Elem+-+Thompson,+Jess

=Jess Thompson - Elementary= Notes: Paradigm - education - Prussian - originated in 1890 - Industrial Revolution - humans to mimic machines - segment knowledge - compartmentalized/boxed

From MH - Flipped instruction says guided practice and direct instruction is flipped - homework for classwork Teach Like A Champion - 49 things great teachers do ?? Videos for parents to use - how to do Investigations math, reading at home, writing at home??

PLC's for Flipped classrooms? - SDAC?

//- a flip class allows more time for individualized teaching - pre-teaching, modification, differentiation or extension of learning (the latter OFTEN left out these days due to the number of students requiring remediating)// //- it also allows for mastery of content based on student learning styles// //- direct instruction is not limited in a sense by time constraints and students are able to access content to revisit/review previously learned concepts with the added bonus of being able to share content/process/outcomes etc. with parents and others// //- traditional classes are limited by seat time - absences are loss of instructional time and making up missed time adds to stress of already being behind// //- instruction can be delivered at a pace that is comfortable for student - break, pause and take notes, repeat something they didn't quite understand, look something up and come back to instruction - none of which is really possible in a traditional classroom// //- classroom time is spent genuinely interacting with other students or with the teacher - meeting needs of individuals or small groups - working on projects or accessing resources not so readily available outside of school - receiving immediate feedback from the teacher on work WHILE work is being done//
 * 1) How does a Flip Class better address student needs than does a traditional class?**

//**-** Stakeholders are parents, students, administrators, colleagues and support staff//
 * 2) Who are your stakeholders? What are their common concerns?**

//- Concerns: Reasons behind methodology? Is it sound pedagogy? Will student achievement improve? Cost? How will learning be assessed? Will students be effectively prepared for state tests?//

//**Pros**// //**-** increase in students engagement// //- students can take ownership// //- class can become very public - it's on the internet!// //**-** real world application// //- common core friendly - resilience, collaboration, effective use of technology, think like a professor, read like a researcher// //- IB friendly// //- Can lead towards a highly effective rating - APPR - students take ownership of classroom - teacher needs to effectively show how this is accomplished with a flipped classroom// //- better use of students' minds and talents//
 * 3) What are the pros and cons of flipping instruction as you see them?**

//**Cons**// //- availability of technology// //- time to find and/or create videos// //- time to collaborate with others who have flipped/availability of others interested in flipping at the elementary level// I found a few articles that were interesting as well that I believe iterate valid considerations for anyone contemplating a flip.. []

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1) **Collect evidence about the challenges inherent in using the Prussian paradigm in 2013** for inclusion in your plan to win stakeholder buy-in.
- The Prussian paradigm is not conducive to the generation of students with whom we work. Students enter our "graded systems" with highly differing backgrounds, views of society and levels of interest in both education and learning in general. Most students enter with a degree of curiosity and personal motivation however if we continue to force them into prescribed patterns of learning and behavior that are not mirrored in society they will quickly lose interest. I particularly liked the excerpt from pages 79-80 where they were discussing learning geometry. "...if you want students to really learn geometry, you have to allow students to explore on the subject on their own." I find this to be true in many of our math workshop situations -daily a part of the Investigations program. Regardless of what I may say or have the students do or say, the most enlightened learning happens when they are allowed to make mathematical discoveries on their own. The conversations at the closing of the lessons where the students can share the discoveries that they made are the most enriching part of the hour and 10 minute math block. The Prussian Paradigm tends to lend itself more to the traditional Math Textbook approach where the teacher models a quick lesson, the students practice the modeled lesson, and then take home a repeat practice for homework with little or no conversation about discoveries or strategies learned using whatever tools are provided (with some texts - no manipulatives!) Parent buy-in (stakeholders) is difficult with the Investigations Math program as it does not teach students algorithms only, but true mathematical principles and concepts. This is a huge learning shift for parents who memorized facts, lined up numbers and labeled answers. I can only imagine that convincing this stakeholder group regarding a flipped model is challenging if only from the standpoint that "it isn't what we did when I was in school." Perhaps if we can engage more students/parents in flipped learning at earlier ages, then there would be less challenges once the students reach preteen and teen years. The Prussian Paradigm also does not take into account the value [lack] of education in our society. In many ways schools have become free child care for working families where it is assumed that their children are cared for, fed and learning things that they should be. Then...the parent-teacher conference where little Johnny is not even close to meeting benchmarks or standards. Blame game ensues and typically some sort of support in school along with parent supported homework, becomes the solution (of sorts). The parent is frustrated - who wants to work all day and then help your struggling student for hours at night - and the limited quality time for family becomes fraught with frustration, fatigue and little or no true quality. Something needs to change! This is becoming the norm!

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.

- 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...//

//Assignment 4// //Videos from tech camp// //I started creating videos for the ten minute math component of Investigations so that students who might miss because of pull out could still get the content. I hate the away I sound-Eeyore comes to mind, but here they are- at least the first three.http://www.educreations.com/lesson/view/ten-minute-math-1-1/9340845/?s=Qg5YcR&ref=app// //http://www.educreations.com/lesson/view/1-2-ten-minute-math/9340866/?s=QfdStG&ref=app//

//http://www.educreations.com/lesson/view/1-3-ten-minute-math/9340901/?s=yZFkZB&ref=app//