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Gayle Cole

The Flipped Classroom: Pro and Con | Edutopia - 0 views

  • on ASCD (3)'s page for the newly released book, Flip Your Classroom: Reach Every Student in Every Class Every Day (4), by flipped classroom pioneers Aaron Sams and Jonathan Bergmann, "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class."
  • the model is a mixture of direct instruction and constructivism, that it makes it easier for students who may have missed class to keep up because they can watch the videos at any time.
  • NOT "a synonym for online videos. When most people hear about the flipped class all they think about are the videos. It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."
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  • Brian at ISTE, and it was great to hear him express his thoughts about the model in more than 140 characters. He also runs the #flipclass chat (8) on Twitter every Monday night, which is a great chance to learn more about the model.
  • the idea is not that KA will replace the teacher or replace the content as a whole. From my experience with KA, the content is taught in only one way. Good instruction, especially for math concepts, requires that ideas be presented in a number of ways. In addition, not all math is solving equations. One of the hardest parts about teaching math is making sure that students are not blindly solving equations without really understanding what they are doing with the numbers.
  • They also point to the ability for students to catch up on missed lessons easily through the use of video and online course tools like Edmodo (12) or Moodle (13).
  • "This won't work with my students." This continues to be an argument made by a lot of rural and urban teachers. Our students just don't have the access required for the model to really work. I've had people tell me, "They can use the public library." To which I explain that there are usually three computers available and there is usually a 30-minute limit per user
  • if everyone starts flipping their classrooms, students will end up sitting in front of a screen for hours every night as they watch the required videos. And as many teachers can tell you, not everyone learns best through a screen.
  • John Dewey described at the turn of the 20th century: learning that is centered around the student, not the teacher; learning that allows students to show their mastery of content they way they prefer. These are not new concepts. I am often brought back to the question: "Are we doing things differently or doing different things? (15)"
  • why should we care so much about the flipped classroom model? The primary reason is because it is forcing teachers to reflect on their practice and rethink how they reach their kids. It is inspiring teachers to change the way they've always done things, and it is motivating them to bring technology into their classrooms through the use of video and virtual classrooms like Edmodo and similar tools
  • "In this model of instruction, students watch recorded lectures for homework and complete their assignments, labs, and tests in class."
  • the flipped classroom is NOT "a synonym for online videos.
  • It is the interaction and the meaningful learning activities that occur during the face-to-face time that is most important."
  • a mixture of direct instruction and constructivism, that it makes it easier for students who may have missed class to keep up because they can watch the videos at any time.
  • the model is not about the videos, but about the learning
  • For students to be successful on their own, videos used in the flipped classroom model must include a variety of approaches in the same way a face-to-face lesson would, and they must also have good sound and image quality so that students can follow along easily. These videos must also match the curriculum, standards and the labs or activities the students will complete in class.
  • flipped classroom has truly individualized learning for students. Teachers describe how students can now move at their own pace, how they can review what they need when they need to, and how the teacher is then freed up to work one-on-one with students on the content they most need support with.
  • t if everyone starts flipping their classrooms, students will end up sitting in front of a screen for hours every night as they watch the required videos. And as many teachers can tell you, not everyone learns best through a screen.
  • what John Dewey described at the turn of the 20th century: learning that is centered around the student, not the teacher; learning that allows students to show their mastery of content they way they prefer. These are not new concepts. I am often brought back to the question: "Are we doing things differently or doing different things? (15)
  • As long as learning remains the focus,
  • there is hope that some of Dewey's philosophies will again permeate our schools
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    One of the clearest and most valuable takes I've seen on Flipped Instruction. I will share this with educators.
Gayle Cole

Why I Gave Up Flipped Instruction - 0 views

  • the flip wasn’t the same economic and political entity then that it is now
  • my brief love affair with the flip has ended. It simply didn’t produce the tranformative learning experience I knew I wanted for my students .
  • The flipped classroom essentially reverses traditional teaching. Instead of lectures occurring in the classroom and assignments being done at home, the opposite occurs.
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  • I imagined the flip as a stepping stone to a fully realized inquiry/PBL classroom.
  • progression from a teacher-centred classroom to a student-centred one.
  • my students began to do lots of their their own research. Sometimes this resulted in them teaching each other. Sometimes they created a project with the knowledge they were acquiring. But the bottom line was that their learning had a purpose that was apparent to them, beyond simply passing the unit exam.
  • . My goal as a teacher shifted from information-giver and gatekeeper to someone who was determined to work myself out of a job by the time my students graduated.
  • I would never resurrect it. Here’s why:
  • Mostly I talked about inquiry learning and student choice.
  • “If you think it’s only about the videos, then you have a really shallow definition of what this could be. The real power is when students take responsibility for their own learning.”
  • When we shifted to a student-centred classroom, my students took control of their learning, and I quit lecturing. I haven’t lectured in almost two years.
  •   It’s been stated that “At its most basic level, the flipped classroom gives students more control over their educations, allowing them to start and stop or rewind important lectures to focus on key points.”  To me, this isn’t giving students control over their education, although it may be creating new markets for content-oriented videos and related materials.
  • What are you going to learn? How are you going to learn it? How are you going to show me your learning? This became our mantra — our framework for learning.  This is what it means to give students “control over their education.”
  • My students chose the resources that helped them learn best. Throughout the 8 weeks, students sent me the ones they considered “best of the best,” and they were added to our online textbook. And it really was “ours.”
  • Others needed to hunker down to really grasp them. My students differentiated their own instruction.
  • I talked to every student every day. I could look at their work, have them articulate their thinking process, and see where they were struggling.
  • cognitive dissonance, and when they do, we talk about that in the context of their brain development.
  • , they needed to construct theories as to how stoichiometry works, rather than watching a video and memorizing the equation.
  • Alfie Kohn states, a learning environment that promotes constructing knowledge “treats students as meaning makers and offers carefully calibrated challenges that help them to develop increasingly sophisticated theories. The point is for them to understand ideas from the inside out.”
  • my students created flexible groups, depending on what they were working on. They found peers who were working on the same concept they were, so that they could help each other. Sometimes they realized who they couldn’t work with on a particular day, and found a different group of peers to work with instead.
  • For the first time, none of my students were left behind. Everyone learned Chemistry. Everyone
Jill Bergeron

Project Tomorrow | Speak Up - 1 views

  • Speak Up 2013 flipped learning findings include: One out of six math and science teachers are implementing a flipped learning model using videos that they have created or sourced online.         16 percent of teachers say they are regularly creating videos of their lessons or lectures to students to watch.    45 percent of librarians and media specialists are regularly creating videos and similar rich media as part of their professional practice.  37 percent of librarians are helping to build teacher capacity by supporting teachers’ skills in using and creating  video and rich media for classroom use. While, almost one-fifth of current teachers have “learning how to flip my classroom” on their wish list for professional development this year,  41 percent of administrators say pre-service teachers should learn how to set up a flipped learning class model before getting a teaching credential. 66 percent of principals said pre-service teachers should learn how to create and use videos and other digital media within their teacher preparation programs.   75 percent of middle and high school students agree that flipped learning would be a good way for them to learn, with 32 percent of those students strongly agreeing with that idea.
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    Flip teaching report indicates a positive learning trend.
Jill Bergeron

Five best apps that support your flipped classroom | EducationalCraft - 0 views

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    Quick summaries of these apps (work on laptops and tablets) followed by equally short descriptions of how they work in a flipped setting.
Jill Bergeron

Five-Minute Film Festival: Flipped Classrooms | Edutopia - 0 views

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    Feedback in short videos on flip teaching.
Jill Bergeron

Why Teachers Matter More in a Flipped Classroom - jonbergmann.com - 0 views

  • I was once asked by a group of educational state representatives if the flipped classroom would allow them to hire less teachers.  
  • They had the misguided notion that teaching is the pouring out of information from one person (the teacher) into another (the student).
  • teaching is a social interaction between teacher and students and students and students.  Our students need us more than they need a video made by someone they don’t know teaching them something they may or may not want to learn about.
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  • Flipped Learning
  • nstead, teachers take on the role of a facilitator of learning.  They are able to work with students in small groups and have more one-on-one interactions.
  • We resort to lecture and didactic instruction sometimes out of necessity (I believe that there is still a time and place for the teacher to be the expert), but mostly out of insecurity. It just *feels* good to instruct and weave a compelling story for students. It *feels* like you’re doing work. It also *looks* like you’re doing work, which keeps the parents and admins happy.
Gayle Cole

Flipped Classroom (Sum 2013) - 21st Century Ed Tech Pirates - 0 views

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    Resources: Here is a #flipped workshop http://t.co/qKTUmYOSqa that @danmcdowell & I just did with Ts. Please use & share! #caedchat
Jill Bergeron

Metta - Storytelling + Polling In One Compact Format. - 0 views

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    Easy to use tool for creating flipped classroom lessons. Use the built-in search tool to find videos, images, or social media posts, put them into a timeline, add text and/or polls, and share. Free account has very limited media storage, but not an issue if you only use embedded media. Paid service has educator discount and is only $2.50/month.
Jill Bergeron

Buncee for Education - 0 views

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    Flip teaching tool that allows you to create interactive lessons. Check out their intro video as well as their archive of educational lessons.
Jill Bergeron

dy/dan - 0 views

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    Dan Meyer's blog- exceptional math teacher and flip teaching expert.
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