flipped Classroom: an introduction



– Okay, so let’s go and get started. Hi, I’m Aaron Quigley and welcome to the presentation on The Flipped Classroom. Before we get started with actual content, I’d like to take a second and review the technology I’ll be using in today’s presentation. Over my left-hand shoulder, I have some slides that are going to be Keynote. To control this Keynote presentation, I’m using the Keynote app on my iPad. This is a great tip for teachers, ’cause it frees us up to move around the classroom, we’re not tied to our computer, and we can use some proximity control with our students. Now we’re all here today because we have a common goal and that goal is to allow our students to master content.

But we also have a common adversary, and that’s time. Most of us would love to have more time in the classroom, more time doing group projects, more time doing lab activities, more time doing the extension activities that really allow our students to move from hearing content to mastering content. Well, across the nation, there’s a variety of educators who have taken this challenge upon themselves. What they’ve done is they’ve learned to move the introduction to content outside of the classroom walls. They’re then freed up to have 100% of class time dedicated to those extensive activities.

They’re no longer focusing on giving the content to their students, but walking their students through the process of content mastery. This is known as flipping the classroom. If you can successfully flip your classroom, then you have the ability to meet with students one-on-one more often and at a higher rate. You have the ability to have more group projects, more problem-based learning, more labs. Now for most of us inside the classroom, this is our typical structure. Students come to class and we have an introduction to new content.

Students sit there and they listen to us present our lecture or our PowerPoint presentation and at the end of that, we as educators recognize they didn’t fully get it. And so we have a variety of tools that we draw from to help them get it. We create group work. We have worksheets, we have problem sets. We use real-world examples. And we try to guide our student through the process of kind of generally understanding the knowledge to mastering the knowledge. And typically we run out of time. So we create homework packets, we create problem sets and we send them home.

And students are expected to go home, use the limited knowledge they gained in class, and complete this homework. The concepts of flipping the classroom are simply that. We’re going flip this around. In this mentality, we teach our students to gain the new knowledge outside of the classroom. Their homework is no longer reinforcing the knowledge, but gaining the knowledge. In class then, we take 100% of the time and dedicate it to helping those students master the knowledge that they gained outside of the classroom.

Over the next half hour, we’re gonna talk about this concept in depth. We’re gonna look at teaching best practices. We’re also gonna talk about how this can be a benefit to the student and things that we need to have as considerations before we start using the flipped classroom in our own classes. 

What is flipped classroom?


So, let’s take a look at what happens in your classroom today. For most of us, students come in, they take their seats, and we walk through a presentation of content. Sometimes we use videos. Sometimes I have a Power Point slide. Sometimes I might do exploratory learning, or have students make observations. I might even have students gain knowledge, by interacting with each other. This is all fairly passive learning. Our students are not really engaging with the information, they’re just absorbing the information. And research shows us, that whatever you present to students in class, anywhere from 20 to 80% of it is going to be absorbed.

Which means that there is a gap. Even our best and brightest students, probably aren’t going to master the content the first time you give it to them. And so we have to come in and do those extension activities. And then we have to reinforce the extension activities, in the form of homework. Now research shows us, that when we reinforce the learning with extension activities, that’s where true mastery of content takes place. Even if I look at effective strategies, like those written by Robert Marzano, all of the highly effective strategies include students engaging and working inside the content, not just sitting and listening and absorbing the content.

So when we’re talking about the flipped classroom, we’re really talking about aligning our practices to the way that students learn best. So the flipped classroom, our students are going to learn to gain the knowledge at home. We’re going to use a variety of educational technologies and tools to equip them to be successful, and to go outside of our classroom and learn the things that they need to learn.When students come to class then, we’re going to dedicate 100% of instructional time, to helping them actively learn and actively master the content.

We’re going to free ourselves up as educators, for more one on one and small group interactions. We’re going to increase the level of academic talk and vocabulary used inside of our classrooms. And ultimately, we’re going to push our students to master this content.

Using Student-centric teaching


Before we dive into the actual implementation, and how we actually start transforming our classrooms, from being content delivery, to content mastery, we need to bring it back to the focus. Anything that we as educators do, needs to be centered around students.Furthermore, the flipped classroom really utilizes the concepts of student-centric teaching. We’re going to move away from the teacher in the front of the room, presenting material. To students in the front of the room, displaying their learning. And this is a powerful tool, because it really takes us and puts our resources, our expertise, where they belong.

And that is working with students that need additional help. If we’re really student focused, we’re going to take the low-end of our students, and the high-end of the students, and we’re going to level them out. We’re going to close the achievement gap if we can successfully implement the flipped classroom. The flipped classroom also draws upon the ideas of problem-based learning, and exploratory learning.Our students need to learn how to gain information themselves. The basic tenants of the Common Core State Standards, are to create students that are both college and career ready. Let’s go ahead and think about your typical college environment.

Freshmen class. You walk in, you’re one of a hundred students, in a giant auditorium. There’s a professor way down on the stage, and he’s giving information to you. And you sit there, and you take notes frantically. And at the end of that class, the expectation, is that you have the study skills to go home and master the content that you really don’t understand, at the end of the lecture. Well, that’s the exact model of the flipped classroom. Our students are going to go watch videos, as opposed to being the nameless face in the audience. And they’re going to gain some information, gain some knowledge.

When they come to our classroom, we’re going to teach them. We’re going to model for them, how they actually master this content, that they’re just barely starting to understand. So, that when they get to college, they’ll have those skills. They can pull upon the ideas of what we do in the class today, to help them be successful. And, let’s think about the workplace. In a flipped classroom, in a student-centric environment, they’re going to learn how to interact with their peers. They’re going to have good communication skills. Our students are going to be proficient at having a debate or an argument, challenging ideas, coming to a conclusion, and being able to communicate that conclusion.

These are skills that are a necessity in today’s workforce. Our students will be prepared to enter the workforce, and be competitive.

Implementing a flipped classroom


So, before we actually implement a flipped classroom, it’s important to have a guiding question to everything we do. And that question is this: What will my students need in order to be successful in a flipped classroom? It has to come back to the students and preparing them to be successful. It’s not just teacher action, remember. It’s telling students that they’re now the leaders of the class. So, when we implement this, there’s three things that we’re going to move through. Number one, we need to motivate students to be self learners.

Number two, we need to provide quality at-home content. And number three, We need to create a student-centered but still structured class time. Let’s go ahead and dive into that. So, for motivating students. Some of you I can already see you putting together in your mind that there’s, there’s an issue here. What if my class only completes 30% of their homework, or 40% of their homework. Or none of their homework for some of you. Well, let’s go and take a second and I don’t want you to panic at this point.

Research shows us that most students don’t complete homework, because they don’t understand their homework. When it comes to the ideas of the flipped classroom, students are going home, and they’re watching a video or they’re doing an online interactive, or they’re moving through a PowerPoint presentation. And they’re now in control of their learning. So, if I’m a student and I sit down and I look at the worksheet and realize I can’t do this work. I don’t have the knowledge to do this work, then they’re not going to do their homework. Yet if I’m a student and I sit down at a computer, and I watch all the way through a video, one of two things is going to happen.

Number one, after the first take, I’m going to be. 100% proficient in this. I’m ready to go to class. I’m ready to have debates. I’m ready to implement this into my actual life. Or, they’re going to say, I didn’t really get that the first time. Now in your lecture, they don’t have a rewind button. The first time you deliver content the student either gets it, or they don’t. But if they’re getting that content at home, getting that content online, they can now go back and choose to watch the second time. They can go back and say I didn’t understand this piece of the material and they can watch it that time.

What’s really happening for our students is real power, is our students are starting to realize they learn certain things a certain way and they struggle with things. And then they’re going to naturally fill in the blanks. Wow, that made complete sense but I did not understand the middle section. Well, our students are smart enough. They’re going to go back and watch the middle section. And they’re becoming proficient learners. Furthermore, one of the benefits of having the passive learning at home versus the active learning. Is it also takes the pressure off the students.

The students can go home and they can say, you know what, if I’m doing active learning and I don’t know the work it could take me anywhere from 15 minutes to six hours to complete this assignment. But if they go home and they say, you know what, I have to watch a 20 minute video, or a 30 minute video, it’s now a finite period of time. And students can budget that time into their afternoon. They know what’s, they know how long homework’s going to take if they know they’ve got sporting events. They know how long homework’s going to take if they have to take care of their family. And so all of these excuses, all of these reasons that keep our students from doing their homework, kind of go into the background when we start assigning content as homework as opposed to worksheets as homework.

The other piece that’s really powerful is the accountability. With typical homework, we have grade-based accountability. You go home and do your assignment, you come back in, I grade it, and I give you a grade. And that motivates some students. Some students really want to have good grades. For other students, they have a, it’s a small piece of the pie mentality, or grades aren’t that important. Or, I just didn’t understand it, so I didn’t really know, and I’m just going to take the zero. And all of us have heard these excuses time and time again.

With the flip classroom Harver, because they’re gaining content knowledge, and because the classroom time is now an expectation of them interacting with their peers in a student-centric learning environment. The accountability is pure accountability. And, a lot of research has shown us that that’s much more effective at getting students motivated. If I come to class and I get a zero, no one really knows about it. If I come to class and I can’t communicate with my fellow students, because I didn’t do what I had to do the day before, that student is going to remember that experience.

And they’ll be motivated to find a way to find the time to get that homework done. The next thing to consider is we need to have Quality at-home Content. Now this can happen in a variety of ways. If you are brand new to the flip classroom, is what I recommend is that you use a variety of pre-created resources. Youtube. Youtube’s education channel. Even just the regular Youtube channel. There’re literally thousands of teachers across the nation every single day creating resources and uploading them.

And all you have to do is search for them, find them, review them to make sure they work for your students, and assign them as homework.If you’re actually able to find your content online. Your job in terms of planning your lesson, just became, seconds compared to the minutes that it would take. You’re going to free up more of your time to do the things such as, planning how students are going to master this content. Or taking a look at assessment tools to determine whether or not your students need to relearn this topic or relearn that topic. Khan Academy has a lot of free resources available to teachers and students.

Teachers can go on and create collections of videos, and you can assign an entire collection of videos to students, so they can pick and choose what it is they want to learn. has courses that are very, very appropriate for a. A younger audience which they can watch and then once again they can pick and choose which videos are appropriate to them and come to class prepared. Rainpop. My students love Rainpop. The biggest issue with Rainpop is I will assign one video for my students to watch as homework and they come back and they watch the entire chapter.

Because it’s a cartoon. They liked it. They thought it was interactive. Do they always master the content the first time seeing it? Nope. But are they familiar with it? Do they have the terms? Can they come to class prepared to have an intelligent conversation to use some academic vocabulary in order to master the content? Absolutely. Absolutely. And there’s other resources besides just video websites.Inadvertent learner. Here you have access to, not only teaching strategies for yourself to reference, you also have online interactive, that students can move through.

There’s roller coaster activities, where they can go on to this website, and build a roller coaster. And understand the physics of when it uphill, versus downhill. So, you can find ways to create an authentic learning experience. As you’re making these decisions, please keep in mind, it doesn’t have to be a video. I get asked this all the time, does it have to be a video? And the answers no. Videos are nice because they’re a condensed way that students can watch and get information. Videos are nice because our students are very apt to watch a video,but there’s a lot of ways students can gain information outside the classroom.

I’ve seen teachers create prezi presentations, and send their prezi link to students and students can move through the prezi at their own speed. Even just uploading your Powerpoint presentation to a website, and allowing students to access that Powerpoint, and to move through it at their own speed. These are all ways students can gain information outside the classroom. It doesn’t even have to be a technology. I’ve also seen teachers assign observations. As you’re riding the bus home, I want you to write down every time you see someone doing this.

As you’re going through the s, through the grocery store, I want you to observe the behaviors of people. Are they buying stuff from top shelves or the bottom shelves? So, you’re asking students to gain knowledge in some kind of observation. It’s taking place outside the classroom, and it’s creating a basis of conversation that you can then leverage when they come to your classroom. And that’s the basics of it. Any way that you can find a student to gain knowledge outside the classroom, then you’re providing content. All you have to do is assess the quality of that content and make sure it’s appropriate for your students.

The other way that you can have content provided is to create it yourself. There’s a variety of ways in which you can do this. There’s a free software called Jing, which I recommend everyone download, that will allow you to create up to a five minute screencap with audio. What that means is for up to five minutes you can do anything you want on your computer and this software will record that. It will create a video clip for you. You can also speak, and as long as you have a microphone attached, it’ll capture your voice with the video image. Furthermore, Jing communicates with something called

so at the end of your video it’s going to give you the option to quickly upload it. In fact, let’s go ahead and create a Jing video right now, to show you how fast it is to create the video and upload it to a website. For this video, we’re going to create a demonstration to show people how to access this when they’re state is going to use the new common core state standards. Or when they’re going to implement them.Here in my web browser I’ve already navigated to To get started, I’m going to click on the Jing sun in one of the corners of my screen.

Here there are several options available to you. I’m going to choose this cross hair option, which will allow me to define what part of the screen should be recorded. I’m simply going to click and drag a box over the entire size of my web browser, and using the popup window I’m now going to click on the video icon to create a video. Here, we’re looking at the Common Core State Standards website. To find out when your state is going to implement the Common Core, simply click on In my State.

On the map, go ahead and select your State. I’ll choose Maryland. The popup box now tells me when the state adopted the Common Core State Standards and their year of implementation. To close out of our video we’re simply going to click on the End button. So, now we’ve created a very simple video. I can go ahead and play this back to preview it, or if I’d like to I can upload it to, simply create a link, and share this with anyone that would like it. Now besides Jing, there’s a variety of other tools you can use. SnagIt and Camtasia are also made by the same company, but they give you greater control over the video you’re creating.

If you want to make a longer video, you can do that. In Camtasia, you can actually embed a quiz at the end of your video. So, students can go through and self assess whether or not they mastered the content that you wanted them to view at home. If you have a MAC, iMovie’s automatically built in, and here you can create a very simple movie. In fact, you can use iMovie to create a movie from a PowerPoint presentation. You can literally record what you would have said in the classroom, put it online, and allow students to access it. Even QuickTime has the ability to do screen capture.

Helping student succeed


Now as we start moving forward, and we start thinking about how to structure class time. It’s important to keep in mind that we’re here to help our students succeed. I recommend starting small, don’t try to flip your entire classroom five days a week. Even teachers that use the flipped classroom all the time, probably only use it 80% of the time. There’s going to be days that you just need to meet with students and talk to students. So start with one day a week, and make sure the content is appropriate. If you have the hardest thing there is to teach in your unit, that is not what you want to start with.

Find something that you can teach really well. The reason being is you’re going to understand right away whether or not your students master this content. Further more, if you can teach it really well, you can either evaluate or create an online resource that’s going to be very appropriate for students. The more and more you do this, you’re going to learn how to select and create the best resources to put online.And you’re also going to learn how to assess your students when they come in to class as to what degree did they master this. How can I reflect and adjust my instruction to now fill in the pieces they missed? To help them master the content from whatever place they’re at, bringing them all the way up to the mastery level.

And our students need to be guided on how to be independent learners. If you just tell a student go home and watch a movie, some of them will get it. As an educator though, I’m going to use some of my knowledge to create structures to help them be successful. Probably the first time that I assigned a movie, I’m in create a guided worksheet. It’s going to have the key points in the movie typed up with fill in the blanks spaces. It’s still a passive learning activity. I’m not asking students to engage with the content for homework. But it’s helping them understand how to pull out the important pieces of information as they watch videos.

The more and more you do this, the less and less scaffolding you need. The more you can release students to go out and find their own content. Or the more you can have different groups finding different parts of content, coming back together and presenting it. So let’s go ahead and address what happens in the classroom. We now know that students need to gain information outside of these walls. When they come to the classroom, it needs to be a student-centric experience. When you’re lesson planning, this isn’t so much a flip of your lesson plan, as it is a shift of your lesson plan.

Here we have a very simple gradual release lesson plan. Starts out with introducing a new idea, and then there’s some guided practice where we help students apply that idea. And then maybe we release them to group work where they work together to use the idea. And then finally, we have independent work. Where we assess, did the student master the concept? And often beyond independent work, we want them to reinforce these ideas. So we have an extension activity that we send home as homework. Or it happens outside of the classroom. If I was going to change this lesson plan to a flipped lesson plan, I would simply shift everything up one.

My introduction to content now happens prior to class. In fact if you think about where this plays out in your classroom, I need to know tomorrow’s lesson plan today. So that I can assign students what they need to be ready for tomorrow tonight. And it’s going to happen outside the classroom. So when students come to class, instead of being ready to hear the content, students are going to be ready to dive right into guided practice or group work. You’re going to dive right into the active learning. They are going to start engaging with the material, immediately.

And there’s no longer that delay, that ramp up in your class. And most of us feel it. Most of us know that some students don’t turn the brain on until we actually get to those activities. So in your classroom, you’re going to change your class culture. Students are going to in and you’re going to engage them right away. There is none of that take out a pencil, let’s get started with notes. Nope. It’s welcome to class, here’s your activity go. And you’re going to create a student centric instruction environment by doing this. Now a few warnings about the student-centric environment.

If you’re like me, my first year of teaching, I did not want to be that teacher with the noisy classroom. But if you’re truly going to be student-centric, I’m going to, I’m going to pressure you a little bit. Be okay with some noise. Be okay with your students talking, kind of getting riled up. Be okay with your students getting passionate about what it is they’re learning. Now, you need to have structure to that, and you, you know the structure your students need, and you can build that into this. But you need to be able to open it up for student academic talk.

If you’re successfully doing the flipped classroom, then worksheets and silent work are not really part of your class anymore. They can be, and there’s an appropriate time and place for them, and you know what that is. You know how to accommodate this to your students and what they need. But you need to be okay with students coming in and diving right into discussion. A few ideas as you start thinking about how this plays out in your classroom. I’m a huge fan of problem based learning. So students go out and they gain a little bit of knowledge.And when they come to class, you present them a problem that they need to expand their knowledge in order to solve.

They’re now engaging with the content in order to fix something as opposed to engaging with the content in order to learn it. This is going to increase your student capacity, as well as increase your student’s higher order thinking process. This is a great way to keep students invested in what you’re doing in the classroom, and get them motivated to do the pre-work of watching the courses at home. Furthermore, exploratory learning is the same philosophies. If students come in to class and you provide them the opportunity to create their own questions and then move through the exploration of those questions.

You’re going to allow students to be engrossed in what it is they’re doing. You’re not going to have those students that check out any longer. You’re going to find that your classroom culture becomes a very structured work environment.

Looking at negatives


Now there are some negatives to the flip classroom. And most of you have already figured this out, the biggest negative is what if my students don’t have access to technology? And this is an important thing that we need to keep in mind as we move through the flip classroom. For myself, I’m an inner city science teacher in Baltimore. I don’t have the funding to put a laptop in front of every student in my class. Most of my students don’t have access to a laptop when they go home, but there are ways that we can structure ourselves as teachers to help our students succeed. The first thing, get access to technology.

There’s a variety of grants available to you, both federal and private. Especially if you’re title one school or a low income school. They will allow you to apply for, free up some funds and then apply those funds to adding technology to your classroom. This is a challenge and I urge you to take that challenge head-on. The reason being is the students in our lower income school districts are the ones who really need access to this. There is an educational gap in our nation. And students that are under privileged have a technology gap as well. So, so don’t allow this to be a deterrent to you, allow this to be a call to action.

That using the flip classroom is going to give your students something they need. And that ultimum is going to help close the education gap in our nation, not allowing the flipped ideas to widen it. Furthermore, find ways to work around the technology. For example, if you have a projector in your classroom, maybe set up 20 minutes after school where students can come in and kind of do a group viewing of the content they need for the next days class. Or if you have a computer lab, talk to your administration and find ways your students can get into the computer lab to do their homework.

There are ways around this, even if you need to print out paper copies of your slides to give to students in which they can get the knowledge at home and come to class prepared to have conversations, you can do that. So you can take the ideas of the flipped classroom and make them as low tech as you want or as high tech as you want. If every student has an iPhone, great. They can do their homework as they ride home on the bus. They can take their iPhone out, watch their video and they’re now prepared for class the next day. So you do need to apply this to your classroom, you do need to scaffold this for your classroom. And if you are in a situation where you have less technology, it just means more work for you, but I really hope that you take that challenge head-on.

Also, people say their students have too much screen time. A recent survey said that most students spend up to seven hours in front of screens. This can be a challenge for some students. Because you go home and they want to play video games, they’ve got their iPhones, they’ve got their handhelds. Everything they do is basically on a screen. Now I’ve not been able to find a longitudinal study that actually shows there’s a physical negative to that much screen time. Further, when we get into our jobs, think about going to work, we spend all day in front of our screens. We look at our computers, we’ve got our iPads, some of us are reading on our Kindles now.

So, yeah, it does seem that we’re increasing the screen time for the students but I’ll let you make the determining call whether or not that’s a positive or negative in your classroom. My hope, is that my students will replace some of their screen time with my homework. As opposed to going home and doing a worksheet for 20 minutes and then playing Xbox for an hour. I hope that they go home and watch their video for 20 minutes and play Xbox for 40 minutes. We’ll see how it plays out for you and your classroom.

The teacher’s responsibility


There’s also a few words of caution. If you decide to use the Flipped Classroom in your own practice, please do not think that you are creating a way to eliminate your job. That’s not what this is. Most teachers that choose to use the flipped classroom find that they actually have to be a sharper teacher, a more involved teacher than the teacher that does a traditional presentation. You’re going to be taking your class time and expanding it, which means you need to have more opportunities for your students to engage with the content. You have to plan additional material. You have to be bright enough to create and find resources online and then deliver those to your students.

So it does not mean that the teaching is being removed. Actually, the teaching is being brought to the center. A good teacher hides what they do. A good teacher can make the class about the students and have the students do the learning and have them be in the background and not even recognized. Further, educators need to be dynamic. We need to differentiate our class time. Using the ideas of the flipped classroom, don’t think that your students fall into the routine of watch video, have group conversation, have assessment. Go home to watch the next video.

That’s not dynamic, that’s not differentiation. What you can do, is you can actually have students watch a video, come to class, find a way to quickly assess what students mastered it or didn’t master it and then immediately break into teams. And you know what, you guys really got this concept. I want you guys to go do this project over there. You guys, I really love what you did, but you’re not quite there yet. Let’s sit down and work three to one, two to one even one to one now, and master this concept as opposed to me having to teach the entire class.So allow this to be something that increases the differentiation in your classroom, not limits it.

And the last thing which kind of ties into everything we’ve been discussing here. What works for some students, may not work for your students. You may find a resource that every teacher’s raving about. This is the best way to teach genetics. Yet when you watch the video, you go, you know what my students, they’re not going to understand that. My students aren’t going to get it. The real art of being a teacher is knowing your students, reflecting and adjusting your practice to meet what your students need. So, don’t be scared to say, I’m not going to use this resource.

I’m going to go create another one. In fact, it’s beneficial. You’re going to add to the content that’s available to all teachers that are starting to use these concepts, as opposed to limiting what’s out there. And if it works for your students, likelihood is it works for someone else’s students as well. So thank you so much for taking the time to dive into the flipped classroom. I really hope that these ideas can help you push your students to master their content. I hope these ideas can help your students to become more college and career ready.

Question and Answer


Can you tell me how it went, when you first flipped your classroom? >> Okay, so the question is, how did it go for me when I first flipped my classroom? I started very small. So I had Brain Pop videos that were available to me, and I started asking the students to watch the videos at home, and then when we came to class, we had conversation about them. My students actually really enjoyed this. They felt special, that I gave them usernames and passwords to the Brain Pop website. And even my students that didn’t have access to technology, they would go to their friends house to watch ’em. I didn’t have students contact me, now that we’re done with that particular course, and they still use their Brain Pop access.

They still log on, and watch other videos for their classes. So for me, it was a very positive experience, and it really pushed my students to succeed. >> So I work in a district where I’m not getting much buy-in from the administrators, and even from parents about incorporating the flipped classroom into my classroom. Can you give me any advice, on, on how I might handle that and navigate those waters? >> Absolutely.So the question is, what if we don’t get buy-in from parents or buy-in from administrators, when we want to implement the flip classroom, inside of our own practice? And there’s two ways you can approach this.

the first way is, is really show the parents the benefit it can be to them. Some of our parents know how to do everything it is that we teach our students, and they can sit down with them, and walk them through the homework. But some parents are going, hm, I don’t really remember algebra, or I don’t really remember trigonometry. And if students are gaining the content at home, that means that parents also have access to the content. So parents can now come alongside their student, they can gain the same content material, and they can help reinforce these ideas at home. It’s the same reason that we’re moving to the common course states standards.

One of the indicators of the common course states standards, is that parents and teachers will be on the same page. And when we are on the page, the ultimate goal is the student achieves. Now for administrators, it really goes back to your own school and yourself. It is hard to transition away from a traditional teaching model, to something like different classroom. what I would recommend is finding some of the research on it, there is a lot of research that shows how beneficial this can be. There’s a lot of research on the extension activities, and how they are going to help push students thinking, and use that as leverage to get your administrators to let you try.

and then you can use them on, you know your own action action research inside your classroom. You can test it out for two to three weeks, see if it works for your students. Take that to administration and say, hey, you know what, my students are mastering more content, or this format didn’t really work for my students and we’ll go back to that. But hopefully they’ll be willing to give you some flexibility, to at least try.>> If my students are having trouble playing the videos at home, I don’t know how to help them. So, what would I do there? >> It’s a great question. And the question is, my students were having trouble playing the video at home, how do I support them? And I’m assuming you’re talking in a technical sense. Right? Yep, that is definitely a challenge.

things that I’ve found in a classroom, is that there are students that will always know even more than a you, when it comes to the technical aspect of it. So, try to find a student that is doing, that has done really well, that can navigate the computer. that’s willing to sit down with that student, help them understand what settings are there, what software needs to be installed, or you know, what the technical aspects are. If for some reason your entire class is having an issue with it, then you might want to go back what sources you are choosing to appoint from.If it’s that your students can access, YouTube is blocking your network, then you might need to reevaluate, you know, how you’re going to deliver the content to your students.

>> Can you flip all grade levels, or is there a grade where it should start? >> Okay, so the question is, can we flip all grade levels, or is there a grade level where it should start. And that’s a great question. The ideas of the flipped classroom, because it’s an ideology, you can apply parts of it to every grade level. Now, can I assign a first grader a 30 minute video to go home and access themselves, probably not. But can I assign a first grader’s parent, some learning materials that they can use with their student, so when their student comes to class we can now do extension activities.

And the answer is yes. So we do have to modify it for the younger grade levels. As you get into the upper elementary middle school, it’s def, you definitely have the opportunity to just assign content, have students go home and do that content, come back to class ready to go. And when you get into high school, you could even take it a step further where your students self select the content. So there is some scaffolding and there is some spiraling that needs to happen, for the flip classroom to be appropriate for all grade levels. But the ideas can definitely be applied.

>> As of like a overall philosophy of this process, it seems like kind of a big goal of it is to cater heavily to the student, or really kind of bringing the education to them, or really kind of serving them. At what point do you really feel that, that we almost have to turn this on its head, and really, you know, choose out the high performers. And really focus on evaluation, and focus on you know, actually giving students responsibility, you know, to, to be accountable. How does that play into the flip classroom? >> So summarize your question is that, we’re letting the students dictate how we teach them.

And at what point do we need to ask students to be responsible to modify how they learn, in order to match what’s being delivered to them.>> Yeah, and at the end of the day, we’re having to grade them, we’re having to evaluate them. >> Right. So how does assessment also play into this? >> Sure. >> Absolutely. hm. There’s a lot there, so just give me a second to kind of unpack this for you. In terms of what we’re asking students to do versus, versus just adapting to the environment themselves, is in the K-12 environment, we’re trying to accomplish the goal of getting them ready for college and a career.

The flip classroom is more aligned to what students are going to do when they leave K, you know, K through 12. And so part of our role as teachers, is to not force the students to adapt to a system, that they’re ultimately not going to use in life. There is some accountability questions there, in terms of you know, students need to learn how they learn, and they need to learn, they need to learn how to change the content themselves, to be self learners. and I think that, that’s naturally going to happen, if you have a longevity, you know, a long-term flip classroom.

So students come in every single day, and they’re going to have extension activities every single day. Students are going to learn that, you know what, in group conversation, it really helps me solidify this knowledge. but when I have to do a presentation, I’m still lost on the knowledge. And then when they get into the real world, they can then do that self actualization of, you know what, I’m not going to do a research paper for college, because I have a choice now. I’m a, I’m going to go ahead and do a group presentation, because it’s going to allow me to interact with my peers, and to make that knowledge real. The other piece of that is assessment.

So how do we go through and find out, you know, what our students are doing? And I intentionally did not cover assessment, because I, I want to leave that up to the individual teacher. In my own classroom, I use a student response system. So when the students come to class, I have a three question quiz that they automatically pull out their key pad, they type in to answers to it, and at the end of that quiz, it creates a spreadsheet for me. So, the top third of the students go automatically over to a self work group. They are not going to get my instructions that day in class. The middle third is going to have about 10 minutes of my instructions to get them started on a project, and then they’re going to be working with each other.

And the bottom third, is going to get pretty much my entire focus the rest of that class. So the assessment isn’t necessarily to grade the student. The assessment an necessarily to grade the student. The assessment is to give me indicator of how to differentiate my instruction, in order to bring all students up. And the, the ultimate goal of that, is if I put my energy on the students that didn’t get it, the result should be standardized test scores increase for the school, and that’s what the research is showing us.




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