ELA+-+Meyers,+Sara

=Sara Meyers - ELA= __Notes: Day 1__ - Students will not watch videos over 10 min. - Current education -- Prussian Paradigm -- came out of Industrial Revolution -- limited broad thinking -- promoted mechanization -- segmentation of knowledge - Flipping paradigm -- values critical thinking, perseverance, creativity and innovation -- interdisciplinary Bloom's Taxonomy still holds Re-ordering Madeline Hunter's Elements of Effective Instruction Students should be doer instead of receiver With flipping -- teacher supports independent practice, and direct learning happens at home Kaan (?) Academy - //One World School House// -- Bergmann and Sams -- wrote book on flipped instrucion -- how-to book

Question 1:

What are the pros and cons of flipping instruction as you see them?

The pros of a flipped classroom are: - it allows for students to problem solve ways to tackle what is expected of them, promoting independent and creative thinking - frees up time for the one-on-one help that we often cannot fit in to classroom time. - allows students to decide what they have questions on and what they need help with - gets rid of the "factory", "assembly-line" feel of the current classroom - individualized/differentiated instruction in the classroom

The cons of a flipped classroom are: - perhaps that those students who struggle to complete homework in general may get "lost in the crowd" as more prepared students monopolize the teacher's time; Will these struggling students miss out on even the basic instruction that they might have at least partially absorbed in the classroom? - narrowing down what is important in terms of instruction to make it fit in a 5 - 10 minute video or other activity - I worry about middle school level students not being able to take on the responsibility for their own learning. I'd like to see how this works at younger levels. Are middle school students and younger mature enough to handle this approach?

Question 2:

Who are your stakeholders? What are their common concerns? For each stakeholder you've identified, what are their demographic-specific concerns? What are various groups of stakeholders ignorant about, need your expertise?

I think my main stakeholders are the students and the parents. Both will worry about whether the students are getting the instruction they need, and will worry about the idea of "teaching themselves". They will wonder about the role of the teacher. They will also worry about technology issues, and students being able to access the materials that they need. They will worry about the volume of work that students may have to tackle outside of the classroom.

Question 3:

How) does a FlipClass better address student needs than does a traditional class?

You must be able to tell this story believably to a variety of people who will challenge. You must be ready to explain your pedagogy, with sources, often and eloquently. What evidence will you need to collect to satisfy your critics?

The main benefit of the flipped class is that it will help students to become thinkers. The modern world is changing at a rapid pace, and students need to be adaptable, ready to take on a variety of jobs in the future. They need to be problem solvers and critical thinkers. The flipped classroom promotes this to a much greater extenet than the Prussian Paradigm, which is highly mechanized, and, in a sense, a "cookie cutter" approach to education.

In addition, the flipped classroom fits better with MYP and the Common Core Curriculum, again because it promotes independent thinking. It also promotes learning through inquiry, and interdisciplinary exploration. These all fit with MYP and Common Core.

__**Lesson 2**__:

__Evidence of Challenges inherent in using Prussian Paradigm in 2013__:

- does not produce independet thinkers which are critical for modern society - "Today's world needs a workforce of creative, curious, and self-directed lifelong leraners who are capable of conceiving and implementing novel ideas."

1. During week 1, you identified your stakeholders and their common concerns. Reflect on last week's work: add or amend as needed now that you know more. At this point, I do not have anything to add or amend. 2. How does a flipped class better address their concerns than a traditional class? Bergmann and Sams give 15 reasons on why you should flip your classroom in Chapter 3. You may want to focus on 2 or 3 that best address what you believe will work best with your student population. Of course you can add a different reason not mentioned in the book. Flipping increases student-teacher interaction, and flipping allows teachers to know their students better. Class time can be better used to address the needs of individual students, to conduct mini-lessons as needed, and to really get to know the needs of my individual students as I interact with them in the class room. 3. What might be some challenges you will encounter? How do you plan to address them? If you can identify a challenge but not a solution (yet) post the challenge and seek help from the group. Feel free to use the "Crowd Source" (CS) page. I think a challenge that I am seeing right now has to do with time and class size. I worry that I will not truly be able to get to every student with a quality interaction. How do you avoid just focusing on the more vocal students who seek out the interaction? How do you ensure that there is time to work with everyone?

__ Lesson __ 3:

1. What is flipped instruction in your own words? Flipped instruction is a method of teaching that gives students support where they are likely to need it most. The simplest level of learning -- the acquisition of knowledge -- happens outside of the classroom through carefully created activities and videos. The more difficult work, that requires higher level thinking from the students, is done in the classroom under the watchful eye and tutelage of the teacher. The teacher provides one-on-one and group "mentoring", allowing students to progress at a rate that makes the most sense for them, and providing them with individualized instruction that fits with their particular needs. Sometimes the instruction is delivered through technology (for example, in the form of videos), while sometimes it may involve less technology (for example, reading a passage to be discussed the next day). 2. How does flipped instruction address your stakeholders key concerns? Some may think that flipped instruction means that students will teach themselves. This is not correct. It allows students to get instruction where they actually need it, and provides them with more one-on-one time with the teacher. 3. Why is flipped instruction beneficial for 21st century learners? Flipped instruction is more conducive to creating independent thinkers who can problem solve and apply knowledge to a variety of situations. These are qualities necessary for the 21st century work force. In addition, flipped instruction allows students and teachers to make the most out of available technology. Instead of making technology the enemy, it becomes a useful tool for providing instruction and engaging students. The students live in a technological world, and need to know how to use the technology effectively and responsibly.

4. How does it build upon our previous understanding of best practices, CCSS, IB curriculum? Part of the basis for the flipped classroom is learning through inquiry. This is also the basis for the Core Curriculum and for IB. It promotes independent and critical thinking, and is also highly conducive to interdisciplinary work. These all fit with best practices.

5. What aspects of your instruction will you concentrate on flipping first? I think that I will start with some basic skills lessons -- things that take up class time, but are very basic and could easily be explained in video form. I think I will start with lessons on writing complete sentences, and avoiding run-ons, and then move into basic paragraph structure. Students can learn about the skills, then practice under my guidance in the classroom. Shortly after this, I hope to create videos on the elements of a short story. Again, students can learn about things like characterization, conflict, point of view, etc. outside the classroom, then we can apply and analyze with actual stories within the classroom. 6. Why is this aspect of your instruction well suited to a flipped model? The concepts that I would introduce in the videos are basic to understandings required for the class, but are easily acquired by the students. The application of the concepts is more complex, so freeing up time to apply them with my supervision is idea. 7. What data will you be collecting on which to assess effectiveness of your flip? Some of this will data will be anecdotal -- my perceptions of how well students do in discussion, and how well they seem to understand the concepts. I will also collect data based on student writing. The writing pieces will show me how well students have internalized the skills they have been taught, and it will also be a vehicle for them to express their understanding of the various concepts, such as literary elements. 8. By which methods will you be collecting this data? I will be collecting this data by monitoring class discussion, through conferencing with students on their writing, and then through graded writing assignments and through use of the district writing program.

__ Lesson 4 __:

1. **__Plan for Stakeholders__:** Our plan is to create a "team" letter to parents explaining how, why, and when we will be "flipping" our classroom. Since Jen Jordan, Colleen Grego, and I are on the same team, it makes sense to make one communication to parents from all of us. It will provide a consistent message, and will protect against anyone on the team being isolated in terms of taking this risk.

As a team, we also plan to survey the students as to their access to technology. We will ask who has access to the internet at home, and also who has devices that can be used in the classroom, such as smart phones, ipods, ipads, etc. This will help us determine how far we will be able to go with flipping the classroom, as well as how we can integrate other uses of technology in the classroom.

I plan to spend a class period at the beginning of the year going through expectations with the students, and explaining to them how to access the videos, and how they will be held accountable for watching the videos. Throughout the year, each "flipped" lesson will have a different method for holding the students accountable: sometimes I might quiz the students on the material, sometimes I might have an activity embedded in the lesson that I will check the next day, and sometimes I will use a warm-up at the beginning of class to gauge who was familiar with the material and who wasn't. This will all be explained to the students up-front so they will take the assignments seriously. I will also go over with students how to pause a video, rewind, how to set up their notebooks for notetaking, etc.

2. __**Overview of** Lessons__: My first videos are simply lessons on some basic writing skills that we work on at the beginning of 7th grade. I have created one on identifying complete sentences and fragments, one on paragraph structure, and then one on writing an essay. It's hard to say exactly when these will be used. The complete sentences video will be used early on, with the paragraph video following not too long after. The essay video, however, will probably be used at least a month later. My plan is to use them at times that I determine to be appropriate after I have a feeling for the skill level and the needs of this particular group of students.

3. **__My Three__ __Videos__**: Here is the link to my three videos on Ensemble.

4. **__Supporting__ __Activities__:** For the three videos listed above, I do not necessarily have accompanying handouts, but my plan is as follows:

- For the complete sentences videos, students will actually watch another video previous to this from Learn 360. So my video is a follow-up to this. The Learn 360 video is a quick overview, with a very brief quiz at the end. The students will show me their answers to the quiz so that I will know that they viewed the video. Then, with my video, the students will take notes and do some practice at the end. I will check their notes and go over their practice to hold them accountable for the video.

- For the paragraph structure video, students learn how to color code their own paragraphs to make sure that they have all necessary parts of a paragraph. After watching the video, students will color code their own paragraphs which will let me know that they have viewed the video. We will then have mini conferences the next day to go over their writing, and then students will create final copies of their paragraphs.

- The video on writing an essay is pretty detailed. My plan is to have students take notes on what I show them in the video. This is all I would expect when they view the video. The next day, we would use the information from their notes to begin planning an essay. I will use a warm-up to review what they learned in the video, and to gauge who did not access the information. From there, those that are prepared can begin planning their essays with my "mentoring". Those that did not view the video will have to do so first.

Suggested resources: **Click here** is you want to check off your assignments with an "X" when they are finished. This is optional. You will need to use your district Google account. If you forgot your password contact Lori or Patti.
 * Bloom's taxonomy -- image here
 * Khan - One World Schoolhouse
 * Bergmann and Sams - Chapters 1-3
 * Markette's blog: "Fearless Flip"

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Chapters 2-3 Bergmann and Sams
[|thompsonsthird] Jun 5, 2013 - pg. 21 ".One concern we have heard from adults is that we are increasing screen time in front of a computer which aggravates the disconnect adults feel with today's youth. To that we say we are infiltrating the digital/video culture instead of fighting it. Isn't it about time we embraced digital learning and used it to help our students learn, instead of telling them not to learn with today's tools?" - p.27 "Some might ask how we developed a culture of learning. We think the key is for students to identify learning as their goal, instead of striving for the completion of assignments. W have purposely tried to make our classes places where students carry out meaningful activities instead of completing busywork." I HAD to choose two passages from Chapter 3 because these were the ones that I found the most intriguing. I was thinking of the amount of focus at staff meetings where teachers were asked to bring their phones in order to text answers to survey questions that were being given. These were decidedly the most focused staff meetings (and the quietest) that I have attended in thirteen years. If using technology in staff meetings is appealing to adults, how much more so is it for students, many of whom are fluent in technology? Change is SO hard. Especially when we believe that "hey! the system worked for me. Why not for them?" Not only is a paradigm shift difficult, but forging ahead where you are unsure of the long term outcome (will I be good at Flipping?? I hate being on video!) is frightening in this era of teaching evaluations, student achievement, and public censure. I am still in awe of the teachers who are not even adept at accessing email much less Tweeting, Facebooking, or blogging. I personally am a Blog ADDICT (Pinterest too) and find many of my resources ONLINE! Not in a book, not in a "teacher store". not in graduate school and not in professional development. Sure I have gained some things from these places, but as school years progress, I have to "make do" with what I've been given/not given. Having taught multiple grade levels this was often quite challenging and expensive. I opted to use the internet to find more reasonable ways to reach my students, and in particular manage my classroom. My FAVORITE online learning experiences were video clips about Brain-based/Whole Brain teaching. I have also watched clips of how to teach science concepts (I am NOT Bill Nye) and how to enrich reading and writing workshops. These were authentic learning experiences for me because they were clips made by teachers, in REAL classrooms, with the SAME problems as me. Not a prefabbed video made by someone paid way too much money who has never "been in the trenches" so to speak. With the shifts around adoption of Common Core Standards, more and more teachers are video documenting/blogging/facebooking etc. to reach out and work together. What an awesome time to be a part of education! Stressful of course, but still exciting. I actually did several after school "workshops" for teachers in my building last year on how to find videos, resources etc. online to make teaching less stressful and more purposeful. If teachers need support in this area - perhaps flipping a classroom will not only bring new learning and understanding to the students but to the teachers who are embracing change as well. Inviting stakeholders to give meaningful feedback in order to better meet the needs of TODAY's learners might just be a building block to better relationships and communication for everyone involved. Just a thought... [|PSulliv6] Jun 5, 2013 I love your comment about the staff meetings. Actually, I like the entire comment but this one caught my attention. I had to teach Copyright, Creative Commons, etc to Seniors (as in 12th grade). They obviously "Knew it all" so to gain their buy I had them use their phones or laptops with Poll Everywhere. They got most of the questions wrong but it was great for them to see the common misconceptions, then I gave them info after each question. They were great at asking questions and learning the content this way and even went on to use this learning when creating their own websites. Eureka! Transferal of learning. Post



Chapter 2 - 3 Bergmann and Sams
[|apink] Jun 3, 2013 Chapter 2: "I stayed busy interacting one-on-one; working with kids who were struggling; addressing questions that students had that I never had time for before; really getting to know my kids. ... I can' force someone to learn - they have to accept that responsibility for themselves. This method allows them to clearly see that - and give them a structured environment that ensures success." I like the idea that the teacher's role is to no longer deliver information but as an expert to help them understand concepts or answer questions. Chapter 3 - Before parents asked how their child behaved in class meaning "do they sit respectfully, raise their hand, and does not disturb other students?" Now, the question for parents can be "is my student learning?" and if not, "what can we do to help them learn?" The conversation with parents appears to become much more meaningful with flipped learning. Classroom management problems decrease because students are engaged in activities and asking questions. [|lburch] Jun 4, 2013 I really like both of these passages too. I love that the learning responsibility is the students' and I think you are right, that it is much more meaningful for parents to know if their child is learning, rather than whether or not they are sitting quietly. Post



Chapters 2-3 Bergmann and Sams
[|lmayer4] Jun 1, 2013 Chapter 2- "In the flipped model, the time is completely restructured. Students still need to ask questions about the content that has been delivered via video, so we generally answer these questions during the first few minutes of class."I like this concept and think that having students write questions as a homework assignment will not only aid in gaining content but also in developing reading strategies.Chapter 3 - "An elementary teacher in our district, when gone, prerecords his lessons for his students. Doing so ensures that students are taught the way he wants them to be taught, and he does not have to reteach on his return." I've had many conversations about the benefits of teaching even when you are unable to be present. I've used this method before just with SMART technologies. It really is useful but I'd prefer to be able to make a video that also projects the notes as they are being recorded. Can't wait to learn more about the video possibilities. [|lburch] Jun 4, 2013 We will definitely show you ways to record your screen so that the notes are being recorded to as you teach the lesson. One thing that the 1:1 teachers at VE have discovered is that when students email questions or homework assignments to them the night they are done, the teacher can look at them before school the next day and spend time during arrival and morning routines touching base with the students who need help or clarification. They comment that this saves them so much time and that they can then get right into things in class. Post



Chapters 2-3 Bergmann & Sams
[|KINZINGA] May 31, 2013 1. Flipping helps Struggling Students - I like this piece because I truly believe that this type of teaching style can really help students who might struggle with topics they are learning. This relates completely to my second piece... 2. Flipping Allows Students to Pause & Rewind Their Teacher. If a student is strugging, they can listen/watch the tacher as much as they need to try to learn the topic. They can also rewind the teacher if they missed something that might be important. Furthermore, they can also use the flipped material to review as well. The piece I like most about flipping is that it allows the student to learn the material at their own pace and allows them to be in charge of their own learning. Then students can come to class with questions (showing they understand the material) and take their learning to a whole different level! [|PSulliv6] Jun 5, 2013 One thing that teachers forget is that they can "pause and rewind themselves" too. Listening to your own instruction can help you create a more succinct delivery. At first it's scary but you definitely can learn better teaching from your own videos. Post



Chapters 2-3 Bergmann and Sams
[|dseren] May 29, 2013 "Students are responsible for viewing the videos and asking appropriate questions." This seems like a small concept but in reality it puts the learner in charge in a big way. They need to come to class with questions in mind, therefore they need to really have watched and tried to understand the video. "One benefit of flipping is that students who struggle get the most help." This should be obvious but I loved how the authors discussed the fact that the other students can go on with their learning if they understood and wouldn't be held back waiting for the others to catch up. [|lburch] Jun 4, 2013 I think this provides a great path for differentiation and really zeroing in on the students in meaningful ways based on their needs. Post



Chapters 2-3 Bergmann and Sams
[|facsmedschlegel] May 28, 2013 1."Flipping the classroom provides a great deal of flexibility to help students with their busy lives". I love the idea of the student's ability to maximize their time. They can do work on the bus, or the sidelines of a friend's game. Working ahead is great for students who know they will be out of school for apppointments or vacation, although this ability to work ahead will take time for the teacher to create is unlikely for a couple years. •"The ability to pause and rewind the teacher". Not only is this great for special education students but for great notetaking. [|lburch] Jun 5, 2013 I too love the idea of students being able to access work and information from wherever they are! What a great way to harness the power of technology for learning! Post