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Flipping Your Classroom

Without Flipping Out

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bit.ly/EZflip

to view Google Slides presentation with live links

navigate your browser to

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Lessons Learned in a First Year of

Frenetic Flipping

“...the flipped class can be a lot more relaxed and fun, and I think everybody learns better when they are relaxed.”

Jonathan Thomas-Palmer, FlippingPhysics.com https://youtu.be/yzMFdDT6FSA

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The Flipped Classroom is...

“a pedagogical model in which the typical lecture and homework elements of a course are reversed. Short video lectures are viewed by students at home before the class session, while in-class time is devoted to exercises, projects, or discussions.”

https://net.educause.edu/ir/library/pdf/eli7081.pdf

This definition is way too restrictive.

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For the purpose of this presentation, I’ll use the term ‘flipped’ or ‘flipping’ to mean...

“Any use of video to make the lecture experience more efficient and effective for students, and free up class time for more valuable pursuits.”

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Why Flip?

“Don’t ask the question, ‘where can I put a video into my lesson,’ that’s the wrong question to ask...it’s really, ‘what’s the best use of my face to face class time’”� -Jon Bergmann https://youtu.be/gsJ2-gLtSgY?t=11m59s

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Direct Instruction? Modeling?

“Let’s agree on something. Teachers are going to lecture, it’s going to happen. It’s been embedded in the culture of human learning for thousands of years.”

—Dr. Lodge McCammon, https://youtu.be/QIcDQQOqj4o

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Advantages Of Flipping

Allows students to view lectures whenever and wherever they wish
Students can pause lecture, rewind, and vary playback speeds
Students can advance to the next lesson whenever they are ready
Same lecture for all, regardless snow days, sick days, late days etc.
Allows easy sharing of lessons and collaboration between teachers
Video takes lecture to the roof of the school, the football field, the nature preserve, or a google-earth flyover of apple island, without losing a minute of instruction
Frees up class time for peer collaboration, 1:1 and 1:4 tutoring and active demonstrations, remediation, projects, discussions, labs, authentic assessment, and student created content
and more

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Flipping Is Flexible and Scalable

Flip a single question, a lesson, a unit, a semester
No need to make your own videos

The planet’s greatest teachers have already created a huge free archive of lecture material, which is easily shared with your students.

You may choose to make your own videos

Lectures you only want to give one more time
You have a unique perspective which students, world need
Lessons requiring extra protected classroom time
All that is necessary: smartphone + whiteboard + you
Students enjoy & respond to seeing you on video

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Comparing Traditional Classroom to Flip at flippingphysics.com

Traditional vs Flip Action comparison adapted from https://youtu.be/yzMFdDT6FSA?t=1m16s

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My Flipping Experience

“Mistakes were made…”

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“Mistakes were made…”

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“Mistakes were made…”

Learning opportunities were encountered!

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Learning opportunities

1 semester pilot flip using other teacher’s vids
Students given many choices for lecture source

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Learning opportunities

Students were told to watch videos, then in class we did the homework and labs

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Learning opportunities

In my first full year of flipping last year..

I tried to flip the entire year with my own videos
Students not required to show notes
Students could watch videos in class or at home
I went around helping students with any questions
Many students claimed they had no questions, even when pressed, but continued to do poorly on tests
Student who continually asked questions did very well on tests and quizzes
My research showed that students didn’t watch videos; wanted to be forced to do so

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Challenges to Flipping

And possible solutions!

much of this adapted from http://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann

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Flipping Challenge - No Home Internet

Solutions

Smartphones + public wifi more and more available
Public library
Student can work with a friend who does have internet
Videos on flash drive or DVD
Asynchronous model/Internal Flip

videos whenever needed

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Flipping Challenge - No Home Internet

Solutions- EveryoneOn.org offers cheap internet and computers for students in free/reduced lunch program.

for 48323 zip code

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Flipping Challenge -

Making Sure Students Watch Videos

Solutions

Students must take responsibility for own learning - written letter to parent and student explaining flip
“Show me your notes and ask me an interesting question” -J.Bergmann, flipping pioneer
Students answer questions on Google Classroom/Forms
Students answer to question in vid as “entry ticket”

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Flipping Challenge -

Making Sure Students Watch Videos

Solutions

Easy/open note quiz next day - “Last night’s video addressed which of these topics? select all that apply. a) angular momentum b) torque c) energy”
Watching video “makeup” takes place in hall or distinct area - while everyone else doing cool activity
Don’t lecture in class, rewarding non-compliance

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Flipping Challenge - Students don’t know how to watch engage videos for learning

Solutions

Spend class time practicing how to watch a video
Students must interact in a meaningful way with video

Note-taking strategies: Cornell notes, split, etc.
Note-taking by hand - slowness forces processing, creation of summative knowledge

adapted from http://www.edutopia.org/blog/flipped-learning-toolkit-common-hurdles-jon-bergmann

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Flipping Challenge - Students don’t know how to engage videos for learning

Solutions

Students create required questions to be answered in class. (I failed learned the most about this last year)
WSQ (“whisk”) - Students watch video, summarize, then ask a question to the learning community which will further our understanding flippingwithkirch.blogspot.com/p/wsqing.html

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Flipping Challenge - Students don’t know how to engage videos for learning

Solutions

I-devices, radios, TV’s, other tabs on browser and other distractions must be put away
F.I.T.C.H. Mnemonic (Kirch): Focused, Involved, Tabs closed, Cell phone away, Headphones in
Students must understand that the more engaged they are, the less time learning will take

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Engaging Videos - Youtube Icons

Auto Closed Captioning On (red underline)

Adjust image quality, playback rate, toggle CC

Theater Mode - wider video play area

Full Screen Mode - toggle on/off

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Engaging videos-Controlling Pace

While video is playing

<spacebar> = pause
<hold spacebar> = slow motion
<right arrow> = forward 5 seconds
<left arrow> = backward 5 seconds
<L> = forward 10 seconds
<J> = backward 10 seconds
= set image resolution and playback speed
Frame by Frame for Youtube - Chrome Add-on

Try it with this video: bit.ly/jbvsfray

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Flipping Challenge - Teacher Intimidation

Creating and/or curating videos can be time consuming
“How can I compete with all that slick produced stuff”
Many (most?) teachers have never made an ‘edu-vid’

Solutions

Start small -Try flipping one question, a lesson, a unit
Use someone else’s video!
Making your own videos can be easy!

Smart phone with tripod works great
Use quiet, well lit room with simple background
Video yourself giving a lesson in class

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http://lodgemccammon.com/1-take/

1 take video method: Fizzedu.org

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Flipping Challenge - Student Pushback

Solutions

Prepare students and parents for flipped class norms: workload will be the same, but will require increased student initiative/responsibility to watch vids at home.
Choose a lesson to revert to live lecture, so students can be reminded of the bad old days. -Dan Fullerton's How to Flip Video

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Flipping Challenge - Technology

Solutions

Research
Practice
Try technology dry run

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Best Practices - adapted from Bergmann, Sams, Thomas-Palmer, Fullerton

Start small-flip one question or one lesson - we’ll do today on level 2
Collaborate with other teachers flipping flippedlearning.org, flippedclassroom.org
Use other teachers’ videos! (see next slide)
Don’t increase student workload
Do what was homework in class; I call it a “work day” in AP Physics
Don’t lecture in class to make up for students not watching videos
Be Flexible With How You Use Video

any way that makes lectures more accessible, efficient, effective
any way that frees up class time for more valuable activities
length < grade level x 1.5 minutes

e.g. 10th grade x 1.5 = 15 minutes max. Less than 5 mins best

See best tech tools, and “How to” videos and blogs (later slides)

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To explore technology of flipping see http://flippedclass.com/tools/

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Where To Find Pre-made Videos

http://jonbergmann.com/multimedia/flipped-class-video-repository/

http://www.flippingphysics.com/how-to-flip.html

http://www.refseek.com/directory/educational_videos.html

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Best “How To Flip” Primers

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Barclay Faves

I’m no expert, this is just my opinion

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Barclay’s All Time Favorite Vid Source

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Advantages of

It’s FREE!
Most everyone is familiar with it
Use other educators’ videos including Khan Academy (another Barclay fave) and your own videos seamlessly in one playlist
Automatic captioning (reasonably accurate)!
Image quality adjustable for slow connections
Students can subscribe to your channel �(they will be notified when you upload new videos)

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Advantages of

Videos easily shared and embedded
Videos can be organized in playlists
You can have multiple channels
Youtube has a rudimentary video editor!
Easy integration w/Google Sites, Classroom
Most screencasting software uploads to it
Plays videos at quarter speed, half speed, 1.25 speed, 1.5 speed or double speed

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Screencast Recording/Editing Software

So many to choose from-I’m no expert. I like:

Free options-usually pay for upgrade

Screencast-o-matic.com (Mac,Windows)
Screencastify (Chromebook)

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Writing On “The Board” In Screencasts

I’ve found writing on PDF files provides the most convenient way to create, modify and store the “white board notes” that I write for lectures.

Mac

Curio ($99), Skitch (requires Evernote Premium),�Adobe Acrobat Pro (expensive)

Windows

Adobe Acrobat Pro, Camtasia Studio (Windows version includes screen writing)

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Writing On “The Board” In Screencasts

Tablet for writing on

Wacom ($100-$1000)

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For lectures on youtube, which do you generally prefer?

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Levels of Flipping Introduced Today

Windows/Mac or Chrome/Chromebook

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Barclay Year 1 �Flipping Research

Results Summary

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After my AP Physics Flip v. 1.0, Students were polled:

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If given these choices for a class similar to this one, which would you choose and why?

Video lectures viewed at home or in class
Live lectures in class

Semester Average Quiz Score vs Preferred Lecture Delivery Method

Average Quiz Score 61.57 ± 2.2

n = 34

Average Quiz Score 69.83 ± 3.0

n = 21

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Why Students Preferred Live Lectures - fell into three categories, related to one of...

not watching videos, ease/emotions of learning, ability/motivation to ask questions

I find it hard to get motivated to watch the videos at home
I can ask you questions if I dont understand something rather than having to watch a video over and over again
At home, I want to relax and worry about household things. I don't want to dedicate time at home for lectures (not homework) to watch. I would rather learn everything at school and then practice at home with homework. I don't like doing both simultaneously.
It's easier to pay attention to live lectures.
I found it difficult at times to be motivated to watch the lectures outside of class, especially as senior year went on. I really liked having time to work on webassigns in class, but I found that I understood the material better on the few occasions when we had lectures in class
Because I'll be more focused and forced to learn
Because I understood more face to face
I feel like I learn better in class and I can ask questions to better understand the topic.
Can ask questions
I learn better with actual people.
I would be able to ask questions and have one on one question time along with individual explanations.
its easier to learn in a learning enviorment. its harder to learn at home. additionally you cant ask a video live questions. and videos are kinda like an option while live lectures are easier to pay attention to.
I think it is easier to get an understanding of the material if you go over it in class and show us examples in class.
We are forced to watch them.
I like having that personal interaction with the teacher. While your lectures online were extremely beneficial, I feel that sometimes I didn't understand something and you weren't right there to help me understand. Live lectures would remedy that.
I learn better that way
During live lectures the students are presented with the ability to ask questions directly, and even though this provides with the ability for some students to disrupt... in general I believe that the live collection of minds and questions is more beneficial to the general collective
Then I can ask questions as i receive the info
More interaction with the teacher and other students
I learn better if I'm being forced to learn. By having the freedom to do it at home most likely I won't do it.
I would feel more involved in the class.
I'm more attentive
as much as i really liked having worked days, i wasn't as motivated as i should have been to watch the videos at home

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Why Students Preferred Video Lectures - fell into three categories, related to one of...

can rewind/change speed of videos, homework/questions in class, flexibility of time and place

I like being able to work on webassign in class. But i also like when you teach a little in class to. Videos are not as personal.
I can always look over them and go back to them if i get confused, I can't do that necesarily with lectures in class.
It's easier for me to do Webassigns in school that at home because I can concentrate better and ask questions
Because I can watch it repeatedly on my own time. I don't absorb as much in a rushed lecture during class.
you have time to watch and look at them multiple times at home
The ability to replay and relearn material s at your own time is better
In watching video lectures, I can pause and replay whenever I want. It was really useful to rewatch lectures for test reviews too.
I can watch the videos at home and spend more time in class working and asking questions and the videos are always accessible
It's much more boring just sitting and listening to a lecture than doing work in class and getting help.
Allowed the time in class to be used to ask questions
I am able to rewatch the videos as much as needed.
I can watch it when I want so it gives me a more flexible schedule. If I knew I was going to have a busy week I would do most of the work on the weekend.
I prefer learning on my own at my own pace
I love to re watch it when I get confused
Can rewatch and won't fall asleep and can also watch in 2 times speed
You can rewatch them

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Final Remarks

“You’ll notice that these are not perfect, by any means. We’re making mistakes, we scribble stuff out, we’ve got some wrong stuff in some of them, and we try to go back and fix that, otherwise we task our students with finding the mistake in the video. These are not high production, professional...our rule of thumb is, do I need it perfect, or do I need it Tuesday, and usually Tuesday wins.”

—Aaron Sams https://youtu.be/gsJ2-gLtSgY?t=11m16s

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Flipping