Research in Science Education

First Baby-Steps in Flipped Classroom

I had all these great plans back in August about implementing aspects of the Flipped Classroom with my grade 12 (enriched) biology students. Yeah - and reality hit. I did a few things - but not as effectively as I wished. I've got enough experience to know that this shouldn't discourage me or stop me, but I do have some questions...and would appreciate any help you can provide. -1- Is it essential to have a webpage/website (as the teacher) to run this from? If not essential, is it something that makes the whole process work better? -2- Is a wiki (such as with pbworks) with various permissions, just as effective a place to keep the resources? -3- How often should "flipping" occur when first starting? one lesson/unit? 10%? 50%? -4- To ensure that students complete the preparatory work for the class (e.g. the lecture and resources prior to the class) do people find it necessary to a) give quizzes at the beginning of the class? b) verify preparation in other ways? c) just go with the flow -i- and if you do this, how do you deal with the students who don't really "get" what's happening because they're not prepared? I'm planning this again for my grade 12 Bio class - and want to use it to incorporate more lab activities and case studies in the actual class. Thanks!

Meg O'Mahony
Meg O'Mahony
550 Activity Points

I have heard of teacher flipping classrooms, and it sounds like a great idea. I would also be interested in more information on the "how to" and "troubleshooting" potential problems. Such as, how do you insure that students are getting the home work completed, so that they are prepared for class? And how do you move forward if they haven't prepared?

Susanne Hokkanen
Susanne Hokkanen
79060 Activity Points

Hi Meg and Sue,
We have a couple of discussion threads going on flipping classrooms that you might find useful to go through. They are packed with some excellent websites and information about flipping. One is "Flipping- then what?"
The other is "The Flipped Classroom".
I think you will find some great resources in both threads. Enjoy!
Carolyn

Carolyn Mohr
Carolyn Mohr
86423 Activity Points

Knewton, offers this background on flipped classrooms http://www.knewton.com/flipped-classroom/ You can also find them on facebook http://www.facebook.com/Knewton Here is a piece about the use of vodcasting in the flipped classroom

Pamela Auburn
Pamela Auburn
68525 Activity Points

Hi again, Meg,
In response to your third question: "How often should "flipping" occur when first starting? one lesson/unit? 10%? 50%?"
I think this might help you.
In the flipping..then what? link I provided earlier,access to Mrs. Matthews' fifth grade classroom is provided. You can see how she adds lessons as she goes along. So you could start with one...then add and revise as you get more experience and expertise. Previewing how she has her flipped classroom set up might be very helpful.
Carolyn

Carolyn Mohr
Carolyn Mohr
86423 Activity Points

Hi Meg, I use a form of the flipped classroom with my online courses for pre and inservice teachers. My participants use some of the NSTA Learning Center Science Objects for homework. You ask: [i]-4- To ensure that students complete the preparatory work for the class (e.g. the lecture and resources prior to the class) do people find it necessary to a) give quizzes at the beginning of the class? b) verify preparation in other ways? c) just go with the flow [/i] What I do for the class time or in our case for their assignment postings in our online discussion boards is to have each participant post a synopsis of what the key points where, what they have learned, what was new or of interest and what they need to have clarified or learn more about in the concepts covered. Perhaps you could have some follow up with students in your face to face class which covered those areas. Run it like a round table discussion. You mentioned you are teaching 12 graders in an enrichment biology course so this might be an appropriate way to work with highly motivated students. Another thing I stress for my course participants is learning ownership and responsibility. They are responsible for their own learning. The more they put into this the more they will got out of it. [i]and if you do this, how do you deal with the students who don't really "get" what's happening because they're not prepared? [/i] I know in an online discussion students can be a bit more removed from social uneasiness when they have questions than face to face. Perhaps you can have students e-mail you their questions or what they do not get . You can then incorporate that in a class f2f discussion but not single out the person. Just make it a general question for discussion. Saving face is often so important in the social setting of a classroom That said, I find it amazing in my courses that once a participant does open up that they have misunderstandings about content it give permission for others to ask questions too. [i] [b]Teaching students to learn how ask good questions is what we are about IMHO........ [/b][/i] Arlene

Arlene Jurewicz-Leighton
Arlene Jurewicz Leighton
44533 Activity Points

Siemens has some information on flipping your classroom. I recently attended a free webinar through them. You might want to check their page out for more information.
Seimens STEM Page...

Donna Martin
Donna Martin
4025 Activity Points

Last year I flipped my pre-AP physics class, mainly by posting powerpoints and requiring reading and notetaking from the text as homework. I asked students to create their own Cornell notes or outlines as they watched the powerpoints, read the text, and worked the sample problems. When students arrived to class after such an assignment, I would give a 5 to 10 item quiz that would have knowledge based questions and problems that were virtually identical to the sample problems. I found that this was critical in holding the students accountable for doing the work before they came to class. Since we did the problems and labs together in small groups, there was a lot of collaboration and peer tutoring going on, with an emphasis on the process of problem solving. The emphasis was not on getting the "right" answer because I almost never graded for the "right" answer - I usually gave them the answers so they could check themselves. I'm not saying it was easy, especially since the students had to really learn how to take careful notes and there was a lot of complaining that I wasn't "teaching" the class because they were so used to the sage on the stage approach instead of the small group or individual coaching I was doing. However, if you can survive the initial shock of the students and get parents and admins on board, it is the absolutely the most valuable experience you can give you students.

Elizabeth Goerner
Elizabeth Goerner
305 Activity Points

Renne,
I am currently in the process of flipping my AP Bio class. I will have my students complete something similar before continuing with activities or inquiry. I feel more confident that flipping will be effective with this simple assessment.

Having students complete somewhat open ended summaries of what they have learned does help with student ownership. It may work more with students who have a vested interested in learning.

I remember years ago seeing a presentation by Alan November about online learning and teaching. He thought it important that students post their assignments so that all of the students could see them. His rationale for this was that it increased the level of excellence and understanding. Students were looking to each other and learning was more of a class partnership

Arlene Jurewicz-Leighton
Arlene Jurewicz Leighton
44533 Activity Points

Hi Elizabeth

You bring up some interesting points about teaching and learning - How to be that "Guide on the Side' rather then the 'Sage on the Stage'
. I found that this was critical in holding the students accountable for doing the work before they came to class. Since we did the problems and labs together in small groups, there was a lot of collaboration and peer tutoring going on, with an emphasis on the process of problem solving. The emphasis was not on getting the "right" answer because I almost never graded for the "right" answer - I usually gave them the answers so they could check themselves. I'm not saying it was easy, especially since the students had to really learn how to take careful notes and there was a lot of complaining that I wasn't "teaching" the class because they were so used to the sage on the stage approach instead of the small group or individual coaching I was doing.

It is interesting that both Renne and Elizabeth work with AP students. There was some discussion early on in this forum about what happens if not all students buy into doing the homework of a flipped classroom to have this succeed.

Are there any classes you would not try out the flipped classroom and why?

Arlene

Arlene Jurewicz-Leighton
Arlene Jurewicz Leighton
44533 Activity Points

I would be hesitant to use the flipped method with my regular biology class, which is somewhat heterogeneous, because more than half of the students do not complete homework on time. Even if it is a simple worksheet, I cannot seem to get the students to finish it by the next class so that we can review. It would take many trials in which the following activity is not too badly affected by the completion of the homework. These students would benefit from more hands on activities and synthesis of the content, but may not come with the necessary vocabulary. Students may become accustomed to the practice, but with higher level students who are more invested in their learning, the change would be simple in my opinion.

How to motivate students to do assignments at home would be an issue. It is interesting that the premise , from the Khan Academy, is that the work usually done as 'homework' would then be done in the classroom. Students would be able to engage in self paced viewing of the lessons at home. If you have the time it might be interesting to view this 20 min TED video Khan Academy

Salman Khan talks about how and why he created the remarkable Khan Academy, a carefully structured series of educational videos offering complete curricula in math and, now, other subjects. He shows the power of interactive exercises, and calls for teachers to consider flipping the traditional classroom script -- give students video lectures to watch at home, and do "homework" in the classroom with the teacher available to help.

Still, how to get the spectrum of students invested in this kind of flipping instruction/practice/extension is pause for thought. I am also wondering if all students have the technology at home to view videos and the motivation to be this self directed.

Arlene Jurewicz-Leighton
Arlene Jurewicz Leighton
44533 Activity Points

I am thinking about starting slowly, first off I would put supplemental stuff on the web site that could help those having difficulty but I would still let my in class be able to stand alone for awhile, meaning that if students were unable to get to website, they would still be able to pass class with some studying. After students got used to the web assist then I would start flipping more.

Donna Martin
Donna Martin
4025 Activity Points

Here are lots of resources for your Flipped Classroom - Khan Academy is but one of many sites to utilize! http://flippedoutlearning.weebly.com/

Marci Karoll
marci karoll
20 Activity Points

Hi Meg,
What an interesting discussion! You asked about wikis; you could build your lessons on a wiki pretty easily (I like wikispaces). Have you thought about using Quizlet or some other application to assign quizzes students can take for self-assessment?

I found this site which includes some basics of how to flip your classroom (how to do the tech piece). YOu might find Tech Smith helpful.

There is a great discussion group at The Vodcasting Ning You can posts questions there and get help from other teachers who are flipping.

Patty McGinnis
Patricia McGinnis
25580 Activity Points

Marci I have been watching clips from both the Khan Academy and BightStorm and am finding errors in both. Be sure to careful vet any that you choose to use. On a more philosophical side, direct explicit instruction in problem solving strategies is insufficient for developing critical thinking or moving from concrete to formal operational thinking (the same think - whichever language you choose). You might be interested in reading this critique http://fnoschese.wordpress.com/tag/khan-academy/ Pam

Pamela Auburn
Pamela Auburn
68525 Activity Points

Hi Meg, I partially flipped my AP Environmental Science classroom this school year. The students complained about the lack of "teaching", similar to what Elizabeth (above) mentioned, during the first semester. We used Edmodo as our main learning management system (LMS), but I am considering migrating to the CourseSites (by Blackboard) page in the next school year. I really enjoyed the fact that the students were participating in class during the day, rather than passively taking notes, sleeping through lectures, and getting by with just reading the textbook. However, we are ALL learning this process together. I am definitely not perfect in the technique, and it looks very different to the passerby eye. I look forward to flipping my math classes next year as well, and I think that this prepares our students for college much more than the basic lecture and homework traditional set up.

Whitney Aragaki
Whitney Aragaki
2490 Activity Points

I have been working towards using more PBIL units in my classes, so "flipping" my classroom would be a great way to get the students some of the content knowledge they need as background to do the project work. My ongoing concern is that not enough of my students have access to the internet at home to be able to do this. I may need to schedule in some time still during the week where while some students are working through material on the computers in our lab I meet with others to assess project status. Is anyone else doing this type of approach? *I'll read back through the posts and see if I missed anything too! :-)

Cris DeWolf
Cris DeWolf
11925 Activity Points

Cris, We also face the same problems- we have no computer lab and about 50% of our students have no access to the Internet. I would love any suggstions

Shannon Hudson
Shannon Hudson
2405 Activity Points

Hi Chris and Shannon, The equity of technology access is a daunting problem. With a lack of home access and a school computer lab students have the lack of experience of the tools which are needed for their education now , in the future and for their jobs and careers . Do you have access to technology funds/grants for your district? Here are some funding sources http://technologygrantnews.com/grant-money-index-type.html Chris, I had over a decade ago in the school I worked at an after school program in our fledgling computer lab. Perhaps you could pilot such a program using the flip classroom as an enhancement to your instruction. It would give you an inkling on what students would be motivated to work in this capacity ( flipping ) at home. Still, until all students have access at home it is not an equitable endeavor

Arlene Jurewicz-Leighton
Arlene Jurewicz Leighton
44533 Activity Points

We do not, and I doubt will ever have monies for technology. I live in Indiana where education has taken an extremely hard hit due to a recently past governor who has absolutely no respect for education. I have applied for grants and been blessed with small ones fo get Vernier probes and a large screen projector :-) I will definitely check outt he website you suggested! Thank you!

Shannon Hudson
Shannon Hudson
2405 Activity Points

You are most welcomed Shannon. Hope that some funds come your way for your students In another forum in PD posted about NSTA conference and flipped classroom Here are ways to get the latest in what was presented on this topic in several NSTA conferences You can find loads of conference materials, from several conferences, on the flipped classroom in the advanced search feature here at the NSTA Learning Center Use 'flipped classroom' as search phrase in the advanced search Click on Conference materials This is link to what I found. http://learningcenter.nsta.org/search.aspx?action=browse&tex...=3&author=

Arlene Jurewicz-Leighton
Arlene Jurewicz Leighton
44533 Activity Points

Arlene, http://learningcenter.nsta.org/search.aspx?action=browse&tex...=3&author= is a great resource! I also found some NSF grants that might also be a possibility :-) Shannon

Shannon Hudson
Shannon Hudson
2405 Activity Points

I attended several of the San Antonio sessions on Flipped Classrooms. They were busting out the door. To date most of the work in flipped classrooms seems to have happened in K-12. I was delighted to find this article on the use of flipped classrooms at Michigan State University http://msutoday.msu.edu/news/2013/flipping-the-way-college-students-learn/

Pamela Auburn
Pamela Auburn
68525 Activity Points

I also went to some of those sessions! I was lucky to get there early enough for just one and actually got a seat. One of the presenters suggessted the use of resource teachers as an ally in the flipped classroom. She suggested that these teachers are often not comfortable helping students with science. If the videos, powerpoints, etc. were available to them, it might make both of our jobs a bit easier.

Shannon Hudson
Shannon Hudson
2405 Activity Points

Ed Net is holding a webinar on flipped classroom Mnday April 29th lipped Learning occurs when direct instruction is moved from the group learning space to the individual learning space. But what happens once you’ve flipped your class-- then what? In our community’s next webinar, Flipped Learning Network’s Jonathan Bergmann and Aaron Sams will show you how to implement a flipped-mastery classroom that marries modern technology with inquiry- or problem-based learning to make a sustainable, reproducible, and manageable environment for student-centered learning. Discover how to have your students take ownership of their own learning with the transfer of foundational knowledge outside of class time. Find out how to personalize each class and increase time spent with each student. Jonathan and Aaron will show you how to use flipped-master learning so you can provide appropriately-paced, differentiated instruction for every student. Join them on April 29th for this second webinar in our three-part Flipped Learning Primer series to learn more about how to reach all of your students in every class every day with Flipped Learning. http://www.instantpresenter.com/AccountManager/RegEv.aspx?PIID=EB57D780844B You may also want to join the flipped classroom community here http://www.edweb.net/flipped

Pamela Auburn
Pamela Auburn
68525 Activity Points

I've attended the first two EdWeb Flipped Learning Primer webinars with Jonathan Bergmann and Aaron Sams and they were excellent. I would recommend them to anyone considering going this route. I am planning a flipped-mastery learning format for my physics classes next year that will be coupled with in-class problem-solving and project-based learning. My interest in flipping is that it will free up precious class time for active learning activities and allows me to work with individual students while moving direct instruction to the individual space (either at home or at school).

Rebecca Falin
Rebecca Falin
71430 Activity Points

This link is to a New Jersey School Boards Association article written by a fifth grade math teacher, but it lays out very clearly how the teacher implemented the flipped concept and what changes he observed after devoting the time to creating online mini-lessons for his students to watch before class: Flipped Article.

If you have SMART Notebook installed on your computer, you have a simple yet effective tool for creating your own instructional videos. Posting them on YouTube is quick and easy for all students--you may even find students from around the world watching your videos!

Erik Yates
Eric Yates
410 Activity Points

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