FACS+-+Schlegel,+Diane

Assignment 4 Final work links to videos []

Files for resources 

Assignment 3

1. What is flipped instruction in your own words? Flipped instruction is student centered learning in which the student takes responsibility for acquiring concepts outside of class. These concepts have been structured by the teacher for accessibility via video presentations, readings, or internet research among other possibilities. Class time is then used for answering student generated questions and applying the concepts through guided practice, projects, or other classwork.

2. How does flipped instruction address your stakeholders key concerns? Students- Parents- Administrators- Colleques
 * Concern-How much time will I need at home? What will I have to do to prove knowledge? Why would I want to spend my own time?
 * Flipped addressed: Students love the "doing" activities in class. This could create more opportunity for hands on activities and authentic assessments versus traditional tests. They will see the time well spent at home.
 * Concern- They liked the class before, so why change it? Before, there was very little homework.
 * Flipped addressed: Students were learning nutritional concepts but internalizing and applying sporadically. This could create internal lifetime changes in food consumption patterns.
 * Concern-How does it tie with MYP,IB, common core, objectives?
 * Flipped addressed: flipped is a natural fit for MYP, IB, and student ownership of objectives. It can help find needed time for increased work on common core.
 * Concern-Why would I want to do more work when we have seen that they will not do homework for FACS?
 * Flipped addressed: Nvever say never. At the minimum, a student who does not do the homework and has to watch the video in class will receive the same instruction as before. At most, student learning and engagement will thrive.

New stakeholder-ME
 * Concerns- I teach thriving on student questions and participation, constantly reading their nonverbal ques for understanding to guide my pacing and depth of explanation. I am not sure how my videos will be if I just video myself.
 * With such a such short course length, I have minimal time, so how long will it take to teach students the system to follow in my class in order to flip?
 * Computer labs are never ready to go day 2 of classes, so it is difficult to structure a class with this expectation not knowing when students can get into labs to start in study halls or after school.

3. Why is flipped instruction beneficial for 21st century learners? Students become more engaged in their learning to be able to use and apply information versus memorize facts. It addresses needs to be able to learn at different paces and at a variety of times. Learning how to learn becomes more embedded in student practice. 4. How does it build upon our previous understanding of best practices, CCSS, IB curriculum? For best practices it allows differentiation of delivery pace, and teacher assistance in class. It also provides opportunity for authentic application during class time. For CCSS it provides teacher time for enhancing student understanding, guided practice, and concept application. For IB it is a natural for all learner profile growth. It creates thinkers who gain and seek their knowledge in this new risk taking method of insturction, inquirers who seek further information or ask questions for clarification while reflecting, reinforces open communication patterns between teachers and students and forces student communication, teaches them to balance work and play time, reinforces being principled and open-minded as they learn, and creates time for creativity and caring the the classroom.

5. What aspects of your instruction will you concentrate on flipping first? I see that Allie flipped two units, Probability and Statistics first, because they were not changing with the common core. She did not want to flip a unit before she had taught it once. I will also flip a unit that has been taught before. I will be flipping the pillow transfer unit. Students will receive the directions on creating the pillow transfer for homework and then use class time to begin the project.

6. Why is this aspect of your instruction well suited to a flipped model? Some students have fast computer skills and can begin after quick directions. Other students will appreciate the option to view, pause, and replay directions for the project. It also creates more in class time for helping students versus instructing. Hopefully this increased class time will create time for increased creativity and depth of application.

7. What data will you be collecting on which to assess effectiveness of your flip? Students must complete a practice pillow following the tutorial directions that will be graded.

8. By which methods will you be collecting this data? Work will be graded in printed sample or may be shown to teacher for onscreen grade during class before they continue with final project.

Assignment 2 Read the chapter entitled "" from Khan's book The One World Schoolhouse.


 * 1) Collect evidence about the challenges inherent in using the Prussian paradigm in 2013 for inclusion in your plan to win stakeholder buy-in.
 * 2) The value was palced on submission to authority (Prents, teachers, church, king)
 * 3) Independent thinking was avoided
 * 4) Students should not handle information 1st hand. This would produce obedient graduates.
 * 5) Class periods would provide interruptions to lesson the desire for self-motivation and dleving into topics.

Read **chapters 2-3** of the Bergmann & Sams book.
 * 1) "Flipping the classroom provides a great deal of flexibility to help students with their busy lives". I love the idea of the student's ability to maximize their time. They can do work on the bus, or the sidelines of a friend's game. Working ahead is great for students who know they will be out of school for apppointments or vacation, although this ability to work ahead will take time for the teacher to create is unlikely for a couple years.
 * "The ability to pause and rewind the teacher". Not only is this great for special education students but for great notetaking.

2. Find and share an **additional source** that explains some aspect of flipped instruction. [] This is "Why it has to be be Me" by Katie Gimbar. She makes good points about making your own personal videos versus using other videos you might find on the internet. She brings up the points of trust that your students have in you, accountability, facial cues, eye contact, and personalized language.
 * 1) Link to it on our "Resources" page and add a brief explanation of what the source makes clear for your stakeholders.

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.
 * 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.
 * 2) Stakeholders remain
 * Students
 * Parents
 * Administration
 * Collegues
 * 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.
 * 2) Flipping speaks the language of today's students
 * 3) Flipping helps busy students and struggling students
 * 4) Changes the way parents participate- I can not really impact nutrition in a student until the WHOLE FAMILY buys in to the concepts and make changes together.
 * 5) 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
 * 6) Challenges:
 * 7) Time committment: maybe start small with just a few lessons
 * 8) Sheer numbers of students I teach- keeping everyone on pace especially in the early stages of buy in. I could see more food labs in class with application of nutrition concepts, but how do I not penalize students the needed lab instruction in class if they do not do the homework? I find students don't care if they get a failing grade, but they do care if they can't cook and eat. I don't want labs to be a reward for those who do the homework and a penalty that they can't participate if they don't pass the review work. Not sure how to pull it all together.
 * 9) Inability to collaborate with another FACS teacher
 * 10) Parents and students are not used to receiving very much homework in FACS. They prioritize their homework time to core subject areas and our work is spotty on completion. Yes I know how to improve this with consequences, but we have to careful of consequences that then decrease enrollment in elective areas.

Assignment 1 =Diane Schlegel - FACS= Reflection Question #3: [|MsPierceWikis] May 15, 2013 (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? Post
 * 1) Data supporting higher testing scores after flipping. (Preferably, show improved learning by doing something other than test.)
 * 2) Names and credentials of pioneers of this system.
 * 3) History of the Prussian paradigm.



Reflection Question #2:
[|MsPierceWikis] May 15, 2013 Who are your stakeholders? What are their common concerns? All seek to avoid conflict. This is seen as a risk by all. It will be uncomfortable at first. All value the best use of student time for the greatest learning. All want to know what they will gain or lose by using this system. [|MsPierceWikis] May 15, 2013 For each stakeholder you've identified, what are their demographic-specific concerns? What are various groups of stakeholders ignorant about, need your expertise? [|PSulliv6] May 17, 2013 You don't have to comment about HOW you will address these groups, just who they are and what their needs are. Post
 * 1) Students- How much time will I need at home? What will I have to do to prove knowledge? Why would I want to spend my own time?
 * 2) Parents- They liked the class before, so why change it? Before, there was very little homework.
 * 3) Administration- How does it tie with MYP,IB, common core, objectives?
 * 4) Collegues- Why would I want to do more work when we have seen that they will not do homework for FACS?



Reflection Question #1:
[|MsPierceWikis] May 15, 2013 What are the pros and cons of flipping instruction as you see them? PROS CONS [|PSulliv6] May 17, 2013 Now is a good time to identify these so you will be able to address them with your stakeholders.
 * 1) The flipped system maximizes autonomy, whereas the Prussian system limits autonomy.
 * 2) Flipping a classroom allows students to progress at an individual rate and re-teach themselves before progressing. The Prussian system insists they move forward at the rate of the class for listening, notetaking, and understanding.
 * 3) Flipping allows absent students or teachers a venue for gaining or disseminating missed information, without meeting with the teacher at an assigned time. (It also allows the teacher more free time from re-teaching.)
 * 4) This system engages the student to use information to absorb key concepts, versus regergitate information according to a rubric.
 * 5) Student ownership of their learning.
 * 6) Class time to USE information instead of receive information.
 * 1) Time to create lessons for at home learning as well as re-doing activities for classroom time.
 * 2) Becoming comfortable with your explanations to stakeholders.
 * 3) Can we assume in this day in age that ALL students have internet access at home?
 * 4) The "resistant" learner may become even more resistant. It is a risk. Is it OK to take this risk in this new era of APPR? (Yes Iunderstood your concept of taking effective to highly effective).
 * 5) I am not sure of the success for a 3 out of 8 day rotation. I do a GREAT deal of repetition for key concepts. Would a student watch videos where they hear a concept repeated in a different perspective or assume they already "learned it" and think they don't need to take the time to watch. Are there classes that don't meet most days on this system? With the 7th grade program that consists of **only 33 lessons**, is there time to teach FACS content, how to operate flipped, get buy in, meet common core and integrate IB? I teach 220 students a semester, 2 grade levels,170 new different students second semester. How do I track their wiki participation?
 * 6) What do you do with the student that did not do the at home work?
 * 7) Many of my lesons are all ready hands on that need lab set ups at school.
 * 8) Video can not recreate the pleasures associated with smelling, tasting of cooking demonstrations that could be video taped for flipped.