Science+-+Michel,+Scott

Scott Michel - Earth Science
Hello, On this page you will find my thoughts, collections, and challenges for implementing flipped learning for my science students. Please feel free to email me (or post below) with any comments, questions, and please make suggestions for improvement. I have been collecting a volume of resources and finding my groove in creating my own videos and flipped resource. Here are a few of the flipped videos that I have made so far, enjoy! Scott

http://www.screenr.com/user/Science_Scott



source: http://www.screenr.com/user/Science_Scott

 = //Below are a couple of amazing whiteboard-animated talks that I have been showing//   = = //my students for a couple of years. Both make some great points and I think//  = = //these support the Flipped Learning Model.//   =

= RSA Animate - Changing Education Paradigms =  []  ** Uploaded on Oct 14, 2010 **

 This RSA Animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benjamin Franklin award.

Watch this lecture in full here: http://www.thersa.org/events/video/ar...

The RSA is a 258 year-old charity devoted to driving social progress and spreading world-changing ideas.

Find out more about the RSA at http://www.thersa.org

Join the RSA on Facebook at @http://www.facebook.com/thersaorg

--

This audio has been edited from the original event by Becca Pyne. Series produced by Abi Stephenson, RSA. Animation by Cognitive Media.

 =RSA Animate - Drive: The surprising truth about what motivates us =  []  ** Uploaded on Apr 1, 2010 **

 This lively RSA Animate, adapted from Dan Pink's talk at the RSA, illustrates the hidden truths behind what really motivates us at home and in the workplace.

Watch the full lecture here: http://www.thersa.org/events/video/vi...

Find out more about the RSA at http://www.thersa.org

Join the RSA on Facebook at @http://www.facebook.com/thersaorg

--

This audio has been edited from the original event by Becca Pyne. Series produced by Abi Stephenson, RSA. Animation by Cognitive Media.

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**Assignment #3 6/21/13**
Choose 4 of the questions listed below to answer this week on your page; choose 4 to seek further support from your colleagues.

Why is flipped instruction beneficial for 21st century learners? 3. Sometimes it is hard to think about the world before the internet; however, “today’s students grew up with Internet access, YouTube, Facebook, MySpace, and a host of other digital resources.” (Bergmann & Sams; 2012; p. 20). I use YouTube, Google Drive and Maps, to inspire and increase my students’ interest in science as they collect evidence, organize and store their knowledge, formulate their own ideas, and communicate with classmates and people all over the world (Google Drive and Maps are a public website). The students have one location to research their question (Google search, YouTube search), organize their evidence (Google Documents, Google Spreadsheet, Google Draw…), formulate conclusions (Google Documents), and share their learning (Google Mail, Google Drive Sharing, uploading to YouTube). Google is easily accessible and a technology they are familiar with…“google” is now a verb in the dictionary. I believe that using technology is one way to intrinsically motivate most of my students. The students’ learning is guided by specific Common Core standards, conceptual learning and lesson formats of IB/MYP Planners. When implemented properly, students will learn better and increase their motivation to learn new things that I present to them. In the future, I want to continue to work on how to motivate my students to learn more and I believe that using Google is one way towards that goal.

How does it build upon our previous understanding of best practices, CCSS, IB curriculum? 4. An important aspect of teaching is getting to know your students. I understand that is in everyone’s best interest to utilize technology that they are already familiar with (YouTube, Google Drive, Google Apps, Google Maps, student smartphone apps, student iPad/iPod apps). My students can research, collect, write, and submit their work using Google Drive (this also allowed me to monitor progress along the way). We use real-time data from www.USGS.gov and Google Maps help them understanding science globally-- creating more internationally minded students (IB/MYP). Many concepts in science are modeled and simulated to give a similar experience as the real event. This was the setup for an Earthquake MYP Planner—“Plate Tectonics Project—Should people be able to live wherever they want?”. The availability of web-based data and technology allows our students to study science in a way that has never been done before. Students were able to study distant places with ease and great precision using current technology and the availability of global information sharing. Students will collaborate and communicate with their classmates and with me. The students will use current events and real-time data that corresponds to what they are learning in class. The students’ learning is guided by specific Common Core standards, Anchor Standards in Science and Technical Subjects, Reading, and Writing, ideas and lesson formats of IB/MYP Planners.

Why is this aspect of your instruction well suited to a flipped model? 6. In science, flipped learning can work well for certain concepts or learning skills before applying and implementing. Other topics will not work as well. When the students have “learned the basics” first, Science activities and labs can be performed as a whole class activity, in small groups, for demonstration, as individual differentiated instruction, etc. The availability of this web-based technology is also not a factor-- my students typically have the portability of a cell phone, iPod, tablet, or laptop computer cart to perform this activity, or sometimes I choose to go to a computer lab. Many great web-based resources can be found from information to real-time data to colorful animations of science. Students need to use computers and technology to investigate science. It is an essential skill not just for science students but for all students. There is an incomprehensible amount of information on the internet. However, not all of it is good or even correct. The teacher and the students should be subjective in obtaining information. It is important to be knowledgeable about to where to find real time information and distinguish information that is scientifically accurate.

What data will you be collecting on which to assess effectiveness of your flip? By which methods will you be collecting this data? 7 & 8. Data collection would be performed through a variety of learning methods including, but not limited to, quantitative data and qualitative data from pretest and post-test scores, performance on Regents questions, observing the quality of student responses on labs and tests; essay questions; Regents style questions; and student reflections. I will also include my own observations and recordings of student participation, attitude, excitement, collaboration, risk taking (emotionally and intellectually) as well as face and body language. I will also use the observations of Special Education teachers that are in my classroom. Data would be collected in the Teacher/Researcher Journal that I keep that would include direct observations by the teacher, reflections of implementation, student survey/interviews. Another data collection source would be audio recordings of class discussions and student comments. The students will reflect on their learning experiences (metacognition) and submit their responses to a series of questions using Google Forms.

I'm going to talk and collaborate with Brian McDowell about questions 1, 2, and 5.

**Assignment #2 5/31/13**
//1. Who are are the stakeholders?//

--Students as learners--what are their needs? what do they want to explore deeply? to develop these 21st century thinkers...future citizens --Students as test takers ...Regents, IB, AP exams --Parents--what will they expect? What support can I expect for completing this “homework”? --Admin--what do they expect? What is my role now as the teacher? --Colleagues--I agree that we have supportive admin and especially teachers. Concerns for the learner--what do I need to know? what do I do to get it “right”? Concerns for the learner--technology and access at home; time management Concerns for the learner (and teacher)--can I master the basics at home?...students need to learning the basics before deeper concepts or they will not learn the deeper knowledge. Concerns for teacher and learner--is the person in the video an expert or just mostly right? would I teach it that way? or explain it that way?

//2. How does a flipped class better address their needs and concerns than a traditional class?//

The availability of web-based data and technology allows our students to study science in a way that has never been done before. The use of video technology and other available resources appeals to the “search bar” generation. I am interested in finding a specific way that I can easily utilize flipped learning to inspire and excite students in science (before they get there). The students are motivated because they enjoy using technology, but many relish any opportunity to use their phones and computers for anything. But how does it help them learn? How much is too much? I am interested in finding ways of using web-based programs to specifically improve student participation and engagement with critical thinking questions in the classroom. I want my students to get the basics at home and come into class with riveting questions and things to share they they had looked up themselves. Ideally, class time would be more focused on students’ inquiries, real life applications and more differentiation of learning (getting to the deeper stuff with more students). This can be done many ways successfully and fairly for most students, but nothing does it all. Another advantage for using flipped learning in science class, is we are able to model, simulate, manipulate, record and share scientific concepts and phenomena that are, otherwise, inaccessible.

With the portability of the internet on many phones and wireless devices, the learning can occur anywhere and at anytime. Students with mini-tablets, iPods/iPads, or smartphones have the potential to complete this with only their mobile device (this is more time consuming than a laptop or computer, but has the accessibility of going mobile anywhere). This also gives an opportunity for students to collaborate on shared tasks as well as individual tasks. The teacher and students are able to easily share their learning with each other. In working with other teachers, I anticipate sharing and collaboration as well. I have seen how excited students are to share videos, resources, or websites with options that I had not discovered (i.e. the MANY apps of Google Inc.). When planned properly, I am hoping that flipped learning is embraced by the stakeholders (primarily the students) to increased student excitement, creativity, organization and conceptual understanding.

//3. What might be some challenges you will encounter? How do you plan to address them?//

Concerns for the learner--what do I need to know? what do I do to get it “right”? Concerns for the learner--technology and access at home; time management. Concerns for the learner (and teacher)--can I master the basics at home?...students need to learning the basics before deeper concepts or they will not learn the deeper knowledge. Concerns for teacher and learner--is the person in the video an expert or just mostly right? would I teach it that way? or explain it that way?

Other concerns, wonders, and things to consider for the future-- student choices: which applications do they prefer? Student choices-what assignment options could be offered and collected online. Student choices: when is handwriting preferable to typing? (I see this with labs even when they get extra credit for typing the question answers). How often to students reference the technology applications (make connections)? How often are they asking for technology to aid in their learning? What technology are they sharing and teaching me? One possible drawback I see is a lack of doing things, less hands on…more eyes on. I wonder if we are encouraging convenience and laziness in an effort to use technology. Another issue is that many students do not always trust their online submissions (prefer handing in paper)– I have implemented ways to inform them/respond through email and shared checklists.

An important aspect of my flipped class plan is that the students will utilize technology that they are already familiar with (Google Drive, Google Apps, Google Maps, student smartphone apps, student iPad/iPod apps). I want my students to research, collect, write, and submitted their work using Google Drive (this also allowed me to monitor progress along the way). We use real-time data from [|www.USGS.gov] and [|Google Maps] help them understanding science globally-- creating more internationally minded students (IB/MYP). Many concepts in science are modeled and simulated to give a similar experience as the real event. That was a setup for a MYP Planner—“Plate Tectonics Project—Should people be able to live wherever they want?”. The availability of web-based data and technology allows our students to study science in a way that has never been done before. Students were able to study distant places with ease and great precision using current technology and the availability of global information sharing. Students will collaborate and communicate with their classmates and with me. The students will use current events and real-time data that corresponds to what they are learning in class. The students’ learning is guided by specific Common Core standards (Anchor Standards in Science and Technical Subjects, Reading, and Writing are noted in the MYP Planner).

I will use some of the advice offered by a veteran "Flipper" about how it has evolved in her classroom but still remained student centered (and the other is shorter but specifically about science). These were recommended to me by Patti Sullivan, thank you! [|__http://plpnetwork.com/2012/10/08/flip-love-affair/__] [|__http://plpnetwork.com/2011/11/04/life-in-a-technology-embedded-classroom-science-2/__]