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Flipped Learning for the Humanities

#GTANSW April 10, 2018

Marco Cimino, Magdalene Catholic High School, Narellan

Twitter: @MrMCimino

Blog: Marco Cimino Edu

YouTube: MarcoCiminoEdu

Podcast: Oh, The Humanities! (and Social Sciences)

For this presentation, visit: https://goo.gl/xuEnYB

@MrMCimino #HASSchat

Learning Intentions

By the end of this workshop, you will:

• Understand the background of flipped learning, and how and why to use it.
• Explore the methods you can use to collect and analyse data with it in a formative way to better meet the individual needs of your students.
• Create your own flipped learning content.

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Outline of the Workshop

• Flipped Learning Overview
• Why is Flipped Learning Useful?
• Making Flipped Learning Content

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Flipped Learning Overview

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IRONY

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What Flipped Learning Is Not?

• Flipped Learning is not all about the videos.
• Flipped Learning is not a static activity.
• Flipped Learning is not unstructured learning.
• Flipped Learning is not a replacement for teachers or a program.

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What is Flipped Learning?

• Direct instruction happens outside of the classroom in the individual space, typically using a video as the basis for the instruction.
• This allows for more active and higher-order activities to take place in the group space due to the repurposed time, and a growth in relationships.
• The ultimate crux of a flipped classroom, however, is that the class group space needs to involve a worthwhile, purposeful use of time.
• If the class group space remains a static, lecture-driven activity, then the flipped learning approach has failed to achieve its aim.
• Use these guiding questions to help you as you begin your Flipped Learning journey.

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Cimino, M. (2018). Synthesising the Flipped Classroom with the Gradual Release of Responsibility Model. Australian Educational Leader, 40(1), 40-42.

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Why is Flipped Learning Useful?

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Learning From Monkeys

This is an adaptation of an excerpt from the book Company by Max Barry (based on a fable):

There are some chimps in a cage, and a scientist pokes in a banana on a stick. The chimps try to grab it, but as soon as they do, the scientist electrifies the floor, so all the chimps get a shock.

This goes on until the chimps learn that touching the banana equals an electric shock. Then, the scientist takes one chimp out and puts in a new one. When this chimp goes to grab the banana, he gets beaten up by the others because they don’t want to get shocked.

The scientist keeps switching chimps, one at a time, until none of the originals are left. Then he adds one more. When the new chimp goes for the banana, the others jump him, same as before.

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{Flipped} Gradual Release of Responsibility

Cimino, M. (2018). Synthesising the Flipped Classroom with the Gradual Release of Responsibility Model. Australian Educational Leader, 40(1), 40-42.

Learning

• Because the main component of the lesson is already done at home, students can be extended in class with guidance.
• This is the crux of the Flipped Gradual Release of Responsibility model: repurposing time to allow students to be extended with an appropriate level of guidance to the point where they no longer need a teacher to assist them, but they can achieve on their own.

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Cimino, M. (2018). Synthesising the Flipped Classroom with the Gradual Release of Responsibility Model. Australian Educational Leader, 40(1), 40-42.

@MrMCimino #HASSchat

Assessment

• There are many methods available to collect data on student progress as they watch the videos before the lesson that then allow the teacher to see what they understand, or what they may need more help on:
• multiple choice questions
• notes written by the students on the content
• This allows for appropriate scaffolds to assist student learning to be developed.

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Cimino, M. (2018). Synthesising the Flipped Classroom with the Gradual Release of Responsibility Model. Australian Educational Leader, 40(1), 40-42.

@MrMCimino #HASSchat

Differentiation

• Whilst the video itself is also a form of differentiation (students can watch the video at their own speed, pause, rewind, rewatch), the data allows individualised learning activities.
• Students achieve mastery of knowledge and skills at their own pace, and by providing them with appropriate scaffolds, they are able to achieve at their own speed.

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Cimino, M. (2018). Synthesising the Flipped Classroom with the Gradual Release of Responsibility Model. Australian Educational Leader, 40(1), 40-42.

@MrMCimino #HASSchat

Making Flipped Learning Content

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Hardware

• Document Cameras
• iPevo
• Lightboards
• How to make a lightboard for less than $100

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Software

• Screencasting
• Screencast-O-Matic
• Quicktime
• Camtasia
• Open Broadcaster Software
• Tablet Software
• Explain Everything
• SketchBook

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Hosting

• YouTube
• Free, easy to use.
• Edpuzzle
• Free, can add interactivity to videos.
• ClickView (check school availability)
• Can add interactivity to videos.

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Tinker Time

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Evaluation

Please fill out the session evaluation form that can be found here:

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https://goo.gl/SFUL9k

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