 minutes: Be distracted. :) Maybe with class
content?

Purposeful Classroom
Experiences

Purposeful Classroom Experiences
Student Driven Questions
Addressing Misconceptions
Reflections
Critical and Creative Thinking Projects

Purposeful Learning Experiences
Simulations
Choice Projects
Socratic Seminars

Gilded Age
Hurricane Katrina
Oil Spill
Sample Simulations

What makes a simulation a
simulation?

Simulations
Vary in length, intensity/complexity, and authenticity
Adopt the role of a practicing professional
Inherently answers the question: Who cares?

Commercial Simulations
Interact Units

Online Simulations
Dissecting frogs online:
http://
frog.edschool.virginia.edu/
Frog2/Dissection/Incisions/
skin3_sep.html
Lollipop Mystery:
http://
www.pbslearningmedia.org
/asset/
tdc02_int_creatednafp2/

Simulation: RAFTs
Role
Audience
Format
Topic

Simulation: RAFT Example
Role: Scientist
Audience: Grant Reviewers
Format: Grant Proposal
Topic: A Research Study Examining Biodiversity

Simulation: RAFT Example
Role: Oceanographers
Audience: United Nations Symposium
Format: Speech/Presentation
Topic: Promoting and protecting biodiversity

83
Sample RAFT Strips
Role Audience Format Topic
Semicolon
Middle School Diary Entry I Wish You Really Understood
Where I Belong
N.Y. Times Public Op Ed piece How our Language Deﬁnes Who
We Are
Huck Finn Tom Sawyer Note hidden in a tree
knot
A Few Things You Should Know
Rain Drop Future Droplets Advice Column The Beauty of Cycles
Lung Owner Owner’s Guide To Maximize Product Life
Rain Forest John Q. Citizen Paste Up “Ransom”
Note
Before It’s Too Late
Reporter Public Obituary Hitler is Dead
Martin Luther King TV audience of 2010 Speech The Dream Revisited
Thomas Jefferson Current Residents of
Virginia
Full page newspaper
ad
If I could Talk to You Now
Fractions Whole numbers Petition To Be Considered A Part of the
Family
A word problem Students in your class Set of directions How to Get to Know Me
LanguageArtsScienceHistoryMath
Format based on the work of Doug Buehl cited in Teaching Reading in the Content Areas: If Not Me Then Who?, Billmeyer and Martin, 1998

Self Portrait RAFT
High School Art
Students will
Know:
! ! Characteristics of self portrait
! ! Appropriate use of artistic materials
! ! Principles of Design
! ! Deﬁnition of artistic expression
Understand:
! ! Each artist has a personal style.
! ! Personal style reﬂects the individual’s culture, time, and personal experiences.
! ! Use of materials and style are related.
Be Able to Do:
! ! Analyze an artist’s personal style and use of materials
! ! Create a facsimile of an artist’s personal style and use of materials

Self Portrait RAFT
Role Audience Format Topic
Norman
Rockwell
Masses Illustration What You See
is What You
Get
Van Gogh Self Oil Painting Can I Find
Myself In
Here?
Andy Warhol Someone you
want to know
the true you
Photograph Now you see
Me, Now you
Don’t
Rueben Self Oil Painting Props Make
the Person
Goya School Charcoal On the Side,
but Central

Choice Projects
Menus
Choice Boards
Sternberg Intelligences

Choice Projects: Menus
Menu Sample

Learning Contract—Menu Planner-- Fantasyland
Destination: Fantasyland Due: 2 week
Main Dish: (Complete all)
q Select one fairy tale. Read it
q to yourself
q to one other person ______________________(name)
q Complete a story map (to show characters; setting; problem; solution).
q Find ﬁve new, interesting words. Write a sentence for each word.
Side Dish – Learning Centers (Choose 1 or more)
q Comparing center: Compare this fairy tale to another story you have read. How are they alike?
How are they different? Choose your design: trifold, ﬂip book, or mini-book.
q Tape Center: Record your favorite part of the fairy tale on the recorder.
q Art Center: Illustrate the most important event in your fairy tale.
Dessert
q Listening post: Listen to a fairy tale tape of your choice.

Title:__________________________________
q Library corner: Find another fairy tale to read.

Title:__________________________________

Choice Projects: Choice Boards

Novel Think Tac-Toe basic version
Directions: Select and complete one activity from each horizontal row to help you and
others think about your novel. Remember to make your work thoughtful, original,
accurate, and detailed (Tomlinson, 2003).
Create a pair of collages that compares you
and a character from the book. Compare and
contrast physical and personality traits.
Label your collages so viewers understand
your thinking
Write a bio-poem about yourself and another
about a main character in the book so your
readers see how you and the characters are
alike and different. Be sure to included the
most important traits in each poem.
Write a recipe or set of directions for how
you would solve a problem and another for
how a main character in the book would
solve a problem. Your list should help us
know you and the character.
Draw/paint and write a greeting card that
invites us into the scenery and mood of an
important part of the book. Be sure the
verse helps us understand what is important
in the scene and why.
Make a model or map of a key place in your
life, and an important one in the novel. Find
a way to help viewers understand both what
the places are like and why they are
important in your life and the characters’.
Make 2 timelines. The first should illustrate
and describe at least 6-8 shifts in settings in
the book. The second should explain and
illustrate how the mood changes with the
change in setting.
Using books of proverbs and/or quotations,
find at least 6-8 that you feel reflect what’s
important about the novel’s theme. Find at
least 6-8 that do the same for your life.
Display them and explain your choices.
Interview a key character from the book to
find out what lessons he/she thinks we
should learn from events in the book. Use a
Parade magazine for material. Be sure the
interview is thorough.
Find several songs you think reflect an
important message from the book. Prepare
an audio collage. Write an exhibit card that
helps your listener understand how you
think these songs express the book’s
meaning.
ThemeSettingCharacter

Choice Projects: Sternberg
Triarchic Theory of Intelligence: Creativity, Practicality, and
Analysis

Migration Example
• Analytical – Find two animals that share a similar migration pattern. Chart their similarities and differences. Be sure
to include information on each animal’s characteristics, habitat(s), adaptations, needs, migratory path, movement time
frames, etc., as well as the reasoning behind these facts. Include an explanation as to why you think they share this
pattern.
• Practical – National Geographic has asked you to research the migratory habits of _________ (your choice). They
would like you to share your ﬁndings with other scientists AND to offer them recommendations about the best manner
of observing in the future. Be sure to include information on the animal’s characteristics, habitat(s), adaptations, needs,
migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a “How To” checklist
for future scientists to use in their research pursuits of this animal.
• Creative – You have just discovered a new species of ____________. You have been given the honor of naming this
new creature and sharing the fruits of your investigation with the scientiﬁc world via a journal article or presentation.
Be sure to include information on this newly-discovered animal’s characteristics, habitat(s), adaptations, needs,
migratory path, movement time frames, etc., as well as the reasoning behind these facts. Include a picture of the animal
detailed enough that other scientists will be able to recognize it.

Kristi Doubet (2005)

Design a Triarchic Choice.
Practical
Creative Analytical

Socratic Seminars
Paideia Approach (www.paideia.org)
Example of Paideia in Action
What did you learn from the classrooms in the
video?
How would you prepare students for a seminar?

ParticipantsFacilitator
Text
Questions
ESSENTIAL COMPONENTS OF A SEMINAR

Ideas&and&
Values&
Degree&of&
Challenge&
Curricular&and&
Personal&
Relevance&
Ambiguity&
Evalua=on&
of&Text&

CHIMAMANDA ADICHIE
WOULD THIS BE AN APPROPRIATE TEXT?

WHAT ABOUT THIS TEXT?
I pledge allegiance to the ﬂag of the
United States of America, and to the
republic for which it stands, one
nation under God, indivisible, with
liberty and justice for all.

Where else could you ﬁnd a
text?

Types of Content
Poem, Fictional Story, Essay
Multi-Media Presentation
Work of Art
Picture, Graph, Map,
Diagram, or Chart
Word Problem or Scientiﬁc
Experiment
Primary Source Documents

Paideia Format
Pre
Content
Process
Post
Content
Process

Thoughtful
Big Ideas
Clear
Open
EVALUATION OF QUESTIONS

Pre-Seminar
Content: What is the relevant information? (You may want to give the students an
opportunity to think about this at home or overnight.)
Process: What should we work on as a group and as individuals to make this a good
seminar?
Seminar
Opening: What is the speakers’ purpose? What would be a good title for this talk? (Make
sure the students are supporting their answers.) What is the speaker’s passion? What is
the most important idea?
Core: What is meant by…? Is this the appropriate solution? What is the difference
between this speakers’ approach and…? How do you think this speech would be viewed
by… ? Did the speaker support his or her ideas? Is any of the information misleading?
What further experiments might be completed to support this perspective?
Closing: What does this speech teach us about…? How do these ideas relate to our
curriculum? What are the barriers to the implementation of this solution or idea? Why
is this important? What are other related questions? What did you learn from the other
participants? Do you have any ideas for improving the speaker’s ideas?
Post-Seminar
Process: What did we do well during our discussion?
Content: What are your new ideas?
General Outline

QUICK WAYS TO MOVE THE DISCUSSION
Add on...
Rephrase...
Agree or
disagree...
Revoice

• Choose a Format 
• Find an Appropriate Text 
• Create Ques6ons 
Though8ul 
Prepara6on 
• Ensure Appropriate 
Student Behavior 
• Foster a Safe Environment 
• Ask Follow‐up Ques6ons 
Meaningful 
Involvement  • Consider Strengths and 
Weaknesses 
• Make Notes for Future 
Seminars 
• Give Students Feedback 
Deliberate 
Evalua6on 
Acknowledge and explore student
misconceptions.
Recognize and acknowledge student
connections, even outside of seminar.
After
FACILITATOR’S ROLE

Amy Tan and Questions
“[Life experiences] led me to my big
questions. And they are the same ones
that I have today. And they are: Why do
things happen and how do things
happen...How do I make things happen.”
“But I go back to this question of, how do
I create something out of nothing? And
how do I create my own life? And I think
it is by questioning.”

Stephen Hawking and Questions
“...questions I would like to talk about
are: One, where did we come from? How
did the universe come into being? Are we
alone in the universe? Is here alien life
out there? What is the future of the
human race?”
“All of my life I have sought to
understand the universe and ﬁnd
answers to these questions. I have been
very lucky that my disability has not
been a serious handicap; indeed, it has
probably given me more time than most
people to pursue the quest for
knowledge.”

If questions are at the beginning
of all knowledge, why aren’t we
teaching students to ask them?

Analyze questions.
What makes a question good?
What makes it bad?
Is it an inquiry, clarifying, critical thinking, or inference
question? When should you use different types of
questions?

Teaching Students to
Respond
Use students’ names.
Ask for reasons or clariﬁcation.
Support other students’ ideas with examples or
counterexamples.
Honestly evaluate ideas. Be willing to change your mind.
Refer to the text.
Engage with all students.

Deliberate Content Purposeful Classroom
Experiences
Clarity of Curricular
Goals
Awareness of Students+
Flipping Classrooms

Additional Information
Friday Institute: FIZZ (https://www.fi.ncsu.edu/project/fizz/)
Katie Gimbar’s videos on Youtube (http://www.youtube.com/
watch?v=g1MKpyVPilI&list=PLB632EC24182B4D40)
Flipped Learning Network (http://flippedlearning.org)

SEIC Flip Day
April 4, 2014
#SEIC14Flip
Challenge: By April 4, 2014, implement a flipped lesson.
Experiment! Then tweet what worked, what didn’t, and/or what you
will do in the future!
Questions, Experiences, Thoughts?
lmrubenstein@bsu.edu
Twitter Account: rubensteingted

Flipping out for Flipped Classrooms

Recomendados

Recomendados

Mais conteúdo relacionado

Mais procurados

Mais procurados (20)

Semelhante a Flipping out for Flipped Classrooms

Semelhante a Flipping out for Flipped Classrooms (20)

Mais de Lisa Rubenstein

Mais de Lisa Rubenstein (20)

Último

Último (20)

Flipping out for Flipped Classrooms