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    Flipped Learning

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    Claudia
    This document provides an overview of a presentation on the foundations of flipped learning. It begins with introductions of the presenters and attendees. It then defines flipped classroom and flipped learning. It discusses the foundations of flipped learning at Central Susquehanna IU 16 in Milton, PA. It examines four myths about flipped learning and reviews available research. It outlines the four pillars of flipped learning and shifts needed in learning culture, content, pedagogy and assessments. It describes tools that can be used and diffusion of innovations. It provides an overview of Bloom's taxonomy and Webb's depth of knowledge levels in relation to flipped learning. It discusses the role of educators and addresses common questions about flipped learning.

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    Flipped Learning

    Uploaded by

    Claudia
    13 views47 pages
    This document provides an overview of a presentation on the foundations of flipped learning. It begins with introductions of the presenters and attendees. It then defines flipped classroom and flipped learning. It discusses the foundations of flipped learning at Central Susquehanna IU 16 in Milton, PA. It examines four myths about flipped learning and reviews available research. It outlines the four pillars of flipped learning and shifts needed in learning culture, content, pedagogy and assessments. It describes tools that can be used and diffusion of innovations. It provides an overview of Bloom's taxonomy and Webb's depth of knowledge levels in relation to flipped learning. It discusses the role of educators and addresses common questions about flipped learning.

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    Flipped learning.

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    Flipped_Learning

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    This document provides an overview of a presentation on the foundations of flipped learning. It begins with introductions of the presenters and attendees. It then defines flipped classroom and flipped learning. It discusses the foundations of flipped learning at Central Susquehanna IU 16 in Milton, PA. It examines four myths about flipped learning and reviews available research. It outlines the four pillars of flipped learning and shifts needed in learning culture, content, pedagogy and assessments. It describes tools that can be used and diffusion of innovations. It provides an overview of Bloom's taxonomy and Webb's depth of knowledge levels in relation to flipped learning. It discusses the role of educators and addresses common questions about flipped learning.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    13 views47 pages

    Flipped Learning

    Uploaded by

    Claudia
    This document provides an overview of a presentation on the foundations of flipped learning. It begins with introductions of the presenters and attendees. It then defines flipped classroom and flipped learning. It discusses the foundations of flipped learning at Central Susquehanna IU 16 in Milton, PA. It examines four myths about flipped learning and reviews available research. It outlines the four pillars of flipped learning and shifts needed in learning culture, content, pedagogy and assessments. It describes tools that can be used and diffusion of innovations. It provides an overview of Bloom's taxonomy and Webb's depth of knowledge levels in relation to flipped learning. It discusses the role of educators and addresses common questions about flipped learning.

    Copyright:

    © All Rights Reserved
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    of 47

    Foundations of Flipped Learning

    AESA December 5, 2013

    Kari M. Arfstrom, Ph.D., Executive Director,


    Flipped Learning Network™
    Geoff Craven, Telecommunications Manager
    Susan Blyth, Curriculum Services Coordinator
    Central Susquehanna IU 16, Milton, PA
    During this session, we will:

    • Introductions – speakers & attendees


    • Define Flipped Classroom & Flipped Learning
    • Foundations of Flipped Learning at the CSIU
    • Combat Four Myths and Misconceptions
    • Examine the Research
    • And leave time for Q & A
    FLN & CSIU
    • Before we begin…

    • ESAs, other
    • Role, title
    • General knowledge of flipped learning
    To Flip or Not to Flip:
    That is the question that educators need to ask

    There must be a better way…….


    We are moving from this…..
    To this…
    Whatever your reason,
    ask: What is the best use
    of my face-to-face class
    time?
    What is the most valuable use of class time?

    Practice

    Instruction

    Discussion
    Application

    http://www.flickr.com/photos/20408885@N03/3243440215/sizes/l/in/photostream/

    Assessment Remediation
    A Flipped Classroom occurs when direct
    instruction (lecture) is moved from the group
    learning environment (classroom) to the
    individual learning space (home, library, bus,
    community center).
    Flipped Learning
    Moves from a teacher-centered classroom to a
    student-centered learning environment.
    The process of this ideology may take
    months, or even years.
    Start with a lesson
    Collaborate
    Curate, create, hybrid
    Flipped learning is a bridge, to…….
    A bridge to somewhere….
    • Plain ol’ Flipped classroom
    • Extended lab time
    • Demonstrations, presentations, conversations, debate
    • Mock Elections, model Congress/UN/Supreme Court
    • Art shows
    • Entrepreneurial programs

    • Flipped Learning leads to various teaching methods:


    • Mastery Learning
    • Project- or Problem- or Inquiry -based Learning
    • Peer Instruction
    • Socratic (silent) method
    • Performances
    • Writers’ Workshops
    • Service learning /Community service

    Don’t forget, you can flip…


    • Professional development
    • HR
    • Faculty/staff/departmental meetings
    • Parent and community relations
    Tools of the Trade
    • Hardware
    • Desk top, laptop, mobile device
    • Camera (internal, external)
    • Microphone
    • Wall displays
    • Subject-specific instruments

    • Software/enterprise
    • Lecture capture software
    • Storage site (public, private, both)
    • Learning analytics (informal, dashboard, formal)
    • Method for communication

    • Content
    • Curate, create or a hybrid (copyright, CCL, free, fee)
    • Assessments (surveys, quizzes, formative, summative)
    Everett M. Rogers’ Diffusion of Innovations
    Why is Flipped Learning working?
    From Edgar Dale’s Cone of Learning
    Bloom’s Taxonomy
    (Reversed and Revised by Lorin Anderson)

    Creating

    Evaluating

    Analyzing

    Applying

    Understanding

    Remembering
    Norman Webb’s Depth of Knowledge Levels
    Closely aligned to CCSS
    CSIU and the Foundations of Flipped
    Learning
    • Their story
    Four Pillars of Flipped Learning™
    As written by FLN cadre members/practitioners, not policy wonks
    (No need to take notes, it’s here: www.flippedlearning.org/research)
    Flipped Learning requires: A Flexible Environment
    • The flipped classroom must allow for a variety of learning
    modes; educators will often physically rearrange their
    learning space to accommodate the lesson or unit.
    • Additionally, flipped educators have to be comfortable with a
    flexible learning environment in which students choose
    when and where they learn outside of class. They have to
    accept that the in-class time is going to seem somewhat
    chaotic and noisy, as compared with the quiet typical of a
    well-behaved class during a lecture.
    Identifying Pedagogy and Assessments

    What are my learning


    goals/objectives?

    How will I know if my


    students are on a path to
    meet—or have met—those
    goals?
    Redesigning the Physical Space

    Does your current


    physical environment
    support the new
    learning culture that
    you have created?
    Flipped Learning requires: A Shift in Learning Culture
    • In the Flipped Learning model, educators are more cognizant
    of the content they choose to deliver and determine what
    direct instruction, or traditional lecture, can be time shifted.
    • When age appropriate, students are empowered to find
    content on their own, while educators help them make
    connections and build their own understanding and
    proficiency. Parents and community must be kept engaged
    and informed for the culture to shift in this new model.
    Flipped Learning requires: Intentional Content
    • Educators must continually think about how they can use
    the Flipped Learning model to help students gain conceptual
    understanding, as well as procedural fluency when needed.
    • They must evaluate what they need to teach and what
    materials student should explore on their own. Educators
    may adopt various methods of instruction such as active
    learning strategies, peer instruction, problem-based
    learning, or mastery or Socratic methods, depending on
    grade level and subject matter.
    Videos do not need to be perfect.
    “Do you need it perfect or by Tuesday??”

    You can create your own videos, use


    videos that others have made, or
    combine your video with someone
    else’s video to make a blended video.

    Collaborate with fellow educators


    locally, regionally or virtually.
    Flipped Learning requires: Professional Educators
    • The role of the teacher is even more important and is often
    more demanding in a flipped classroom than in a traditional
    one. During class time, teachers continually observe their
    students, providing them with feedback relevant in the
    moment, and assessing their work. There is a deliberate shift
    from a teacher-centered to a student-centered class.
    • Also, educators must be able to connect with each other to
    improve their trade, to accept constructive criticism, and to
    tolerate controlled classroom chaos.
    Four Myths and Misconceptions
    about the Flip…
    Flipped Learning is All About Videos
    Flipped Learning Creates a Digital Divide
    Flipped Learning Relies on Homework
    Flipped Learning Propagates Bad Teaching
    So what does the research say?
    Again, no need to take notes, it’s free online.
    Released June, 2013
    Who is a typical Flipped Educator?
    Survey of the FLN’s Ning, June 2012

    There is no stereotype, but…


    • Innovative, creative, tolerates chaos
    • 85% have over 7 years of teaching experience
    • 91% have flipped for less than two years
    • 95% secondary ed teachers
    • In suburban, rural, urban communities, schools
    • 99% would use it again!
    Teacher Satisfaction
    Of the 450 educators who took the
    FLN/Classroom Window survey (June
    2012):

    • 88% reported “improved” job


    satisfaction

    • With 46% “significantly improved” job


    satisfaction

    • 80% reported student attitudes


    improving

    • 67% test scores improvement,


    particularly for AP and special needs
    students
    A Case Study
    Download/read/contribute to the Research
    It’s free (three versions) at www.flippedlearning.org/research
    Noora Hamden & Patrick McKnight
    Department of Psychology

    Kari Arfstrom
    Flipped Learning Network

    Katherine McKnight
    Center for Educator Effectiveness

    Flipped Learning Lit Review 6/17/13 43


    Foundations of Flipped Learning
    As written by FLN cadre members/practitioners, not policy wonks
    Foundations of Flipped Learning
    Blended Course: Foundations of Flipped Learning
    K-12 Focus & Higher Ed Focus

    Four self-paced online sessions, a day of F2F, two online coaching sessions.
    Total seat time of 18-20 hours -- Max of 25 participants
    Includes: All training materials including Flip Your Classroom: Reach Every Student Every Class Every
    Day by Bergmann & Sams and trainer/coach for all three modules

    Job embedded coaching: Follow up coaching and mentoring


    For individuals or small groups up to four (10 hours)

    Through a formal two-day cycle of lesson planning, modelling, observation, reflection, teachers
    receive personalized coaching and support from Flipped Learning experts

    Support school leadership through the use of Flipped Learning “Look Fors”

    Joint classroom observations to ensure consistency of tool implementation


    CSIU
    • Role of the IU in training districts/schools on flipped learning

    • Suggestions for other ESAs to get involved


    kari@flippedlearning.org

    Webinars (live and archived)


    Workshops/Institutes/Blended Course
    Ning -- Community of Practice (16,000++)
    Flipped Day, Flipped Class Open Houses
    Research, case studies, books, videos, podcasts
    FlipCon14 – F2F & Virtual -- June, 2014 in Pittsburgh

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