SS+-+Grego,+Colleen

=Colleen Grego - Social Studies=

My flipped videos! I decided to flip my first unit titled : Native Americans. In this unit students need to understand and be able to prove that the environment played a defining role in the development of civilizations and cultures in North and South America. I chose this unit because it is at the beginning of the 7th grade year and the concept of a "flipped" classroom won't be anything new- it will simply be how we do business in Mrs. Grego's room at MW. I do plan on sending a letter home to the parents explaining that some homework is going to look different than in the past. I plan on surveying the kids to find out our current state of technology and who will need the videos burned to a DVD (hopefully nobody!). So here it is:

Before school even starts! Students will attend 7th grade visitation and pick up their textbook. They will be instructed to watch the video concerning how to cover a book. If students send me a picture of them holding the covered textbook I will give them bonus points. []

Night 1: Watch the video on the Beringia theory and answer the questions. The worksheet is also on the website. ** [] ** Next day in class students will work together to evaluate this theory and explore the evidence of a contradictory theory. They will then determine which they believe to be more accurate. Night 2: Watch the video on agriculture being the basis for civlizations and answer the questions. The worksheet is also on the website. ** [] ** Next day in class students will gather evidence that the Maya, Inca and Aztecs were civilized.

Colleen chose to take a low-key approach and not even call it Flipped Learning; her students will watch videos occasionally to support class activities.

Resources: Mybigcampus.com educreations- given a link to the video, does not need an ipad to view doodlecast- ipad specific only; can upload to u tube doceri voicethread explain every tinyurl.com/elementaryflip

1. What is flipped instruction in your own words?

Flipped instruction allows students, with the guidance of their teacher, to take control of thier learning. Teachers carefully craft assignments for students to complete at home. These assignments may be watching a video clip, reading an article or completing some research. Through these assignments students are introduced to key concepts. Since the concepts are introduced outside of class, classtime is available for indepth study and exploration. Students have access to the expert (teacher) while they are practicing or exploring concepts in more depth.

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

Flipped instruction will allow students to gain the extra support they may potentially need. Once parents experience this they will find it reassuring. Parents and students will appreciate the fact that instruction is not focused on the simple, but instead on the complex issues in class- with support from the teacher. Students who excell will love not being stuck on the basics anymore.

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

Flipped instruction meets the needs of 21st century learners. The world has changed and we no longer need individuals who can spit out basic facts. Instead we are looking for creative thinkers who are self driven. Flipped instruction allows students to explore and become better thinkers, problem solvers and in the end- more self motivated.

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?

I will begin by teaching students how to take effective notes from text and video. Once we have mastered that, students will be introduced to key historical content in a variety of manners for homework. This will provide time in class for us to look at hte bigger picture and make connections.

6. Why is this aspect of your instruction well suited to a flipped model?

7. What data will you be collecting on which to assess effectiveness of your flip?

8. By which methods will you be collecting this data?

Assignment 2:


 * 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.
 * I had answered the questions for week 1 based on having read all 5 chapters of Bergmann and Sams and the Kahn Academy reading. At this point I do not really have any new information to update my list of stakeholders from below. I continue to believe that students will be the most imporatant to gain buy in. Parents typically follow if thier child feels the work is valid and appropriate. Parents may have questions, but I feel they can be predicted and managed.


 * 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 allows students of all abilities to excell
 * Flipping increases student-teacher interaction
 * I am most interested in flipping for the above reasons. I am unhappy with the current model. It truly does feel like I am creating factory parts some days. All instruction is the same and targeting to reach the widest portion of students possible. It is clear that I am missing the needs of many. As a result students do not learn to thier potential and on some days may not learn at all. The current model also makes it difficult to identify exactly what each child knows and truly understands. The flipped model allows for more interaction which creates meaningful connections and allows me to push each student to greater learning. With this interaction and individualized attention and instruction students are more likely to reach thier learning potential.


 * 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.
 * This is certainly going to be challenging. First I have to completely wrap my head around flipping the classroom and what it means. Until I am 100% committed this will not be a success. I need to find the time to restructure lessons, homework and create additional materials. I need to examine what types of resources are appropriate for 12 year olds to use at home to learn the content. I actually anticipate the resources for outside the classroom to be more difficult than the new lessons during class. I have always had ideas/discussion/inquiry projects I wanted to do, but ran out of time.
 * I am also concerned about the challenges of students who do not buy into the new "program" . Will this increase or decrease student completion of homework. I teach and entry level class all students are required to take. That creates a different stakeholder group than an AP/IB class or even the science classes Bergmann and Sams teach.

=**Assignment 1**=

Reflection Question 1:
What are the pros and cons of flipping instruction as you see them?

A flipped classroom definately seems to offer more time to interact with students and engage in meaningful conversation/work. I like the fact that classtime is not consumed with the basics and details of memorization. I see the potential to engage students who are otherwise bored in the classroom.

Concerns have to do with stakeholder buy in. If this process is not done correctly, a flipped classroom not only will not be successful, but it could easily become a disaster. This also seems to be initially, very time consuming for the teacher. While I do not mind extra work, I do run into the problem of there being only so many hours in the day. The learning curve seems steep!

Reflection Question #2:
Who are your stakeholders? What are their common concerns?

Students are the main stake holder. Students concerns are likely to be: Students will need- specific explanations, and excellent modeling, quality homework which does not overwhelm them but instead empowers them.
 * will this take more work?
 * will i actually learn more?
 * why do I have to change?- the old system was easier for me.
 * so if I am doing all the work, what will the teacher do?

Parents:
 * all the above and...
 * how will my child be graded?
 * what will the teacher be doing? is this a sign of a lazy teacher?
 * my child does not have time for a ton of hw.

Parents will need a heads up about what is happening and why. They also will have to see the proof.

Administration My administration really needs to know my plan. They are really supportive!
 * prove that this will work in your classroom.

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?

I have to admit, at this point I am not 100% convinced a flip classroom does addresss student needs better. I am still working on becomeing a total believer myself prior to trying it in my room. I do believe that classtime should be focused on the bigger picture and deeper understandings/research. Too much of our schoo time is currently focused on basic memorization, or repeating what 50% of the class truly understands. We rarely get to the WHY, and how the issues connect. I am hoping that with further research this will be the model i implement to address my current concerns with education.