Flipped Classroom - 2015 Council of International Schools Regional Conference
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The slides for the presentation I made at the 2015 Council of International Schools Regional Conference
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Flipped Classroom - 2015 Council of International Schools Regional Conference
- 1. Flipped Classroom Leveraging technology to personalise learning Shane Mason Deputy Principal Cleveland District State High School @shanemason shane.mason@eq.edu.au
- 3. I sell a product that I love to a market that doesn’t want it, but is forced to buy it. - shamelessly stolen from Dan Meyer
- 4. I meet Jonathan Bergmann along with Aaron Sams
- 5. I have been wasting my students time!
- 6. Teaching new concepts in my traditional classroom “Lecture style” lessons to front load students with required knowledge and process. Students would then practice this in the class with what ever class time was left, with an expectation that their learning would continue at home where they would do more exercises to help reinforce the concepts.
- 7. Explicit teaching of new concepts I do it The teacher models the proper way to understand and perform the steps in the new concept being taught. We do it The teacher gives an example question/problem for the students to complete to demonstrate their understanding of the new concept being taught. You do it Students complete independent practice of the new concept. Scaffolded further exploration of more complex thinking around the new concept.
- 8. Susie needs to clean the guttering on her roof. She places her ladder 1.2m back from the edge of the guttering that is 3m above the ground. How long will Susie’s ladder need to be (correct to 2 decimal places)? Find the length of the hypotenuse. InclassAthome
- 9. A flipped classroom is where students do for homework what they would traditionally do in the classroom, and they do in the classroom what they would traditionally do at home.
- 10. Teaching new concepts in my flipped classroom Students watch pre-recorded “lecture style” for homework BEFORE the lesson. This allows students to come into class already front loaded with the required knowledge and processes. Classroom time is then used to work on the exercises that allows students to gain a deeper understanding of the new concepts.
- 11. Explicit teaching of new concepts I do it The teacher models the proper way to understand and perform the steps in the new concept being taught. We do it The teacher gives an example question/problem for the students to complete to demonstrate their understanding of the new concept being taught. You do it Students complete independent practice of the new concept. Scaffolded further exploration of more complex thinking around the new concept.
- 12. Explicit teaching of new concepts flipped I do it The teacher models the proper way to understand and perform the steps in the new concept being taught. “Pens down and eyes up here please” We do it The teacher gives an example question/problem for the students to complete to demonstrate their understanding of the new concept being taught. You do it Students complete independent practice of the new concept. Scaffolded further exploration of more complex thinking around the new concept.
- 13. My experience with a flipped classroom
- 14. students like it “This is better than doing homework” “Will this be a lecture” “I can pause you without disrupting the class” “Can we do this in our other subjects?” “The recorded lectures help me revise” My experience with a flipped classroom
- 15. “Mum watches the lectures with me” 100% positive feedback from all parent contact. My experience with a flipped classroom students like it parents like it
- 16. students like it parents like it homework is meaningful My experience with a flipped classroom
- 17. students like it parents like it homework is meaningful better use of class time My experience with a flipped classroom
- 18. Recording or finding lectures and getting students to watch them at home is not innovation. http://www.behance.net/gallery/lego-branding/3219869 Innovation is how we utilise the class time gained by students watching lectures at home. ExtendingandRefiningKnowledge
- 19. students like it parents like it homework is meaningful better use of class time differentiates learning My experience with a flipped classroom
- 21. students like it parents like it homework is meaningful better use of class time differentiates learning My experience with a flipped classroom improved results
- 22. My first lecture
- 23. Camtasia Studio www.techsmith.com/camtasia.html Free 30 day trial Heaps of online tutorials Integrates with PowerPoint
- 24. This is not the first time I’ve told my story
- 25. Technology gets in the way of what we want to produce, and what we can produce
- 27. Office Mixwww.mix.office.com Create Work in PowerPoint Record video, audio or screen annotations Measure Analytics for every slide and every user Discussion board for feedback Engage Add quizzes, polls and interactive elements Share easily with your Students watch on any device
- 31. Teacher’s first recorded lesson Very well done Covered a lot of content 20mins long Took hours to create 9 students watched it
- 32. Teacher’s second recorded lesson A couple of minor hiccups 9mins long Took 30mins to create 24 students watched it
- 33. “It still feels a bit strange not standing out the front class teaching them the content.” “My students found their voices” “They are more engaged” “They ask ‘real’ questions at the start of the lesson” “They want me to do it again this term”
- 34. How do you make flipped learning a reality at your school?
- 35. You don’t need student or parent buy-in.
- 36. You do need staff buy-in.
- 38. Shane Mason Deputy Principal Cleveland District State High School @shanemason shane.mason@eq.edu.au
Editor's Notes
- A Student My traditional classroom: While I was lecturing, this student was getting bored. He/she understood the material in a short amount of time and sat through the rest of the lecture while I was either answering other student’s questions or giving more examples to ensure other students understood the material. My flipped classroom: The student watches the lecture for homework like the rest of the class. The student uses class time to demonstrate his understanding and then has the time to be extended. He/she no longer needs to slowed down by the rest of the class. The struggling student My traditional classroom: Often this student would comment that I was moving too fast or they found it difficult to take notes and pay attention to what I was saying. Sometimes the struggling student complains that they haven’t finished writing down the material on the board before I am ready to move on. This student would usually struggle with homework as they required the teachers assistance in completing the exercises that were set. My flipped classroom: The student watches the lecture for homework with the ability the pause, rewind and re-watch as many times as they like. This allows them to follow the lecture at their pace. One student commented that she like the fact that she could “press pause when ever she liked and not slow done the rest of the class”. When the student arrives in class we can work on ensuring they understood the lecture and continue with the exercises that allows them to gain a deeper understanding. The real advantage for this student is the time the student gets in class to complete the exercises with the teachers assistance. The absent student My traditional classroom: Students are often absent from class. This could be due to illness or extra curricular activities. In the past I have found that students with heavy sporting commitments often miss classes due to training or sporting events. These students find it difficult to catch up on missed work when they have missed the classroom lecture. My flipped classroom: Now students who miss classes can still keep up with the work by watching the online lectures. This also works for students who wish to go back and review previous lectures, something they aren’t able to do in the traditional classroom.