3. Flip That Classroom - Nancy Nelson
June 2013
Learning Check!
4 minutes
1. Fold a sonobe unit using one of the
coloured sheets from the table
2. Mark the flat square face with the
most valuable point you took away
from the assigned article about
student-centred learning and/or the
flipped classroom
4. Flip That Classroom - Nancy Nelson
June 2013
So what just happened?
Quality of the Product?
Did you do the homework?
• read the article?
• watch the video?
• make a sonobe?
• think the video was a
waste of your time?
Ease of learning?
• one view?
• multiple views?
• watch and try?
• multiple tries?
5. Flip That Classroom - Nancy Nelson
June 2013
Application!
Working with the people in
your group, form a cube made
up of your individual sonobe
units ... make sure the writing
is on the outside of the cube!
4 minutes
6. Flip That Classroom - Nancy Nelson
June 2013
And now what happened?
Quality of the Product?
Effect of group work?
• finally make a sonobe?
• contribute ideas?
• solve a problem?
Ease of learning?
• one try?
• multiple tries?
• use technology?
Take aways?
• individual vs group?
• use of homework?
• process vs. product?
7. The Flipped Classroom
Flip That Classroom - Nancy Nelson
June 2013
Aaron Sams & Jonathan Bergmann
“Students need their teachers present to
answer questions or to provide help if they
get stuck on an assignment; they don’t
need their teachers present to listen to a
lecture or review content.”
Salman Khan – Khan Academy
free world class education to anyone,
anywhere
Eric Mazur
envisions a shift from “teaching” to
“helping students learn.”
8. Flip That Classroom - Nancy Nelson
June 2013
What is a flipped classroom?
Image: Center for Teaching and Learning, University of Texas at Austin ... http://ctl.utexas.edu/ctl/node/425
Video: Schell, Judy (2013). What is a Flipped Classroom? Turn to your Neighbor blog ... http://blog.peerinstruction.net/2013/04/22/what-
is-a-flipped-classroom-in-60-seconds/
9. Definition …
“Ultimately, flipped learning is not about
flipping the “when and where” instruction is
delivered; it’s about flipping the attention
away from the teacher and toward the
learner.”
Flip That Classroom - Nancy Nelson
June 2013
Sams, Aaron & Bennett, Brian, “The truth about
flipped learning”, eSchool News, May 31, 2012
http://www.eschoolnews.com/2012/05/31/the-truth-about-
flipped-learning/ , Accessed June 18, 2012
11. Flip That Classroom - Nancy Nelson
June 2013
5 minutes
Each group has a task on the back of
their table’s RESERVED card:
• read the scenario
• propose flipped class techniques that
could help improve the student’s
chance of success
• 1 minute presentation to the group
• briefly describe the scenario
• present flipped ideas for improving
Today’s Challenge!
12. Flip That Classroom - Nancy Nelson
June 2013
Scenario 1 - Enrique
Problem Flip to Help
13. Flip That Classroom - Nancy Nelson
June 2013
Scenario 2 - Janice
Problem Flip to Help
14. Flip That Classroom - Nancy Nelson
June 2013
Scenario 3 - Ashley
Problem Flip to Help
15. Flip That Classroom - Nancy Nelson
June 2013
Impementing the Flip …
Prepare
Apply
Confirm
first exposure to content
OUTSIDE of class
interactive application of
concepts IN class
review and confirm new
knowledge/skills
OUTSIDE class
PAC Model
16. Flip That Classroom - Nancy Nelson
June 2013
Explore
Explain
Apply
first exposure to content
during guided exploration
IN class
introduction of
definitions, equations,
structured knowledge
OUTSIDE of class
interactive application of
concepts IN class
Impementing the Flip …
EEA Model
20. Make it your own …
Flip That Classroom - Nancy Nelson
June 2013
Regroup with ‘discipline’ people:
• select a topic/class/unit
• use the die to help use the key points
about flipped classes
• plan a flipped class
• share plan with the group (time
permitting)
21. If you only take away one thing …
“Ultimately, flipped learning is not about
flipping the “when and where” instruction is
delivered; it’s about flipping the attention
away from the teacher and
toward the learner.”
Flip That Classroom - Nancy Nelson
June 2013
Note the three most valuable points raised by the video/article with respect to student-centred learning and/or the flipped classroom
Activity debrief ...
Product
quality of what they made
it the product itself what’s important here?
Homework
did you do it?
did you watch the video ... the whole thing?
did you actually make a sonobe?
did you think ... why did she assign this ... this has absolutely nothing to do with me and this class?
How easy was it to learn from the video?
could you do it after one viewing?
did you need multiple views?
did you watch and try?
did you take multiple tries to get one made?
Takeaway ... if I had wanted you to actually make one, I should have specified exactly what I expected in the e-mail you each received
Activity Debrief
did anyone get a cube?
effect of group work ...
did some of you finally get a sonobe made?
did you learn from your classmates?
did someone show you how to do it?
did someone take control?
Ease of learning?
did you get it on the first try?
did it take multiple tries?
did anyone pull out their phone and find a resource to help do the task?
Takeaways ...
benefits of individual work combined with group work
use of homework that is very clearly defined
the whole matter of process vs. product
Some of the folks credited with pioneering the flipped classroom
Bergmann & Sams – high school chemistry teachers in Colorado … realized that they could share resources and improve learning … wrote ISTE book on techniques … conference speakers
Sal Khan – engineer, mathematician - Khan Academy … created learning modules for his nephew … often thought of as flagship of flipped learning because it has been popularized by media (TED talk and support from Bill Gates Foundation … thousands of 6-10 minute modules plus now a learning environment as well
Eric Mazur – Harvard Physics prof … many years of research into this area … reknown conference speaker as well
image and video from University of Texas at Austin
lots of definitions many of which talk exclusively that the transfer of information takes place outside of class (usually via video, podcast or textbook reading) and the in-class time becomes active learning, sometimes collaboratively, sometimes with different students at different paces, BUT I think that this definition is much more to the point of what flipped learning is all about
This is what our class distribution is supposed to be …
This is what it actually is …
Flipping allows me to tap into the top students to help improve the struggling students by making the thinking visible … why did you solve that problem that way, why is that the right answer …
Enrique is struggling in school, specifically in his math course. Every day the teacher stands in front of the class and teaches to the course outline. She uses the latest technology including an interactive whiteboard that is supposed to engage all students and get them excited about learning. Enrique’s problem is that the teacher talks too fast for him, and he can’t take notes quickly enough. When he does get all the notes from class onto paper, he does not understand what they mean. When he goes home to complete his homework, he continues to struggle because what he wrote down in class during the lecture doesn’t seem to match with what he is supposed to do on his assignment. Thus, Enrique, a hard-working student, has few options: he can go to class early and ask the teacher for help, he can call a friend with the hope that the friend understood what she said, he can copy homework from a friend, or simply give up.
Janice is active in sports. She is a conscientious student who always wants to do her best. Unfortunately, she has a difficult science class on Friday afternoon. She must often leave school at noon on Friday to travel to games and matches, and she misses a lot of classes. She tries to keep up with the class, but she just can’t because she misses so much of it. She sometimes comes in and meets with her teacher before school, but he is often too busy to individually teach her everything she missed.
Ashley has spent the better part of her life learning how to “play school.” She is 10 years into mastering the art of meeting her teachers’ requirements by making sure that she meets every detail of a grading rubric. She never actually absorbs the key concepts. She consistently earns As and Bs in her classes – not because she has demonstrated understanding, but because she has met the requirements in the rubric. Those grades do not accurately reflect what she has actually learned.
Two main schools of thought ... first I call the PAC model and is similar in format to what was described in the video ...
PREPARE = student get their first exposure to the content OUTSIDE of class
APPLY – an interactive application of concept IN class
CONFIRM/REVIEW – confirm skills/knowledge OUTSIDE class
Second Model ... I call the EEA model and is a bit different ...
EXPLORE - student get their first exposure to the content IN class
EXPLAIN – introduction of definitions, equations, structured knowledge
APPLY – interactive application of concepts IN class
May be more appropriate format for those who are doing hybrid courses this year for the first time
Sample of my planning sheets for and PAC type flipped class ...
details
things I need to do before class
PREPARE Phase ... resources that students are to access before class (include URLs, citations, etc.)
APPLY Phase ... list of activities and approximate times + whether to be done as a class, individually, or in a group
CONFIRM Phase ... activities that students will take away to review/practice ... introduced at the end of class
have students regroup according to discipline ... colour codes match the table markers
using class prep handout, choose a topic and start planning a flipped class
one thing to take away from this session … move attention away from teach and toward learner!
invite participants to visit my blog for links to today’s slides and wiki for resources, research and general info that may be useful in their teaching.
