The Flipped Classroom

   THE FLIPPED CLASSROOM  Cutting-Edge, Practical Strategies to Successfully “Flip” Your Classroom                      Kevin M. Steele, Ed.S.

THE FLIPPED CLASSROOM

© 2013 by Kevin M. Steele, Ed.S. All material not specifically identified as being reprinted from another source is the sole copyright of Kevin M. Steele, Ed.S. You have permission to make make copies of pages for your own classroom or school; but not to reproduce reproduce the book in its entirety. You may not distribute, copy, or otherwise reproduce any of this handbook for sale, or for commercial use without the expressed written permission from the author. Permissions may be obtained for use of the materials under the copyright by contacting the author at www.kevinmsteele.com at www.kevinmsteele.com..


Table of Contents What is the Flipped Classroom? .................................................................................. 2 Working Definition ........................................................... .......................................................................................... ............................................................. ........................................................ ..........................2 Types of Flipped Classrooms .............................................. ....................................................................................... .........................................2 Traditional Flipped ........................................................... .......................................................................................... ............................................................. ........................................................ ..........................2 Flipped Mastery............................................................................. ........................................................................................................... ............................................................. .............................................. ...............2 Peer Instruction Flipped Classroom ......................................................................... ....................................................................................................... ........................................ ..........3 Problem-based Learning Flipped Classroom .................................................. ................................................................................. .............................................. ...............4 Ideas for Bridging the Digital Divide ........................................... ............................................................................ .................................4 Computers w/ High Speed Internet ...................................... .................................................................... ............................................................. .............................................. ...............4 Smartphones/Tablets Smartphones/Tablets ........................................................... .......................................................................................... .............................................................. ................................................... ....................5 iPods/iPads ........................................................... .......................................................................................... ............................................................. ............................................................. ......................................... ..........5 After Hours Computer Access ........................................................... ......................................................................................... ............................................................. .................................... .....5 DVD/Equipment Sign-out ............................................................. ............................................................................................ .............................................................. ......................................... ..........6 The Basics of Getting Started ............................................. ...................................................................................... .........................................6 Hardware ......................................................... ........................................................................................ .............................................................. .............................................................. .............................................. ...............6 Software............................................................ ........................................................................................... .............................................................. .............................................................. .............................................. ...............6 Knowledge ............................................................. ............................................................................................ ............................................................. ............................................................. ......................................... ..........7 Flipping Resources ............................................. ............................................................................................. ......................................................... .........7 Software............................................................ ........................................................................................... .............................................................. .............................................................. .............................................. ...............7 Jing ...................................................................... ................................................................................................................................................. ................................................................................................................ ..................................... 7 Camtasia ....................................................................... .................................................................................................................................................... ................................................................................................... ...................... 7 Screenr ............................................................................................................................................ .............................................................................................................................................................................. .................................. 7 iMovie ................................................................ .............................................................................................................................................. ................................................................................................................ .................................. 8 Windows Movie Maker .................................................................................................................................... .............................................................................................................................................. .......... 8 Quicktime......................................................................................................................................................................... ......................................................................................................................................................................... 8

Hardware Options ............................................................. ............................................................................................ ............................................................. ........................................................ ..........................9 Camera.............................................................................................................................................................................. .............................................................................................................................................................................. 9 Computer ...................................................................... ................................................................................................................................................... ................................................................................................... ...................... 9 Microphones .............................................................................................................................. ................................................................................................................................................................... ..................................... 9 Smartpen........................................................................................................................................ Smartpen.......................................................... ................................................................................................................ .................................. 9 Repositories for Already Completed Videos ............................................................................... ................................................................................................... ....................10 Storage for your Videos .................................................................... ........................................................................................................................................... .......................................................................11

Video Creation Basics................................................. ................................................................................................ ............................................... 13 Learning Management Systems (LMS) ....................................................................... ....................................................................... 16 Schoology ......................................................... ........................................................................................ .............................................................. .............................................................. ........................................... ............ 16 Universal Design for Learning (UDL) .......................................................................... .......................................................................... 17 Struggles and Strategies ..................................................... ............................................................................................ ....................................... 20 How Administrators Can Support Supp ort Flipped Learning ............................................... .................................................... ..... 21 Sample Flipped Lessons...................................................... Lessons............................................................................................. ....................................... 22 English.......................................................... ......................................................................................... .............................................................. .............................................................. ................................................ ................. 22 The 20 Percent Project ............................................................................................................................................ ............................................................................................................................................22


Arizona State University – Faculty Readings ........................................................................................ ................................................................................................ ........22 TED Videos on English ............................................................................................................. ............................................................................................................................................. ................................ 22 English Teacher Emma ........................................................................................................................................... ...........................................................................................................................................23 ........................................................................................................... ................................ 23 Mr. McGough’s Flipped English Classes ........................................................................... TedEd’s English Category ....................................................................................................................................... .......................................................................................................................................23 Will Ferrell and Figurative Language ...................................................................................................... .............................................................................................................. ........24

Math ......................................................... ........................................................................................ .............................................................. .............................................................. ..................................................... ...................... 24 TedEd’s Math Category .................................................................... Category ........................................................................................................................................... .......................................................................24 Khan Academy......................................................................................................................................... ............................................................................................................................................................. ....................24 Middle School Math Lessons ................................................................................................................................. .................................................................................................................................25 ................................................................................................ ....................25 Matt’s Math................................................................... Math ............................................................................................................................................... The Math Master ................................................................................................................................................ ........................................................................................................................................................ ........26 Mrs. Fox’s Class........................................................................ Class .................................................................................................................................................... .................................................................................... ........26 Byron High School Mathematics Department .......................................................................... .............................................................................................. ....................26 Flipping Math Blog ......................................................................................... .................................................................................................................................................... ...........................................................27 ......................................................................................................................... ...............................................27 Mr. Leckie’s AP Calculus Lessons.......................................................................... Lessons

Science.......................................................... ......................................................................................... .............................................................. .............................................................. ................................................ ................. 27 TedEd’s Science & Technology Category . ........................................................................................................27 Dance Your PhD ...................................................................................................................................... .......................................................................................................................................................... ....................28 Chemistry Lesson Playlist ....................................................................................................... ....................................................................................................................................... ................................ 28 Earl Haig Physics ................................................................................. ........................................................................................................................................................ .......................................................................28 CosmoLearning ....................................................................... ................................................................................................................................................... .................................................................................... ........29 Khan Academy......................................................................................................................................... ............................................................................................................................................................. ....................29 Mr. Causey’s World ............................................................... World ............................................................................................................................................ ..................................................................................... ........29 Physics Education Research – Interactive Online Lectures ....................................................................29

Social Studies............................................................................ ........................................................................................................... .............................................................. ................................................ .................30 CosmoLearning ....................................................................... ................................................................................................................................................... .................................................................................... ........30 Clintondale High School ...................................................................................................................... .......................................................................................................................................... ....................30 TedEd’s Social Studies Category .......................................................................... Category ......................................................................................................................... ...............................................30 Stanford History Education Group .................................................................................................................... .................................................................................................................... 31 Flipped Social Studies .............................................................................................................................................. .............................................................................................................................................. 31 Flipped History ............................................................................................................................................................ ............................................................................................................................................................31 Flipped History: Histo ry: Technology and Critical Thinking ........................................................................... ................................................................................... ........32

Physical Education ............................................................ ........................................................................................... ............................................................. ..................................................... .......................32 The Flipped Coach .............................................................................................................................. ..................................................................................................................................................... ....................... 32 Coach’s Eye.................................................................... Eye ................................................................................................................................................ ................................................................................................ ....................32 Jason Hahnstadt – PE Teacher...................................................... Teacher............................................................................................................................. .......................................................................33 Self-Defense Training ............................................................................................................................................... ...............................................................................................................................................33

Foreign Language ......................................................... ........................................................................................ ............................................................. .......................................................... ............................33 Foreign Language Flipped Class Resources ................................................................... ................................................................................................... ................................ 33 SpanishDict ................................................................... ............................................................................................................................................... ................................................................................................ ....................34 LangMedia .................................................................... ................................................................................................................................................ ................................................................................................ ....................34

Art & Music ............................................................ ........................................................................................... ............................................................. ............................................................. ...................................... ....... 34 TedEd’s Arts Category .............................................................................................................................................. ..............................................................................................................................................34 Jerry ’s ’s Artarama ..................................................................... ................................................................................................................................................. .................................................................................... ........35 The Virtual Instructor ................................................................................... .............................................................................................................................................. ...........................................................35 Riffeo .................................................................. ................................................................................................................................................ .............................................................................................................. ................................36 Michael New – Music Theory Lessons................................................................... ............................................................................................................... ............................................ 36


Action Plan ............................................................................................................... 37 Parent Letter – Sample .............................................................................................. 38 Recommended Reading ............................................................................................ 41

Kevin M. Steele, Ed.S. Instructional Technology Specialist www.kevinmsteele.com

Dear Colleagues, What are your students doing instead of doing their homework? They are utilizing social media sites, instant messaging, talking on the phone, texting, surfing the web for the latest celebrity gossip. The list is endless. What they are not doing as much as we would like is engaging in academic activities. This seminar considers using a practical, instructional model that can be more motivating for students and has the potential to result in significantly increased student achievement. The flipped classroom has been gaining interest and generating buzz the last few years. I have designed this seminar to answer some of the basic questions many teachers have about the flipped classroom. Questions such as:    

What technology do I need to create a flipped lesson? Where to I post my flipped lessons? How to I make sure that all my students have access to the flipped lessons? How many of my lessons should be flipped?

The goal of this seminar is to answer these compelling questions and look at ways to design lessons that lend themselves to the flipped philosophy. We will discuss the traditional lecture and how to make it an engaging video for your students to watch on their own terms; but we will go further. I will show you examples of flipped lessons and walk you through the process of creating your own flipped classroom. Flipping is not just about watching videos of lectures? It is about how to best utilize class time with students. Today promises to be a day filled with practices, strategies and perspectives that will empower you to flip your classroom and increase student contact, reach students a their specific learning level, differentiate, and so much more! Once you flip, you will likely never want to go back! Sincerely,

Kevin M. Steele, Ed.S.

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What is the Flipped Classroom? Working Definition The use of multimedia elements and technology to help time-shift direct instruction so students receive the most support when they are working on the tasks requiring additional cognitive load.

Types of Flipped Classrooms Traditional Flipped The traditional flipped classroom is the starter of the flips. This is the model where most teachers who have never flipped start their experience. Assessment of understanding is done in class at the end of the unit of study

Students watch video lessons at home

Apply their skills in projects and other simulations in class

Come to class to engage in related activities and homework

Flipped Mastery This is usually an evolved version of the traditional flipped mastery, where all students are working individually at his or her personal pace. The student’s grade is based on how many objectives the students pass in the course.

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Next Lesson

Remediation of previous lesson

Peer Instruction Flipped Classroom Students learn the basic material outside of class using video lessons. In class t hey answer some key conceptual questions individually. The teacher gathers their answers and pairs them according to right and wrong matches. Then, they convince their peers of their answer. It Assessment of is unlikely that a student with understanding is Students watch done in class at video lessons at a wrong answer is able to the end of the home unit of study convince a student who had the correct answer. Most of the time a student with the correct answer is able to convince a peer of their correct answer. Secondary Concept Quiz

Students then reassess and the change is dramatic. Not only that, they are engaging with peers collaboratively and they are justifying their responses.

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Initial Concept Quiz

Peer Convincing and application of learning objectives to solidify concepts.

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Problem-based Learning Flipped Classroom In this model, students explore an issue and learn through the process. Students may be building a bridge to support a certain weight over a specified span or exploring an open-ended research question. Over EXPLORATION of problem or RESEARCH of the problem occurs the course of the research question begins. This and the students can use a process can involve prescribed multitude of prescribed and selfexploration, students videos by the instructor. found videos and resources. watch related video lessons that will clue Research Question them in on solving issues or Problem as they arise. In this Statement model, students work through the system EXPERIMENTATION with the given EVALUATION of the student topic to design or develop ideas to progress and performance serves using guidance from the solve the problem. Students are as the formative assessment model instructor and do not justifying their attempts for a for the research and solutions solution. posed. always follow a cycle through the learning.

Ideas for Bridging the Digital Divide Much criticism for the flipped model comes in the area of student access. Student access is a critical point and must be addressed. There are several solutions to bridging the access issue. Below is a brief list of ways to provide access to students that don’t have web access or have access to the Internet that supports video streaming.

Computers w/ High Speed Internet This, of course, is the first thing we consider when thinking about how our students will access content. This method is the most widely accepted and thought about. Students accessing course content using this method will have full access and will be able to further knowledge by creating outlets for content that is learned. They will have access to other software and resources for such outlets. However, keep in mind that in a flipped classroom, the students should be creating and building knowledge in class. Additional homework should not be assigned other than some basic note taking. Internet services can be cost prohibitive for s ome families’ budgets. In some areas, local cable providers offer steep discounts for students and their families that participate in free or reduced lunch programs.

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Xfinity offers high-speed Internet service for families whose students receive free or reduced lunch for $9.99/month. Additionally, families can purchase a refurbished computer for $149.00. Details are available at: www.internetessentials.com

Smartphones/Tablets Students can access much of the flipped content through streaming video. Most smartphones and tablets have the ability to stream video and audio. As you know, many students have access to phones with streaming capabilities. If a student can show you a video on YouTube, then they can stream a lecture. We will further discuss where videos can be placed for student access in a later section. iPods/iPads Many of my own students could not afford a hefty phone charge each month for data, texting and voice communication. However, many of them have iPods and some even have iPads. These devices only require that students have access to a wireless network for streaming capabilities. When students are out of school, they have access to wireless networks in many places. Fast food restaurants are starting to equip their seating areas with Wi-Fi. Starbucks, Panera Bread, colleges, universities and local libraries all offer places where students can hop on the web and get access to lessons.

EXPERIENTIAL VOICE

Our students have access to our wireless network at school. They are part of a separate wireless network and user group that applies all filter rules and permissions.

After Hours Computer Access Many schools have access to computer labs and media center labs before or after school hours. Many public libraries also offer computer usage times for the public. Our school was new and only employed a person in our library for 2-3 days a week and never before or after school. In order to give students access, club sponsors who used the media center agreed to let students come in and utilize the labs while under their supervision.

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DVD/Equipment Sign-out Teachers can always burn a couple of copies of a lesson to a DVD. In the early attempts at making the model a reality, we utilized a checkout system with our librarian. The students would checkout the DVD’s if they needed them. The librarian kept records of how many were checked out and who was checking them out. It was the same students that needed this service and we would have to burn 5 copies for our sophomores. This was a little time consuming and it was a bit pricey. EXPERIENTIAL VOICE

After the first fall semester of flipping, Christmas brought on a new gift for many of our students…iPods and smartphones. Parents recognized the need for the technology and found the investment paid off in the long run.

We decided to ask the students to bring us a flash drive and we would load the videos on the flash drive for them. This reduced cost, but still was a bit time intensive. In the end, we still had two students who needed the flash drives loaded. We then started giving them time in their technology course to download them straight from a link that was provided. This then shifted responsibility to the student and became cost effective (free).

The Basics of Getting Started So by now, you should be hooked! Right? Okay, but you have this looming question hanging over your head…I don’t have the expertise or the tools to implement this without going broke or going crazy? Absolutely, wrong! You can do this with little or no investment to get started. I have outlined the bare-minimum you need to get started in the sections below. It looks like a lot, but I spelled it out for all you non-techi es…like my mom.

Hardware You will require a PC or a Mac. A Web-Cam or a Digital Video Camera (better quality) An internet connection…somewhere—steal it from your neighbors if you can! Software This one depends…you can start simple or more advanced depending on your technical knowledge and skill level.

To start, I would simply record my lecture over a PowerPoint (or Keynote for mac users). You are not making blockbuster smash hits. You are simply conveying the lesson to your students. If you already use presentation software like PowerPoint or Keynote, you are already a step ahead. Later, in the tutorial section, I have

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included some step-by-step instructions for doing the voiceovers and posting them online. Macs have iMovie already installed when you purchase the machine. You can edit basic video if you are using the camera in this for free. This can be used to put your titles on, some pictures and your video taped segments. I like doing this because I can create a “brand” for my videos and give them a little more of a professional kick. To record your screen while you narrate, use the free version of Jing. It limits your recording time, but you can work quickly through your topic and break it down into steps. Later, we will discuss their product Camtasia.

Knowledge If you can prepare a PowerPoint or Keynote presentation, then you are almost there. You already know how to teach. Now we just need to make your videos interesting and your topics condensed.

Flipping Resources Software There are scores of software available for recording your lessons. The list below is by no means a comprehensive list, but it is enough to get you started. Jing

www.techsmith.com/jing Jing is free screencast software that allows you to create small video tutorials. It has limitations because it has newer siblings that have a cost associated with them. This one allows you to get a taste of what the other products have to offer, but leaves you craving more. Camtasia

www.techsmith.com/Camtasia Camtasia is screencast software that gives you tools you need to customize and edit your videos. This is my recommended software. It allows you to record your screen, edit the recordings and add camera video (synchronously). The editing software reminds me of a simplified version of iMovie. The cost is $99.00 per license. There are license discounts for group purchasing if a group of teachers or your IT department purchase for you. Screenr

www.screenr.com

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Screenr is a web-based screen recorder. It is free and pretty easy to use. This is perfect for creating screencasts without having to upload them. They take care of all that in the background. The only limitation is that they are limited to 5 minutes and the video cannot go through post-production editing very easily. The account will upload to your YouTube account very easily. Additionally, it will generate embed codes that will allow users to embed it directly in a web site if the learning management system allows this type of activity. However, videos are able to be downloaded, so you could put more than one together and edit them in editing software. This would be for the more advanced user. iMovie

iMovie comes with the iLife package on the Mac. iMovie makes it easy to turn your home videos into your all-time favorite films. If you know how to drag and drop, you can make a movie in iMovie. Here’s how easy it is: Just drag your favorite clips into the project area and arrange them however you like. Drag in titles and transitions. Drop in photos. Add a song from iTunes or GarageBand for your soundtrack. When your action flick has too much action, maybe it’s time for some stills. iMovie imports your photos from iPhoto, Aperture, or Photo Booth. You can apply pan and zoom motion effects to give it a documentary feel. iMovie even detects faces in your photos to ensure that they remain in the frame. Windows Movie Maker

Windows Essentials is a free download from Microsoft. When you download this bundle from Microsoft it comes with a basic video editor that will allow you to edit video footage. This is similar to iMovie with a few less frills. Quicktime

For Mac users, Quicktime has a screen capture feature which allows you to record longer segments than some of the free versions. The screen capture feature will record what you are doing on your computer and allow you to narrate it simultaneously. It will then export the file as a Quicktime movie file that can be uploaded to your video channel on YouTube or any other system you choose. Unfortunately, Windows users do not have this same feature.

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Hardware Options Camera

To start, a basic web cam is recommended; but not necessary. The studies have shown that students actually do want to see you while you are te aching the lesson. Students’ surveys in recent studies have indicated that they enjoy the personalization to see a real person in the videos at some point. As you can imagine, there are several more expensive and professional setups that you could purchase. If you are making a larger investment, a small HD camera with flash memory may be recommended. Canon makes a great product in the Vixia line of products. Computer

Mac or PC is left to your preference. This handbook has been developed with resources for either choice. Since you are working with video, you will want to make sure the machine has a good amount of RAM. RAM is the memory part of the computer that runs processes. The more RAM, the smoother your end product will look. Four gigabytes (4GB) is the minimum recommendation where eight gigabytes (8GB) is recommended. Additionally, you will want to make sure that you have a good deal of hard drive or network storage space. Videos require more space than documents and other files on your machine. Microphones

Staying close to your camera or computer and eliminating the background sounds should allow you to operate your flipped classroom without any investment in sound equipment. However, if you find that you experiencing sound issues, you may want to investigate options in this area. Smartpen

Livescribe makes a really slick tool to create “pencasts” with narration. The pen memorizes what you wrote while you narrate aloud. You then plug the pen into your computer and download the pencast. This pencast can then be uploaded to your video streaming account or to your video editing software for further editing around slides and other items. There is a related article, “Error! Reference source not found.” on page Error! Bookmark not defined. with further details on the use of pencasts.

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Repositories for Already Completed Videos Why create videos that somebody else has already done? Don’t reinvent the wheel.

The following sites are great places to start when looking for content videos that are already created. When getting started with the model, this is a perfectly great approach. In fact, as more educators begin to enter into this educational model, the content library will only continue to expand. Teded.com

TED-Ed’s commitment to creating lessons worth sharing is an extension of TED’s mission of spreading great ideas. Within the growing TED-Ed video library, you will find carefully curated educational videos, many of which represent collaborations between talented educators and animators nominated through the TED-Ed platform. This platform also allows users to take any useful educational video, not just TED's, and easily create a customized lesson around the video. Users can distribute the lessons, publicly or privately, and track their impact on the world, a class, or an individual student. YouTube allows for millions of people around the world to discover, watch, share and learn from others and is committed to making educational content more easily accessible through its YouTube for Schools Initiative. YouTube is supporting TED-Ed as part of its YouTube Original Channels program. The best part of this partnership is that you can take a YouTube video and place it into the Ted-Ed platform and then create a lesson right in the platform. They have taken out the hard steps. KhanAcademy.org

The Khan Academy is an organization on a mission. They are a not-for-profit with the goal of changing education for the better by providing a free world-class education for anyone anywhere. The video library covers K-12 math, science topics such as biology, chemistry, and physics, and even reaches into the humanities with playlists on finance and history. Each video is a digestible chunk, approximately 10 minutes long, and especially purposed for viewing on the computer. All of the site's resources are available to anyone. It doesn't matter if you are a student, teacher, home-schooler, principal, or an adult returning to the classroom after 20 years. The Khan Academy's materials and resources are available to you completely free of charge.

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Storage for your Videos YouTube.com

YouTube is a great service for storing and sharing your videos. Many users are already aware of the process for watching videos. The process is simple, create an account and a channel. This channel will have a link. Provide the link to your students. That’s all! Now, let’s make it more complicated with choices!

YouTube, by default, has a 15-minute time limit to all videos. This should work just fine for flipped classroom lessons. However, there are ways to increase your time limits. By default, you can upload videos that are 15 minutes long. To upload longer videos, follow these steps:   

Visit the upload page at: www.youtube.com/my_videos_upload Click Increase your limit at the bottom of the page Follow the steps to verify your account with a mobile phone. Currently, YouTube is not able to offer other ways to verify your account.

EXPERIENTIAL VOICE

Making your videos accessible and easy to get to will be your best bet for success. Students are visual learners. Use the embed codes to place the videos directly on your website. Students will see the video thumbnail and automatically know they have landed on the right video. Videos that are hard to locate, will not get viewed. I also had a Twitter account where I would post the links to the videos for students to access using their mobile phones. Many students reported back that they would use the bus ride, to or from school, to view their videos for class.

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Once you have increased your time limit, you will be able to upload a maximum files size of 20GB. Using the most up to date version of Google Chrome, Firefox 4 or higher, or Internet Explorer (with Silverlight enabled) grants you access to powerful new uploading features: Ability to upload large files, of up to 20GB in size Ability to resume or recover  stalled or cancelled uploads 

If you have the ability to upload longer length video, the most effective way to upload large files is to simply use an up to date version of one of these browsers, visit the upload page, and upload your file as usual. There is no need to use the Java uploader for larger

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files or resumability. The processes outlined below are the best way to ensure your upload is successful. Using the embed codes provided by YouTube, you can simply embed your videos in your Learning Management System or on your personal website. Google also offers Google Sites if you don’t have a web site. You can create a free website with a link to your YouTube Channel for your students to easily access. YouTube also allows users to directly record from their webcam or to rec ord a session in a Google Hangout. Google has done a great job of making tools for educators to use. The possibilities are only limited by your imagination in most cases. Vimeo.com

Vimeo is a great place to host videos for the flipped classroom. Many teachers will choose Vimeo because YouTube is blocked by their web filter at their school. Much of the content on Vimeo is more artistic and less distracting for students as well. However, they limit video sizes differently. You can upgrade for a monthly fee. However, most of our teachers were able to be successful with Vimeo. The limits for Vimeo Basic (Free) are as follows:  500MB per week upload  Banner Ads  1 HD (High Definition) upload per week  1 Channel Limit The benefit is that Vimeo is not as popular and the content is much less distracting and tends to be more appropriate. Additionally, Vimeo is less likely to be filtered by your school.

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Video Creation Basics Being new to the basics of video production does not require us to evoke our inner Stephen Spielberg, Spike Lee, Martin Scorsese, George Lucas, Cecil B. DeMille or the Alfred Hitchcock (depending on what you are teaching). With today’s high tech cameras, they do most of the work for you. However, there are some very basic tips that will have high impact in your productions. 1. Keep it short

Only shoot your video to cover one topic at a time. The goal should be no more than 15 minutes at the high end. The ideal time maximum is 10 minutes. Who are your students? Many of them can’t make it a whole song without fast forwarding to the next…same with your videos. Keep them bite-sized. They are used to the short segments found on YouTube and that is about their attention span. 2. Lighting

Choose a location in a well-lit area. Keep the light in front of the subject, not behind the subject (See Figure 1 & 2). Use a natural light source if possible. Try not to rely on only the overhead fluorescent fixtures as they will cast shadows down the subjects face. This gives the appearance of being drawn out. Use a lamp with a bright bulb and a bright shade set just outside the shot a little in front of the subject and to the side. This will eliminate those shadows.

Figure 2 Natural light behind the subject allows us to see facial features.

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Figure 1- Light source behind subject causes loss of facial features.

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3. Sound

While the camera or computer has a built in microphone, you must be careful to eliminate as much of the ambient noise as possible. The problem with ambient noise is that we get very used to hearing it that we tune it out. Try this…sit in your area where you are going to be filming your segments. Sit very still and try to identify every sound you hear. Decide if this sound will be distracting to your video. Record a sample video and then watch it back and try to identify if that sound is overpowering your sound.

EXPERIENTIAL VOICE

I once filmed an entire lesson in my classroom and, while you could hear me, I was being drowned out a lot of the time by the fans in the server closet in my room. The problem was that I was so used to hearing them, that I didn’t notice them until I watched the video back.

SUCCESS TIP ---don’t try to get it perfect. If you stop the camera every time there is an off camera noise, you will never publish any of your videos. This is especially true if you are filming them in school. There is always sound in a school. You just don’t want the sound to be too distracting.

4. Be Animated EXPERIENTIAL VOICE

I once took a distance learning course back in the day before the Internet. The telecourse consisted of videos you checked out from the library. It was roughly 36 hours of a Philosophy professor standing at a podium and reading the course text. BORING didn’t even describe it!

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Teach as you would with a room full of students. They are still there, just not at the moment. Use inflection, talk with your hands, do what is natural. Remember that you are doing this in an unnatural environment, but it will be natural to the students when they watch. If you are acting unnatural, they will sense it and it will affect the overall quality of the video. Remember to use eye-contact. The lens is your eye. Look directly into the lens when you are talking to the students. It is okay to look around at different things, but make sure you continue back to make eye contact.

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5. Mix it Up

These students are visual learners. They not only learn from what you are saying and doing, but from where you are and who you are within your videos. Liven it up and throw them a curve ball every once in a while. Here are some ideas: -

Have a taped interview or discussion panel with local experts. Change the location of your video to your home, office, car, or a relevant place for the topic. Use this as an experience to engage other colleagues and show them the benefits of flipping. Have an expert explain the lesson. Host a video conference in real time with students and an expert, tape it and have it available for those that couldn’t attend. Start with a joke, or story. End with an extra credit question, a discussion topic or a brain teaser.

6. Don’t Waste Your Students Time

While you may start out with a story or a joke or something topical, remember, you are shooting for 10 minutes or less. Stay on topic. Talk about the football game when you are meeting with the students in class for a short time. Remember, they are coming to you outside of class in the videos and they are using their own time…respect it. 7. Add Callouts/Annotations

Using editing software (when you get better) you will find that adding in text when a large topic or definition comes up will help your students refocus on the topic. It gives them additional processing of not only the verbal, but reading as well. It is important to add these in for your students to see a diagram, text or other visual element other than you for a few moments just as you do with a presentation in a live lecture. 8. Watch your Copyrights

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You will be posting your videos online. Therefore, your content will be made public. Make sure that music, graphics and all content is copyright free or you have permission. There are certain rights under “fair use” for teaching, scholarship and research. However, it is not clearly defined by amount of material or type of material. It is suggested that when in doubt…leave it out. © K. Steele, 2013


Learning Management Systems (LMS) Learning management systems will provide your class with a virtual space outside of your classroom walls. This will be the space that will house all of your classroom resources for students to access when class is not in session. Trust me when I say that you and your students will be glad you made this change if you have not already done so. You will save time, cut excuses and your students will be more independent. There are several to choose from and I have listed a few with some summary information and links. Some are paid, some are enterprise specific and others are free and available to start today. I will of course start with my favorites:

Schoology www.schoology.com Cost: Free Enterprise systems are available for a fee and added management. However, it works just fine in the free version. With Schoology, educators can do things as simple as posting assignments, quizzes and links to additional resources or as sophisticated as conducting online courses, providing one-on-one remediation, or hosting discussions. Videos can be uploaded directly to their servers for playback on many devices. The User Interface (UI) is very much like Facebook. Students and teachers will already have a start on understanding its setup and training will be limited. Additionally, they have an app in both the Apple and Android Marketplace. The app has recently undergone some really great upgrades to allow grading and class management directly. Advanced users will be able to manipulate the pages and customize the placement of information. The gradebook is fully integrated and you can grade where the assignment has been placed or directly in the discussion board. One major feature to the discussion board is the ability to filter by user. This feature saves a great deal of time when trying to figure out if a student met all the requirements of the post and responses to others.

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Universal Design for Learning (UDL) Adapted from Center for Applied Special Technology © CAST, 2012. Please visit www.cast.org

TEACHING REALITY

Here’s the reality, we care

that a student learned the material; we don’t care

how they show they

Architects and building designers have been utilizing the term Universal Design for some time, now. With the creation American’s with Disabilities Act (ADA), buildings need access for the needs of all who may enter. For example, there may be steps in the front of the building and a ramp for wheelchair access. The ramp and steps become part of the overall design process.

learned it. Students able to demonstrate knowledge are also able to utilize multiple means of accessing information, multiple means of organizing and planning how they will demonstrate knowledge and they show high levels of engagement because they are at the center of their learning design and assessment. Learners in flipped environments are able to access content in multiple ways with more direction from the instructor and are able to guide their learning utilizing a variety of other sources and experiences when lecture is removed and reformatted.

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Universal Design for Learning is a set of principles for curriculum development that give all individuals equal opportunities to learn. It is the design of the lesson to incorporate all methods and means of instruction into the overall design. Very much like that of the building example above. UDL provides a blueprint for creating instructional goals, methods, materials and assessment that work for everyone—not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs. Flipped teaching strategies compliment and provide the universal access for learners. Learners will have multiple means of access to information and the video lecture provides many other opportunities for them to access and plan their learning. The learners are provided with a bit more control over the lecture than they have had in the past. Additionally, getting them access will allow them additional opportunities to explore additional related content. Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. These primary brain networks come into play:

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Recognition Networks – the “what” of learning— How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author’s style are recognition tasks.

UDL Teaching Strategy: Provide multiple means of expression Flipped Classroom Connection Providing lecture if video addresses the needs of diverse learners. They can slow it down, speed it up, explore other related content, pause, stop and rewind.

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Strategic Networks – the “how” of learning— Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

UDL Teaching Strategy: Provide multiple means of action and expression

Flipped Classroom Connection Students are in control of when and how they access the content. Written text and practice are provided in class, but lecture access is planned by the student.

 Affective Networks – How learners get engaged and

stay motivated. How they are challenged, excited, or interested. UDL Teaching Strategy: Stimulate interest and motivation for learning.

Flipped Classroom Connection Mixing up and creating innovative, fun and informative videos provide additional opportunities for students to find their motivation, challenge and interest in the course and material. This also allows for us to bring in other learning opportunities that the traditional classroom did not allow.

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Flipped classrooms address access to educational content in a number of ways. While an instructor is designing the instruction for the flipped classroom, you are providing for the learners needs in a variety of ways. The graphic to the right provides several ways to expand the flipped classroom and provide different ways to expand on planning UDL lessons. The short story of UDL is that we care that a student learned the material; we don’t care how they show they learned it. If they can demonstrate learning in their own way, they get the multiple means of accessing information, planning the showing of information and engaging in the content.

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Struggles and Strategies As many of you can guess, the biggest struggle you will have with the flipped classroom is getting students to watch the videos. While there is not a magic wand in flipping that will make all of your students 100% engaged and attentive, there are several tools we can use to motivate them to watch the videos. You will notice the list is strikingly similar to methods you may have used in the traditional classroom. 1. THE IMPENDING QUIZ 

Quiz students on the video using a few basic recall questions. Remember, your students have not had time to work with the content, only have it presented one time. The quiz should be on the key points of the lecture. It should be easy for anybody that watched and difficult for those that did not. Also note, the element of surprise is in your favor…don’t give one each time.

2. PERSONAL CONFERENCING 

Meet with random students to go over the content of the video personally with a few students each day. While the class is working on the in-class assignments, meet with two different students each day. Keep track of who you have met with so you don’t repeat. Randomize your pattern so students don’t know when they will be next.

3. PERSONALIZED TIME MANAGEMENT  Read this one as isolation…using this strategy, you isolate those that did not watch the video. They are sent away from the class activity to watch the video. Once that is complete, they come back to the class and begin the in-class assignment. Point out to them, privately while they are working, that they would be much further along if they had watched the video at the time it was assigned. 4. ONLINE DISCUSSION BOARDS  Have students watch the videos and then respond to a prompt that makes them think deeper. Then, they must respond to two of their classmates with a probing question, or a related story to further learning. In this method, students who have not watched the video may still absorb content by reading through the posts and engaging with others. It’s a dirty little trick…just like those “cheat” cards that my Biology teacher used to allow for the final exams.

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How Administrators Can Support Flipped Learning Tips from Jon Bergmann and Brian Bennett Used with permission from Flipped Learning Network (www.flippedlearning.org) and Schoolwires (www.schoolwires.com)

Tip #1 Give teachers time to adjust; roll out changes slowly and create an implementation plan.

Tip #2 Make student engagement part of your evaluation process. Look for kids asking questions, talking with one another, and problem solving. Tip #3 Promote team work for better results; find time for teachers to collaborate during the day on the changes you’re looking for. Tip #4 Help find your teachers a coach and consider using a strength/weakness survey to help pair people effectively. Tip #5 Give your staff permission to fail. Turn your efforts into a learning experience and understand what you can do differently next time. Tip #6 Be a buffer. Field phone calls fro m parents who may not understand what is happening and are upset because their child is finally being challenged in school

Tip #7 Involve IT in the conversation to support teachers who need help with technology integration

Tip #8 Be a sounding board for your teachers and offer constructive feedback to help them become agents of change.

Tip #9 Hire teachers who understand student needs and how to support them.

Tip #10 Model Flipped Learning mindset and use meetings for collaboration. Send supporting information ahead of time in a newsletter, email or video. Tip #11 Create open and collaborative learning spaces where kids can work together to solve problems using digital devices.

Tip #12 Allow teachers to choose what they need to learn and help them feel in control of their own development

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Sample Flipped Lessons English The 20 Percent Project

http://tinyurl.com/EngFlip1 The author of this blog posted her project for all of us to use. She uses the recent research to use intrinsic motivators to create and innovate within her English project. Students devote 20% of their time (Fridays) to their projects that inspire them. The best part is she has an Evernote link published to the bottom of her blog that directs you to all her resources and videos that she uses with her students to make this project a success. Arizona State University – Faculty Readings

http://tinyurl.com/EngFlip2 This website features already prepared readings by ASU faculty and other guests. These are recorded on Vimeo for you and embeded directly on their web site. If you are reading something similar, this would be a great place to have students listen to a reading and then come to class prepared to draw parrallels, or contrasts, between characters, content, plot, setting, literary elements, etc. TED Videos on English

http://tinyurl.com/EngFlip3 Language is the stuff of thought —the more we know about it, the better we will understand ourselves. These speakers are trying to crack the mystery. Linguist Steven Pinker inspects the structure of sentences—and discovers insithgt inot human nature. Susan Savage-Rumbaugh finds a key to human language in the behavior or bonobo apes —just as paleoanthropologist Zeresenay Alemseged shows us a set of 3.3-million-year-old hominid fossils that offer clues to the origins of speech. Erin McKean, meanwhile, gleefully collects and catalogs the products of modern wordmakers into a dictionary without limits.

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English Teacher Emma

http://tinyurl.com/EngFlip4 Learning a different language can be hard, but it can also be a fun and rewarding experience. Emma is TESOL-certified and has taught students from various backgrounds, ages, and levels. Her video channel offers some really great grammar lessons on tricky word usage in the English language. Her content would be appropriate for inclusion in an ESL/ELL classroom or in a regular grammar lesson to address student misconceptions or lazy grammar. Mr. McGough’s Flipped English Classes

http://tinyurl.com/EngFlip5 This YouTube Channel offers several already prepared lessons on topics such as “The Art of Literary Setting,” “ The Sudden Light and the Trees,” “Tweeting to Comprehension,” and many others. Videos on this channel are a mixture of lessons for both teachers and students. At the time of this publication, it appears that this new channel is continuing to expand in topic and scope. All lessons are tied to the Common Core standards. TedEd’s English Category

http://tinyurl.com/EngFlip6 TedEd’s platform works on the following progression: Watch, Think, Dig Deeper. Students watch the video, then take a personal assessment and then they have extensions to the learning. My favorite from this list is “Beware of Nominalizations (AKA Zombie Nouns).”

The videos on the TedEd side are highly engaging and professional looking. Finding lessons that are already created from others or taking videos and creating your own lessons on this platform will yield high results.

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Will Ferrell and Figurative Language

http://tinyurl.com/EngFlip7 This is a great example of a way to utilize other clips and edit them into a lesson. This also allows you to reach into the students “real-world”, remove the inappropriateness and make it classroom ready. The creator of this video moves through different clips that use Will Ferrell movies and lines to illustrate personification, alliteration, hyperbole and other figurative language techniques. You must watch the whole thing and see her wrap- up…it is priceless! This is a perfect flipped lesson where students may watch the video and create their own examples from other films. This would be a great in-class lesson as a follow-up where the teacher could assist them in making the correct connections.

Math TedEd’s Math Category

http://tinyurl.com/MathFlip1 TedEd’s platform works on the following progression: Watch, Think, Dig Deeper. Students watch the video, then take a personal assessment and then they have extensions to the learning. My favorite from this list is “How Taking A Bath Led to Archimedes’ Principle”

The videos on the TedEd side are highly engaging and professional looking. Finding lessons that are already created from others or taking videos and creating your own lessons on this platform will yield high results. Khan Academy

www.khanacademy.org

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The video library covers a great deal of topics, including K-12 math, where Sal Khan started his video lessons. Each video is a digestible chunk, approximately 10 minutes long, and especially purposed for viewing on the computer. The conversational tone of each video is engaging and focused on the specific topic you choose. You can link directly from your site; or embed the video directly onto your site. All his videos are hosted on YouTube, so you may run into filter issues at school. Middle School Math Lessons

http://tinyurl.com/MathFlip2 This YouTube channel features several videos which offer some great opportunities for application and relevance fo the topic. They start the lesson with a realworld problem and how the concept is used to solve the problem. The graphical representation of the concept is excellent and really provides a strong visual of the concept for students to relate the relevance and provides that concrete visualization that many middle school students need to further understand abstract concepts. Matt’s Math

http://tinyurl.com/MathFlip3 Matt’s Math features over 36 lessons on middle school math concepts all related to real-world examples and correlated to the Common Core. Some lessons also relate back to video game functionality and strategy!

At the time of publication, this channel was continuing to grow with content.

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The Math Master

http://tinyurl.com/MathFlip4 This channel is focused on College Algebra concepts. The concepts are simply taught using a teacher and a whiteboard. The channel is a great example of organization of topics. This is also a great example of simplicity when starting out. I also love the introduction video that plays when you arrive at this channel. Mrs. Fox’s Class

http://tinyurl.com/MathFlip5 This site belongs to an elementary math teacher that utilizes flipped lessons. By navigating to YouTube from her site, you will be able to better see her lesson topics. I included this link to her site so that you could get an example of how to setup a free Google Site for your class if you don’t have access to a Learning Management System or you choose to use this option instead of the free LMS options. You can see that Mrs. Fox is creating her own videos on the topics and she is organizing them based on her textbooks already established organization patterns to create consistency with the students. Byron High School Mathematics Department

http://tinyurl.com/MathFlip6 This link is a resources to five different math teachers who use the flipped videos and create content for their students. Each teacher presents their lessons in a unique style and topics range from Pre-Algebra to Advanced Calculus. The other links on this site support a good deal of the information that is contained in this book and provide great resource information.

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Flipping Math Blog

http://tinyurl.com/MathFlip7 This blog is excellently written by Graham Johnson. He outlines his thoughts and reflections on why the flipped classroom has been an outstanding success in his math classroom. Be sure to check out his post about the flipped classroom. He has really gone above and beyond using the Camtasia products to make his video interactive. Mr. Leckie’s AP Calculus Lessons

http://tinyurl.com/MathFlip8 The web site for Mr. Leckie (although it does not offer his first name) offers lessons and note sheets for each of the topics that he covers in the vodcasts. (Non-techies – vodcasts are the same as videos…they are podcasts with videos—thus the name vodcasts.) If you notice he is using a whiteboard and embedding himself in using a webcam with camstasia software.

Science TedEd’s Science & Technology Category

http://tinyurl.com/SCIFlip1 TedEd’s platform works on the following progression: Watch, Think, Dig Deeper. Students watch the video, then take a personal assessment and then they have extensions to the learning. My favorite from t his list is “Dance vs. PowerPoint, a modest proposal”


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Dance Your PhD

http://tinyurl.com/SCIFlip2 This site is would be used for advanced high school science students. Here, PhD students create an explanation of their advanced research using dance and video. They also post a description of their dance and their explanation of how it is represented. A fun activity using this site may involve selecting a topical video for your students and having them provide the critique of whether they accurately represented their research or if they could have improved something. Then have the students develop their own videos using dance to illustrate a concept they are learning in class. Chemistry Lesson Playlist

http://tinyurl.com/SCIFlip3 This YouTube playlist is loaded with several Chemstry topics originally created by Jonathan Bergmann and Aaron Sams. It seems that they are beginning to monetize their resources by selling the entire set; but at the time of publication, there is only a title screen with a website to purchase the set of videos. Earl Haig Physics

http://tinyurl.com/SCIFlip5 A wonderfully organized site by topic and subtopic in the area of physics. The creators of this site have outdone themselves organizing their videos. I only wish that I could diagram my board half as good as they do. They are doing things simply, too! All links go directly out to their YouTube channel.

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CosmoLearning

www.cosmolearning.com This is a great resources site for many areas, even those outside of the sciences. There are thousands of videos on science topics alone. There are several videos created by educators, but they also have segmented documentaries and full-length topical videos. Khan Academy

www.khanacademy.org The video library covers a great deal of topics, including K-12 science. Each video is a digestible chunk, approximately 10 minutes long, and especially purposed for viewing on the computer. The conversational tone of each video is engaging and focused on the specific topic you choose. You can link directly from your site; or embed the video directly onto your site. Mr. Causey’s World

www.mrcauseysworld.com This site contains a great deal of articles and topics including Physics, Chemistry and Algebra. His YouTube channel is linked through for easy location of topics. He has also arranged his YouTube channel by topic with playlists. The videos are top quality with practice embedded in the videos. Physics Education Research – Interactive Online Lectures

http://tinyurl.com/SCIFlip6 A full library of introductory pre-college and college level physics lesson are posted through a development consortium between 7 different large universities. The lessons are interactive and are meant to supplement and strengthen the physics students classroom lessons and investigations.

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Social Studies CosmoLearning

http://tinyurl.com/SSFlip1 This is a great resources site for many areas, even those outside of the social sciences. There are thousands of videos on American History alone. There are several videos created by educators, but they also have segmented documentaries and fulllength topical videos. Clintondale High School

www.flippedhighschool.com Clintondale High School features videos in many different subject areas, but their Social Studies Department was able to reduce their 28% failure rate to 9% using their flipped model. The best part…they have all their videos available through their web site. They range the subject areas from Government, Economics to History. Use the subject bar at the top under the header to navigate. TedEd’s Social Studies Category

http://tinyurl.com/SSFlip2 TedEd’s platform works on the following progression: Watch, Think, Dig Deeper. Students watch the video, then take a personal assessment and then they have extensions to the learning. My favorite from this list is “Why do Americans Vote On Tuesdays?”


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Stanford History Education Group

sheg.stanford.edu The Reading Like a Historian curriculum engages students in historical inquiry. Each lesson revolves around a central historical question and features sets of primary documents modified for groups of students with diverse reading skills and abilities. This curriculum teaches students how to investigate historical questions employing reading strategies such as sourcing, contextualizing, corroborating, and close reading. Instead of memorizing historical facts, students evaluate the trustworthiness of multiple perspectives on issues from King Philip's War to the Montgomery Bus Boycott, and make historical claims backed by documentary evidence. Flipped Social Studies

http://tinyurl.com/SSFlip3 This site features links to two courses, one on World History and the other on AP European History. This does require a login for joining the courses. In addition, there is a Video Production course listed, as well. The site does require registration in the class. Flipped History

www.flipped-history.com

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This site is a blog hosted by Tom Driscoll. He offers up some very great discussion points and shares some great opportunities for flipped educators to engage. In addition, he has links to videos created by other social studies teachers and a community board and resource wiki. This is a great resource for any social studies teacher. Flipped History: Technology and Critical Thinking

historywithls.blogspot.com The blog of Karl Lindgren-Streicher offers many compelling stories of success in the flippedmastery model. Karl is a history teacher in San Mateo, California. He offers some great suggestions and links to resources for history teachers.

Physical Education The Flipped Coach

www.flippedcoach.com This blog features resources and already complete video collections for the PE teacher and coach. The blog also reviews apps and other technology tools for integrating technology into the PE curriculum. Another great feature that seems to be growing is the PE Educator Connect. This is a bulletin board where coaches and PE teachers can post their information and develop collaborative distance connections. Coach’s Eye

www.coachseye.com

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There are some great “how -to” videos in all sports on this site. Some are better than others, but there is also an app that you can purchase to create your own videos for only $4.99 on the iPhone or Google Play. One of their touted features includes slow-motion review, drawing tools and simple sharing for game improvement and video analysis. Jason Hahnstadt – PE Teacher

http://tinyurl.com/PEFlip1 Mr. Hahnstadt’s YouTube channel has a plethora of videos related to sports, fitness and different skill games to play in the PE class. One aspect that catches the eye is that his channel offers up some great suggestions for different skill games to play in the PE class. This is a great way to have the students come in already knowing what the game objective is and how to execute. Now there is more time to be physically active. Self-Defense Training

http://tinyurl.com/PEFlip2 This YouTube channel is full of different drills and practice moves in several martial arts areas. This would be a great place for students in a self-defense unit to learn the techniques of the moves before arriving to class. Additionally, this may be a great place for students to remediate lessons learned in class for practice outside of class.

Foreign Language Foreign Language Flipped Class Resources

http://tinyurl.com/FLFlip1

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This page is a list of resources and lessons that every foreign language teacher would want to have at their disposal. Even if you are not flipping your class, this list of article, links, videos etc. is a great resource to have when planning new and exciting lessons for your students. The flipped classroom instructor will find it all the more appealing. It almost makes listing anything more on this page unnecessary! SpanishDict

http://tinyurl.com/FLFlip2 This YouTube channel hosts a great deal of Spanish tutorials with strong visuals for students who need both visual and auditory channels linked together for memory and pronounciation. While I would love to tell you about the lessons, they are all written in Spanish and I cannot read them! LangMedia

This is an app that provides resources for learning languages less-commonly offered by high school and colleges in the US. Some of the languages for which LangMedia offers educational resources are Arabic, Bulgarian, Persian, Thai, and Urdu. For these languages LangMedia provides course outlines, practice dialogues, and lists of resources necessary for completing the requirements of each course. There is also a collection of video clips of interviews and discussions with people from different coutnries, of different ages and from different walks of life.

Art & Music TedEd’s Arts Category

http://tinyurl.com/ArtFlip1

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TedEd’s platform works on the following progression: Watch, Think, Dig Deeper. Students watch the video, then take a personal assessment and then they have extensions to the learning.

The videos on the TedEd side are highly engaging and professional looking. Finding lessons that are already created from others or taking videos and creating your own lessons on this platform will yield high results. Jerry’s Artarama

http://tinyurl.com/ArtFlip2 Jerry’s Artarama, besides its alluring and creative name, offers some very well done techniques in drawing and painting. There is a a great deal of technique that is easily explained and demonstrated up close for the students. Not only a great resource for students new to the field, but a great brush-up (get it?) for skills that may have been forgotten. The Virtual Instructor

thevirtualinstructor.com This is a library of drawing, painting, Photoshop, Flash and Illustrator lessons. Not only that, but they also have some fundamental art lessons posted on the page. Imagine freeing up your art class to have students actually creating works of art and not just watching you do it!

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Riffeo

www.riffeo.com/clip This music site offers tutorial videos for different songs at different levels for guitar, bass, keyboard, drums and even DJ beats. It also allows users to upload their own content to give back. This may be a great way for the students to create content and become a member of the community. Michael New – Music Theory Lessons

http://tinyurl.com/MusFlip1 In these video tutorials, Mr. New introduces users to the basics of music theory. His lessons build on each other and he provides some really great examples with three points of view in the cameras. He also has a few playlists on the side of the channel that offer lessons in writing music and featuring some music that he has written himself.

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Action Plan This worksheet will assist in developing a lesson in a flipped classroom. It is not a lesson plan template, but an action plan for implementing the flipped classroom when you return to your classrooms tomorrow! List a colleague or two that you know would be interested in working together on this new endeavor. 5. __________________________________________________________ 6. __________________________________________________________ List four technology resources to which you already have access. This could be software, hardware, online resources, etc. Basically, anything that will help you get started. 1. __________________________________________________________ 2. __________________________________________________________ 3. __________________________________________________________ 4. __________________________________________________________ If you were to remove lecture and direct instruction from your classroom, what would you like to put in its place?

What is stopping you from giving this a try? List anything that is perceived as a problem and try to brainstorm solutions to these roadblocks.

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Parent Letter – Sample Dear Parents, Starting soon, things will be a little different in your student’s math class than you may be accustomed. We will be fully implementing a teaching model known widely as the “flipped classroom”. In short, a “flipped classroom” switches around the traditional order of teaching with the purpose of creating a more in depth and supportive environment in the classroom when the teacher is present and able to help students. It allows for students to receive a more individualized instruction, thus resulting in higher and deeper level of understanding. In addition, it challenges students to learn how to take charge of their learning, becoming resourceful learners. Lastly, it provides time for more discussion and questioning during class time, helping students to become reflective communicators and to think more deeply about the subject.

For homework, students will be required to watch an instructional video, where the lesson and examples are the same as they would receive in class. However, because the students are watching the lessons on video, they can pause, rewind, or re-watch any segments of the video at any time. This allows students to l earn at his or her personal pace and become more self-directed. Each lesson is specifically designed to be around 8 to 15 minutes long. These videos can be accessed at YouTube, or students can get the videos on a flash drive in order to watch them without internet access through the library. All direct links are also accessible at the class website. Because the videos are online, they can be accessed on any internet-capable device, such as a cell phone or iPod. Students will be required to take Cornell style notes and write a summary at the end of the notes on the concept being taught. The quality and depth of the summary provides me with an assessment of understanding. The notes and summary will be used in class for a discussion to follow each lesson. The “flipped classroom” enables you as a parent to be more involved in your student’s education. Most parents tend to agree that they do not remember much from their high school classes and do not feel they can support their student when they are doing home work. However, with the “flipped classroom”, there are several very easy ways you can help your student: 7. Provide your student with a quiet place to watch the lecture video (preferably with headphones to limit distractions) each night. If internet access is not available at your house, provide your student with the time to stay after school or visit the public library to watch the videos.

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8. Ask your student questions about what they watched and have them read their summary out loud to you. 9. Read their summary yourself to make sure it sounds complete and makes sense. 10. Encourage them to take their time while watching the videos, which means they pause, rewind, or re-watch portions of the video when the teaching is going too fast or when students need a minute to make sense of what was taught. 11. Watch the videos with them so you can learn along with them and help them when it comes to doing regular practice at home the night before the test! Students are expected to come prepared to class each day with the background knowledge of each concept, ready to learn it better, deeper, and faster. Students are not expected to have full mastery of the content before t hey arrive in class, although many students will be at that level. The “flipped classroom” requires your student to take responsibility for their learning in several ways:

1. Students must plan time to watch the video when they are still fully awake and able to make connections between content. (Before 10pm is highly suggested). 2. Students must take initiative to re-watch videos they need to see again. 3. Students must make sure that if they are absent, they still watch the required videos and come to class prepared. 4. Students must make sure that they take initiative to communicate with me either online or in person if there are issues with watching the videos. Please return third page of this letter, in full, filled out and signed by b oth the parent/guardian and the student. If you have any questions, please do not hesitate to contact me. Sincerely yours,

Kevin M. Steele

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STUDENT NAME: ___________________________________________ PERIOD: _________ 

I understand the changes that will be taking place and the expectations for my student. We have internet access at home and watching the videos nightly should not be a problem.

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I understand the changes that will be taking place and the expectations for my student. We do have a computer at home; however, we do not have consistent internet access at home, so my student will be working with you to discuss options for accessing content.

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I understand the changes that will be taking place and the expectations for my student. We do not have a computer at home, so my student will be working with you to discuss options for accessing the content.

Parent/Guardian Name: ________________________ Relationship to Student: ____________ Parent Signature: ___________________________________________ Student Signature: ___________________________________________ Best way to contact me from 8am-2pm during the week 

Email: ____________________________________________________________

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Phone: ____________________________________________________________

Please list any comments, questions or concerns and I will contact you back using your contact information listed above:

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The Flipped Classroom

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