LOTE+-+Ward,+Amy

=Amy Ward - LOTE French - HS= Notes from 5/15/13 -
 * Any video you make must be no longer than 10 min. - less than 5 is ideal!
 * stakeholders - students and parents - you have to get them on board and see value of flipped learning
 * maximize the time that students have direct access to the expert
 * Khan academy videos


 * Assignment #1 Week of 5/15**
 * 1) Read the first chapter in Flip your classroom (pages 1-12)
 * 2) Watch video
 * 3) Answer the 3 reflection questions

Reflection Question #3: [|MsPierceWikis]about an hour ago (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?

Students are able to watch a video explaining a topic, and they may re-watch the video as many times as needed to ensure that it makes sense to them. It allows students to work more at their own pace, and frees up class time to dive deeper into the topic, and practice the lesson. In my class, I can see using a flip class strategy with grammar points, or with the upper level topics used in IB instruction.

Reflection Question #2:
[|MsPierceWikis]about an hour ago Who are your stakeholders? What are their common concerns? Stakeholders are students, parents, administration, and colleagues. Common concerns are how well this will work, as it is new, and how efficient this will work. There is also the concern that students may not do the work outside of class, or have the resources to do the work outside of class.

[|MsPierceWikis]about an hour ago For each stakeholder you've identified, what are their demographic-specific concerns? What are various groups of stakeholders ignorant about, need your expertise? students - actually doing the work parents - finding the work relevent administration - making sure that your flipped class methods are what is best for the students teachers - learning something new

Some people may believe that a flipped class is allowing the teacher to "take it easy" and not really teach. Those who are familiar with flipped class, and who are using the techniques in class should be prepared to help their colleagues.

Reflection Question #1:
[|MsPierceWikis]about an hour ago What are the pros and cons of flipping instruction as you see Pros - an additional tool for students to use to help with their comprehension Cons - Not all students may have the resources at home to watch videos. Some may learn better through direct instruction. = Assignment - Week 2 =

== Week 2 - Crafting a Strategy to Gain Stakeholder Buy-in - Due by 5/31/13  == // Essential Learning Outcomes: Building a case for flipped instruction, crafting a strategy for stakeholder buy-in //

Warm Up:
Last week, we focused on the history of the paradigm used in American education, discussed some reasons why a change away from this paradigm is needed, and started to lay the ground work for a strategy that you can use to gain stakeholder buy-in for the flip. This week's work requires you to read and conduct some research, and then to report back to the group.

FlipClass Homework:

 * 1) Direct Instruction:
 * 2) None needed this week.


 * 1) Guided/ Independent Practice
 * 2) Read the chapter entitled "[[file:hiltonflips/OneWorlSchoolhouseKhan.pdf|Prussian Paradigm]]" from Khan's book The One World Schoolhouse.
 * 3) Collect evidence about the challenges inherent in using the Prussian paradigm in 2013 for inclusion in your plan to win stakeholder buy-in.
 * 4) Read **chapters 2-3** of the Bergmann & Sams book.
 * 5) 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.
 * 6) Find and share an **additional source** that explains some aspect of flipped instruction.
 * 7) Link to it on our "Resources" page and add a brief explanation of what the source makes clear for your stakeholders.
 * 8) Begin **planning** how you will introduce the concept of a flipped classroom to each of your stakeholders. Respond to these questions on your personal page.
 * 9) 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.
 * 10) 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.
 * 11) 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.


 * 1) Coming Next Week...
 * 2) Writing a plan to gain stakeholder buy-in for flipped instruction.

Suggested resources:
 * Bloom's taxonomy -- image here
 * Khan - One World Schoolhouse
 * Bergmann and Sams - Chapters 1-3
 * Markette's blog: "Fearless Flip"

Links to videos Amy found to use in her classroom:
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 * [] nasal vowels
 * [] linking words phonetically
 * [] telling time temps vs. heure
 * [] mieux vs meilleur
 * [] French holidays
 * [] passive voice
 * [] modal verbs (may, can, etc)
 * [] Past Conditional
 * Youtube education French
 * [] questions

**Click here** is you want to check off your assignments with an "X" when they are finished. This is optional.

Assignment 3 [|…]

= Writing a plan to gain stakeholder buy-in  =

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? Direct instruction @ home, HL in class.

2. How does flipped instruction address your stakeholders key concerns? It helps address absences, as well as helps students learn material and make it more revelent in class.

3. Why is flipped instruction beneficial for 21st century learners? Technology is used for their own educational purpose, and the purpose is increased during the direct instruction from the teacher.

4. How does it build upon our previous understanding of best practices, CCSS, IB curriculum? Deep thinking, time, projects, class time used for collaboration.

5. What aspects of your instruction will you concentrate on flipping first? Review lessons for grammatical concepts, subjunctive, passé composé, etc.

6. Why is this aspect of your instruction well suited to a flipped model? Easy to put into a video structure, and students can pause the teacher's instruction.

7. What data will you be collecting on which to assess effectiveness of your flip? Ask students to explain to others what was learned, or do online polls re: understanding.

8. By which methods will you be collecting this data? Surveys with phones, exit poll, short response, listening to a student conversation, observation

** Click here ** is you want to check off your assignments with an "X" when they are finished. This is optional.

=Assignment 4 - Final Project Summary=

Now it's time to put it all together and create a 3-5 day lesson or unit using Flipped Learning. This does not necessarily mean 3-5 consecutive days, you may want to start out slow and do some lessons here and there.

Components:


 * 1) Finalize your stakeholder plan if not already competed.
 * 2) Give an overview of what the lesson/unit will be.
 * 3) 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.
 * 4) Upload your videos to a student friendly area so they can access them. At least one should be on Ensemble.
 * 5) 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.
 * 6) Complete 7 hours of Technology Summer Work Camp.
 * 7) 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.

Amy Ward Flipped Classroom final assignment write-up July 2013

- My focus will be on the buy-in of the students and parents. I believe that administration is on board to flipped classroom learning, as they have encouraged teachers to enroll in a staff development course based on flipped classroom learning. Several of my colleagues are also enrolled, so I believe that collaboration will be a strong component in our department in the future. I am excited to try this type of teaching with my students, as it will enable them to watch the videos several times, and pause the videos when needed to help with their comprehension. It is also done at home, they have the privacy to watch, and re-watch the videos and practice at their own pace. It is my hope that parents will support this type of learning, as it is low-risk for the students, and also allows them to meet their own personal needs. Parents would also be able to watch the videos to help them learn the material, so they might be able to work with their student at home.
 * I. Final Stakeholder Plan**

- I will be focusing on the Passé Composé grammar concept within the travel unit. This tense is oftentimes one of the most difficult for French 2 students to grasp, so I am hoping that by using flipped videos, they will experience a different style of learning to help them understand and be able to use the passé composé to communicate in French.
 * II. Lesson Overview**

- I will be using my regular Smart board notes for the background, but it is my hope to have the students watch the following videos:


 * [] This video created by a teacher named Emeline Festa and was posted on educreations.com. It focuses on how to use être in the passé composé. It also reviews the use of avoir as a helping verb. For homework, I would have them complete the practice sentences given in the video, and correct them with the class. It focuses on the agreement aspect of using être verbs. Students will be given the link to access educreations.com.


 * [] This video is a continuation from the previous video created by Emeline Festa and posted on educreations.com. It breaks down the verbs used with être and discusses the patterns, and definitions of the verbs. It also takes it an extra step to discuss past participles. I would ask the students to complete the sentences given at the end of the video for homework, and I would correct them in class the next day. I am not going to type up the questions ahead of time, as I want students to watch the video, pause, and write the practice activities down on their own. Students will be given the link to access educreations.com.


 * http://www.educreations.com/lesson/view/dr-mrs-vandertramp-chant/9244295/?s=BOycSG&ref=link
 * This is a video that I created to allow students to practice the chant that was learned in class, at home. I formatted the audio to match how I taught the chant in class. The students can look at the chart, and say the chant with me. I am unable to load this video onto ensemble, so students will access it through educreations.com.


 * III. Assignments/Support Material**

The following link is for my Smartboard notes and practice activities. The answers are currently given under the blank, as in class I use the screen protector to cover those until students have completed the practice sentence. []

The following link is for practice worksheets that I would have my students complete to determine whether or not they understand when to use avoir or être as their helping verb, as well as correct sentence structure used in the passé composé. []

The following link is for a story in French that students would read upon completion of the unit, to help them identify and understand the usage of the text in an authentic assessment method. []


 * All work must be completed by the end of the Tech Work Camp on July 26th. **

We realize that you may need to update some of your work prior to using in your classroom but this is a great way to get a head start for next year and to get feedback. Please ask for support next year when you are implementing your project and let us know if we can come observe your plan in action and help you out.