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Flipped Learning

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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Claudia
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50 views47 pages

Flipped Learning

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.

Uploaded by

Claudia
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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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


[email protected]

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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