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A Year in a Flipped Classroom:
                     Why flip?




         June Wall



             © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
• Disclaimer
                   Housekeeping
   – The views and opinions are those of the presenters and
     are provided as general information which will require
     further research to identify the application of the specific
     requirements to the participant.
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   – Eduwebinar Pty Ltd does NOT give permission for any
     capture, recording or reproduction of this webinar in any
     format.



                      © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
To flip or not to flip –
is that the question?




     © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
What is a flipped classroom?
• Predominant view is that a flipped classroom
  is one where the “lecture” is studied by the
  students at night and practice or consolidation
  activities occur in the classroom.



                © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
Research
• Action research (various) and research such as
  Dr. Jeremy Renner all state the positives and
  negatives – a positive result is dependant on
  the preparation and philosophy used in the
  implementation.


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Dr Renner’s guidelines
 • The expectation of spending time doing homework should be clear
 • A flipped class implementation does not have to be “all or nothing”
 • Students do not automatically prefer cooperative group work, nor do they
   intuitively know how to work in a group successfully
 • Teachers do not have to create all of their own content for a flipped class
 • Lecturing is not bad pedagogy, but it should not be the primary or sole
   means of instruction
 • Pre-testing in K-12 classes warrants further study
 • Students respond to multiple means of representation

http://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the-
flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/

                             © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
http://elearningindustry.com/flipped-classroom-2012-infographic




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http://elearningindustry.com/flipped-classroom-2012-infographic




© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED   8
http://elearningindustry.com/flipped-classroom-2012-infographic




© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED   9
http://elearningindustry.com/flipped-classroom-2012-infographic




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© EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED   11
http://elearningindustry.com/flipped-classroom-2012-infographic




                    Cons
1. Students don’t need more screen or computer
   time!
2. Students don't need more homework!
3. Access to mobile devices and the internet can be
   inequitable
4. Market forces will allow content producers to
   get richer!


                 © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED         12
Why has the flipped classroom
         taken off?




                                                     photo by Jurvetson
                                                     (flickr)

        © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
http://classroomwindow.com/flipped-classrooms-improved-test-scores-and-teacher-
satisfaction/

                           © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
The main points of this model
•   Video production to disseminate content
•   Students watch videos after school
•   Variety of learning activities during class
•   Allows for differentiation in learning activities

http://www.learningunlimitedllc.com/2013/03/6-steps-
to-a-flipped-classroom/


                      © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
My purpose
• To differentiate learning to the individual level
• To engage the students for them to want to learn
• To model the process for other teachers to consider ....
• To show both students and teachers that risk is part of
  learning....
• I had introduced a new subject to the school for
  precisely this purpose

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A different version of flipping
• Variety of input types – video, research,
  directed reading / listening
• Variety and individualised learning plans
• Classroom time was spent in discussion and
  student teaching.


               © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
My intended outcomes
• Students would cover the subject content by Wk 3 of
  Term 4
• Students would develop digital literacy capabilities
• Students would choose what they wanted to learn
  about after the core was completed.
• Students would select methods of presenting work
• Students would be self motivated and operate at
  higher levels on the Blooms taxonomy

                   © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
International
                                                                                Studies is my
                                                                              favourite subject!



   What did the students think?
              I liked being able to                                    I really liked the
              complete the whole                                       class discussions
               course by the end
                    of Term 3!

                                            It took me a while
                                            to get used to not
I hated having to                           being told exactly
   think about                                 what I had to
   questions ….                                   present!



                          © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
What had the students learnt?
• Socratic questioning technique
• An ability to critically reflect on their own and others
  work
• An ability to think about what they wanted to present
  and select the most appropriate tool
• Research skills improved !!!!!!
• Attitudes to other nationalities changed (for the better)

                    © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
So was I successful?
From my point of view – yes
From the grades/marks point of view – yes
From the relationships in the classroom – yes
Students ability to argue and substantiate a case –
yes
From the parents – yes!

                  © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
Recap outcomes
• Students would cover the subject content by Wk 3 of
  Term 4
• Students would develop digital literacy capabilities
• Students would choose what they wanted to learn
  about after the core was completed.
• Students would select methods of presenting work
• Students would be self motivated and operate at
  higher levels on the Blooms taxonomy - mostly

                   © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
My contact details
junewallonline@gmail.com
    Twitter @junewall




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In Closing
       PowerPoint presentations
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Boosting your professional competence




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A year in a flipped classroom: why flip?

  • 1. A Year in a Flipped Classroom: Why flip? June Wall © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 2. • Disclaimer Housekeeping – The views and opinions are those of the presenters and are provided as general information which will require further research to identify the application of the specific requirements to the participant. • Restrictions – Eduwebinar Pty Ltd does NOT give permission for any capture, recording or reproduction of this webinar in any format. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 3. To flip or not to flip – is that the question? © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 4. What is a flipped classroom? • Predominant view is that a flipped classroom is one where the “lecture” is studied by the students at night and practice or consolidation activities occur in the classroom. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 5. Research • Action research (various) and research such as Dr. Jeremy Renner all state the positives and negatives – a positive result is dependant on the preparation and philosophy used in the implementation. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 6. Dr Renner’s guidelines • The expectation of spending time doing homework should be clear • A flipped class implementation does not have to be “all or nothing” • Students do not automatically prefer cooperative group work, nor do they intuitively know how to work in a group successfully • Teachers do not have to create all of their own content for a flipped class • Lecturing is not bad pedagogy, but it should not be the primary or sole means of instruction • Pre-testing in K-12 classes warrants further study • Students respond to multiple means of representation http://education.cu-portland.edu/blog/students-faculty-alumni/new-study-on-the- flipped-classroom-by-concordias-dr-jeremy-renner-shows-mixed-results/ © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 11. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED 11
  • 12. http://elearningindustry.com/flipped-classroom-2012-infographic Cons 1. Students don’t need more screen or computer time! 2. Students don't need more homework! 3. Access to mobile devices and the internet can be inequitable 4. Market forces will allow content producers to get richer! © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED 12
  • 13. Why has the flipped classroom taken off? photo by Jurvetson (flickr) © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 15. The main points of this model • Video production to disseminate content • Students watch videos after school • Variety of learning activities during class • Allows for differentiation in learning activities http://www.learningunlimitedllc.com/2013/03/6-steps- to-a-flipped-classroom/ © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 16. My purpose • To differentiate learning to the individual level • To engage the students for them to want to learn • To model the process for other teachers to consider .... • To show both students and teachers that risk is part of learning.... • I had introduced a new subject to the school for precisely this purpose © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 17. A different version of flipping • Variety of input types – video, research, directed reading / listening • Variety and individualised learning plans • Classroom time was spent in discussion and student teaching. © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 18. My intended outcomes • Students would cover the subject content by Wk 3 of Term 4 • Students would develop digital literacy capabilities • Students would choose what they wanted to learn about after the core was completed. • Students would select methods of presenting work • Students would be self motivated and operate at higher levels on the Blooms taxonomy © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 19. International Studies is my favourite subject! What did the students think? I liked being able to I really liked the complete the whole class discussions course by the end of Term 3! It took me a while to get used to not I hated having to being told exactly think about what I had to questions …. present! © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 20. What had the students learnt? • Socratic questioning technique • An ability to critically reflect on their own and others work • An ability to think about what they wanted to present and select the most appropriate tool • Research skills improved !!!!!! • Attitudes to other nationalities changed (for the better) © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 21. So was I successful? From my point of view – yes From the grades/marks point of view – yes From the relationships in the classroom – yes Students ability to argue and substantiate a case – yes From the parents – yes! © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 22. Recap outcomes • Students would cover the subject content by Wk 3 of Term 4 • Students would develop digital literacy capabilities • Students would choose what they wanted to learn about after the core was completed. • Students would select methods of presenting work • Students would be self motivated and operate at higher levels on the Blooms taxonomy - mostly © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 23. My contact details junewallonline@gmail.com Twitter @junewall © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 24. In Closing PowerPoint presentations http://www.slideshare.net/kbonanno/ Future events http://eduwebinar.com.au/webinars Follow us on Twitter @eduwebinar http://www.facebook.com/karenbonanno Membership http://eduwebinar.com.au/membership © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED
  • 25. Boosting your professional competence © EDUWEBINAR PTY LTD | ALL RIGHTS RESERVED 25