LOTE+-+Ariola,+Michele

=Michele Ariola - LOTE Spanish=

Notes

No more than 10 minutes - shorter is better Kahn academy - 1 World schoolhouse Saul Kahn - Kahn academy - videos posted Doug Lamov - charter schools - videotaped the best teachers - came up with 49 things good teachers do Our book - Bergmann and Sams - Flip your classroom

Notes - Day 2

Kids can access You Tube videos from My Big Campus. Just tell Patti which videos you want kids to be able to access. Can use ivpeo.com to get something to make videos (like a small ELMO) Can use Ensemble Service we have Can use Educreations SmartBoard software has a recorder that will show the screen on your computer while you record yourself speaking

__**Assignment 1 - Reflection questions**__


 * 1. What are the pros and cons of flipping instruction as you see them?**

Pros Students can watch videos at own pace - rewind if necessary. Parents often feel that they can't help their children with homework - parents can watch videos as well. Absent students can watch and keep up with work. More class time to differentiate, working with individuals or small groups Students should have a deeper understanding of content (rather than simply "learning" the material for the test.) Students are actively working with content in class - not just sitting passively listening. Promotes collaboration among students

Cons Resistance from students who want to be taught in the traditional sense where they have more of a passive role. Some students off task while teacher is working with individuals / groups Requires teacher making video on own time Students can't get immediate feedback from teacher about questions they have as they view the video. Internet down / no access at home Students not watching videos before class


 * 2. Who are your stakeholders?**
 * What are their common concerns?**

Primary stakeholders - students, parents, administrators, colleagues

I think that some probably feel that the teacher isn't doing his/her job in a flipped classroom. Some students might feel as if they aren't "learning" because they are used to the traditional classroom roles. Students that have always just memorized info. for the test and done well on assessments will feel uncomfortable in a flipped setting. Parents might have concerns regarding assessment in this type of setting. Parents might be concerned about access to technology - "internet was down, etc." Administrators - dealing with parent concerns / complaints Colleagues that may feel pressured to try flipping even though they may not really support / understand it.


 * 3. (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?**

It allows more time for hands- on learning - learning by doing. Students can watch video at own pace as well as watch it again for a refresher. Aligns with common core - more autonomy in learning, student responsibility - self-directed learners

As far as evidence - positive student testimonials and improved scores on assessments


 * __Assignment 2 - Part 4__**

>
 * 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. - **Done**
 * 2) 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. - **In a flipped classroom, teachers have more interaction with individual students and are able to clear up individual misconceptions on the spot. Formative assessment is constantly taking place in the classroom. In this way, teachers also get to know each student better on a personal level. In addition, it's a great resource for struggling students and students who miss class. This does not only benefit students. It saves the teacher from having to repeat the same information numerous times.**
 * 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. Feel free to use the "Crowd Source" (CS) page

**Student resistance - I need to convince them that I am doing this in their best interest and even though it may feel uncomfortable at first, it will lead to real understanding of the material.**

**Time - Recording videos and creating a notes template for them to fill in with each video.**

**Internet down time - A particular student may not have had access to the internet on any given day.**

= 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? **It is direct instruction that takes place outside of the classroom and using class time to put the knowledge gained into practice.**

2. How does flipped instruction address your stakeholders key concerns? - **Will discuss with others.**

3. Why is flipped instruction beneficial for 21st century learners? **Students take responsibility for their learning and they need to learn manage their time** **to get their work done. With flipped learning, they watch videos when they have the time - in between sports etc. They can also watch part of the video and then finish later.** **Students control the pace and are proactive in the learning process. They decided if they need to rewind and watch a portion of the instruction over again.**
 * Students cannot be passive in class. They must think for themselves and not just "play school." They must collaborate with other students to solve problems just as they will need to do in the workplace.**

4. How does it build upon our previous understanding of best practices, CCSS, IB curriculum? - **Will discuss with others.**

5. What aspects of your instruction will you concentrate on flipping first? **I will focus on more complex grammatical explanations such as object pronouns and the subjunctive.** 6. Why is this aspect of your instruction well suited to a flipped model? ** These topics are usually difficult for students to grasp the first time through. Flipping will allow them to watch the explanation as many times as they need too. It is also beneficial for me because in these units I generally have to meet with students outside of class to recap the direct instruction. Now students can watch the video and then spend the time with me putting the material into practice. ** 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? - **Will discuss with others.**
 * Will discuss with others.**

First, I should mention that I do not plan to totally flip my classroom. I would like to experiment this year with some of the more complicated grammatical structure that I teach.

I plan to mention my intention to Mike Zaffuts at our initial APPR meeting. I feel that our administrators our supportive of the teachers trying new instructional methods and since our district offered staff development on Flipping, it is apparent that there is support at all levels of administration.

As far as students, prior to the first flipped assignment, I will give them some background as to why I feel flipping is a beneficial instructional method. I will make them aware that I will be using a few flipped lessons throughout the year. I don't feel that I will get a lot of resistance from students / parents since this will only be one of the many instructional methods I will employ throughout the year. I will give students the attached writeup to hare with their parents.



__**Videos**__

I created 3 videos that teach grammatical concepts. I plan to redo each one before I give the link to the students - I guess we are our own toughest critic! The first video reviews pronunciation of certain letters / letter combinations in Spanish. The second video expands on the first and discusses accentuation rules. The last video addresses indirect object pronouns. The first 2 videos we created using educreations / smart recorder. For the third video, my daughter videotaped the lesson on her IPAD. All 3 videos were uploaded to Ensemble. Here are the links:

https://ensemble.monroe2boces.org/app/sites/index.aspx?destinationID=UUHlCrSPF0iXfBB91986tQ&contentID=l7p2RkoFI0iK4yyFIr8ryw&pageIndex= https://ensemble.monroe2boces.org/app/sites/index.aspx?destinationID=UUHlCrSPF0iXfBB91986tQ&contentID=x7kduDFtz0G4Ibhp1Z7CrA&pageIndex=1&pageSize=10 https://ensemble.monroe2boces.org/app/sites/index.aspx?destinationID=UUHlCrSPF0iXfBB91986tQ&contentID=yInDoJfuN0eBsPm-JU8xAw&pageIndex=1&pageSize=10

Practice to accompany videos: