ELA+-+Paris,+Melissa

=Melissa Paris - ELA=

=__**ASSIGNMENT ONE**__=

Guiding Questions arising as I read:

1--So, would I essentially give the direct lesson via video (where the kids would be listening to my direct instruction anyway) and then they would complete a more complex assignment with me when they return to class--correct?

__(How) does a FlipClass better address student needs than does a traditional class?__ I am not quite sure yet, as class has just begun...however, I would say--it seems to be the idea of working smarter, not harder. Students seem to be have longer processing time and reflection time in this model. If the bulk of the lesson--the whole group lesson--is to be done outside of the classroom, then--in theory--students are able to reflect on questions they have and be prepared with questions upon entering 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?__ --this new way of thinking also supports 21st century learning skills tailored to the 21st century learner. The use of analogies....as time progresses, so should methods and modes of delivering instrucion and assessing what students learn.

__Who are your stakeholders?-__ Parents, students, admin, teacher __What are their common__ concerns? Perhaps common concerns would be understanding this model and its effectiveness as opposed to the traditional model. Also, how it addresses student learning, how it enhances the classroom model, and is it working--is there data to suppor that? Also, is this just truly homework?

__For each stakeholder you've identified, what are their demographic-specific concerns?__ Time, technology availibility.... __What are various groups of stakeholders ignorant about, need your expertise?__ The purpose and the meaning behind the model and how it better fits the needs of the 21st Century learner/student.

__What are the pros and cons of flipping instruction as you see them?__ Pro--better use of time, more effective and direct instruction while students are with you, utalize class time with questions, discussions, supportive materials, answer any questions students have....

Cons-- time is an issue at home, managing the flip--what if they have an hour's worth of homework in other classes?? Being conscience of their time at home....not overloading them. What if they don't do it; what system will I have in place then? Also, technology in the home may be an issue.

__ = = =__** ASSIGNMENT #2 **__=

Faults in Prussuan Paradigm: Challenges with Prussian Paradigm: this model supports a “work harder, not smarter” mantra.


 * 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.


 * 1) 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.

I agree that flipping addresses the needs of the 21st Century Learner, as well as supports a busy student lifestyle. I also want to mention that this idea places much more responsibility on the student regarding competing work when absent. I do like that instead of "waiting" for late work or absent work from the teacher, students are now responsible to search and complete work/lessons already posted for them. This elimantes any excuses regarding "I was not here for that lesson so I cannot do it" and "I never got the work from you."

As well, the Pause and Rewind narrative in the book is enticing to me. I like that when you're teaching something and students do not understand, they are then able to truly work at thier own pace. I am thinking of creating a flipped video series regarding paragraph organiziation, transition statements....short mini lesson that students can watch....I am thinking I will get a bigger bang for my buck regarding these lessons--as so many students are at different readiness levels regarding thier writing. I envision posting the lessons and having student watch and then create a couple questions to ask me. Then we can actually practice such lessons for an hour--instead of delivering the instruction for 20 minutes and practicing for 30 minutes, all while I run around the room frantically trying to help students in the short alloted time.


 * 1) 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.

I already am well aware of the challenges I will face at the middle school level; time given our schedule and students' schedules. I know I will really have to think about the type and length of video I post if I truly want to make good use of my time. For example, if I take two days to cover something in class then what would the benefit be to flipping the classroom, yet giving the kids two days to complete the video lesson....is there a benefit to that--time wise? With that in mind, I do feel they need more than one day to complete a video assignment...so, I will have to figure out what will work best for my students as well as the class lesson.

=__ASSIGNMENT #3__=

What is flipped instruction in your own words?

Flipped instruction is an idea that

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?

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?