Science+-+Klafehn,+Juliann

=Juliann Klafehn - Science Physics=

= = //**Day 1 (May 15, 2013) Notes:**// The Educational Model has not changed since 1890. Now we need critcal thinkers, independent thinkers, problem solvers. Bloom's Taxonomy, Madaline Hunter (problems: student is the direct object having **things done to them**, steps 1-4 in school and step 5 at home and this should be flipped), Doug Lamov wrote "Teach Like a Champion" and has identified 49 things good teachers do, Khan Academy, Bergmann and Sams wrote the book on a flipped classroom (read the first chapter for the first assignment).


 * Reflection Question #1: **

What are the pros and cons of flipping instruction as you see them? Pros: Cons:
 * Asking the students to watch videos allows them to learn at their own pace. Having the control to stop, start, and re-watch empowers them
 * My voice and my personality may not resonate with the student. Having a different option(s) to learn from helps.
 * Some parents like to be involved in their child's learning. Having class content open and accessible helps those parents feel more connected to what is going on with their child at school.
 * Any change can be difficult.
 * Asking students to do more schoolwork at home when they've already been here in the building all day seems excessive. What about family time?

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? ====My stakeholders are my students, their parents, and the future employers of my students. My goal is to help students become productive, happy people who know how to think for themselves. My content (Physics) is the vehicle I use. While some of my students may find the content to be so interesting that they go on to study science in college and make science a career choice, I am satisfied when all of them can use their physics class background in everyday situations which allows them to have a better understanding of their surroundings. Students don't have the same concerns that the adults in their lives have. Students worry about getting things right in front of their peers. ====
 * Reflection Question #2: **

**Reflection 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?

A FlippedClass addresses student's needs by giving them more time to work with someone else on checking their knowledge. When students do practice problems, what they are really doing is verifying that they do indeed understand a concept because they can apply it successfully in a variety of situations (ie solve various word problems correctly on their own). I have a copy of a "learning pyramid" in my classroom that shows that the level of understanding of a topic increases as someone moves closer to being able to teach the topic to someone else and away from being a passive learner in a lecture type classroom. If I move toward the students spending more time explaining why they used the method they did to solve a problem their scores should improve on time-tested questions (Regents Exams).


 * Week #2 Assignment **
 * Part I: **
 * 1) Read chapters 2-3 of the Bergmann & Sams book.
 * 2) Choose a passage from each chapter that you think will be useful to know and be able to explain while building a case for a flipped class. (two passages total) Post these passages here as a discussion, so others can benefit from your insights. Attempt to "add value" to our wiki rather than reiterating what others have said.

Chapter 2 Passage: "...we spend a considerable amount of time at the beginning of the year training the students to view our videos effectively." p. 13-14 I would like to add that I spend a considerable amount of time at the beginning of the year explaining to the students HOW we are going to tackle all of the material in Regents Physics in one year and that while it may seem like they have a LOT of things to learn, it CAN be done, if it is broken into manageable chunks. Teaching the students HOW to think in addition to introducing them to WHAT they need to think about is important.

Chapter 3 Passage: "...the rest of the students would passively listen to the conversation we had with the inquisitive students." p. 23 I would argue that they didn't even "passively listen" because they were so lost about the topic and had no idea what was going on in the conversation. I would bet they the struggling student simply 'tuned out' until the conversation was over and then tuned back in at a later time to see if they knew what wa s going on then. If, when they did this 'tune in check' they were still lost, they tuned back out until the class was over without ever really getting anything out of the day's lesson. With more available one on one time with each student, they will have less opportunity to 'tune out' and will be more responsible for making sure they know what's going on in the class. This will be very uncomfortable for them and they will resist being put on the spot this way.

Q. 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. A. See my **final stakeholder plan** for the final way I will address my stakeholders. Q. 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. A. A flipped classroom better addresses the needs of those students who are struggling with a concept by giving them more time with a teacher to go over the material they need help with.
 * Part II: Reflection Questions: **

Q. 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. A. The biggest challenge I anticipate right now is how to "start the year off on the right foot". I know from experience that the first month of school is crucial to developing a classroom climate, and establishing a set of routines and expectations. It is important that I project confidence and enthusiasm about flipping the classroom to both students and parents. The way that I will address this is to be prepared on Day 1 and be committed to working hard to give this paradigm shift its best shot.

**Assignment #3**
Choose 4 of the questions listed below to **answer this week on your page**; choose 4 to seek further support from your colleagues.

Begin writing a plan to gain stakeholder buy-­in for flipped instruction that includes the following:

1. What is flipped instruction in your own words?

2. How does flipped instruction address your stakeholders key concerns?

3. Why is flipped instruction beneficial for 21st century learners?

4. How does it build upon our previous understanding of best practices, CCSS, IB curriculum?

5. What aspects of your instruction will you concentrate on flipping first?

A. I will focus on 3 aspects of Regents Physics. The first is to have students watch and re-watch videos concerning the building blocks of the course which remain constant from Sept.-June. This foundational material (such as word problem solving techniques) is used again and again throughout the year. Some students will learn and use it effectively very quickly and some others will need constant and frequent reminders of proper steps and procedures. Videos will allow students to review as necessary. The second area will be on current culture and affairs and how physics is related to everyone's daily lives. Flipping to me means giving students more responsibility for their own education by asking them to think about the content outside of school hours, find evidence of it, and bring it back into the classroom for discussion. The third area will be introducing new topics (i.e. "giving notes") outside of school and allowing for more time for practicing problems in class. Data I've collected via Castle Learning over the years shows a direct correlation between final exam scores and the number of practice problems a student completes correctly.

6. Why is this aspect of your instruction well suited to a flipped model? A. These aspects are well suited because what students in Regents Physics need most during school hours is **time to do inquiry and practice problems, not sit and listen to lectures**.

7. What data will you be collecting on which to assess effectiveness of your flip? A. The data will be the final exam scores of Regents Physics students.

8. By which methods will you be collecting this data? A. Data analysis of exam scores is provided by the testing coordinator at the high school.

**Final Assessment **
Components: For my stakeholder plan, I've decided to include a short blurb in my course description that I hand out on the first day of school about the fact that class time in Regents Physics will be used to investigate Physics based on the work the students do at home, complete lab work and practice Regents questions. I will continue to communicate the plan of limiting lecture time in class and shifting it to a homework assignment as we 'live' it and practice it in class since it may evolve based on its success. After the initial flurry of information parents receive the first few days from all of their child's teachers, they will be more ready and able to process the information of my flipped classroom.
 * 1) Finalize your stakeholder plan if not already competed.



The first few weeks of school will be spent on procedures and processes until they become habit. Using video based homework assignments on such processes and checking for understanding during class time will be the focus of my initial lessons. My Big Campus will be my 'go to' website. Done. My three videos on Ensemble. (Note: This link is incorrect - Patti). These will be loaded into My Big Campus as they are written. This is a link to the page on My Big Campus that contains my bundles. Note: This link is to the Motion Bundle only - Patti
 * 1) Give an overview of what the lesson/unit will be.
 * 1) Create 3 videos of your own. It's OK if a long lesson is broken up into smaller video components. I'd recommend trying different tools to create your videos (your computer, iPevo, cameras, iPad). You can always update or redo a video later, this is to understand the basics of how this works and to help you realize the planning initially involved.
 * 1) Upload your videos to a student friendly area so they can access them. At least one should be on Ensemble.
 * 1) Create supporting activities. These could be documents that students fill out while viewing the videos and/or the classroom activity that follows the video viewing.
 * 1) Complete 7 hours of Technology Summer Work Camp.
 * 2) Post your videos, activities on your page or post a link to your resources so they are easily accessible. If you don't want to share your resources with the rest of the class then let your "guide" know how to access these.