My Masters thesis defense on the effectiveness of flipped PD for educational technology trainings. Given August 2012 at Michigan State University.

1. “Flipping” Educational
Technology PD for
K-12 Educators
Dan Spencer
MSU DSME Thesis Defense
Thursday, April 4, 13 1

2. Thursday, April 4, 13 2

3. Thank You’s
Merle
Margaret
My Wife Rachel
Thursday, April 4, 13 3

4. Michigan Center HS
Chemistry/Physics Teacher
2004-2011
Jackson County ISD
Educational Technology Coordinator
2011-Present
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5. Why Research PD?
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6. “Can you come in and show
my teachers how to use
Microsoft Office?”
[Local principal, one week before school
started]
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7. Take what I did in my
chemistry classroom and
apply it towards Professional
Development
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8. Thursday, April 4, 13 8

9. Layered Curriculum (2006)
Choices = Ownership
“You Choose” Assignments
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10. Flipped Classroom (2008)
What is the best use of class time?
Content available 24/7
I’m available when they need me the most
Learn at your own pace
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11. Project Based Learning (2010)
Real world applications to classroom problems
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12. . . . but what does this have
to do with PD?
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13. Emphasis on Demonstrating
Understanding
Common Core State Standards
Next Generation Science Standards (NGSS)
National Educational Technology Standards (NETS)
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14. Put teachers in a PD
situation and we become
our students.
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15. Thursday, April 4, 13 15

16. Teacher Survey Results
Jackson County Teacher Feedback
Appropriate Training Time 46%
Learned More Than I Knew Before 53%
Practiced Using the Technology 51%
Knew Where to Go With Questions 51%
Effective Use of My Time 42%
Able to Use Right Away 36%
0% 20% 40% 60% 80% 100%
Thursday, April 4, 13 16

17. Free Response Results
Category % Mentioned
“It didn’t apply to my classroom” 36%
“Didn’t get to try it” 24%
“But how do I use it in my teaching?” 11%
“I already knew it” . . . “I was lost” 11%
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18. “It’s ineffective when I
leaving feeling I can’t use it
in my classroom”
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19. Hypothesis
By shifting from a trainer-centered model
of PD to a leaner-centered model,
participants (teachers) will be more
confident to try using the tool in their
teaching.
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20. Research Based on the
Work of:
Dr. Malcolm Knowles (Adult Learner Theory)
Dr. Punya Mishra (TPACK)
Dr. Judy Harris (Learning Activities)
Jonathon Bergmann, Aaron Sams, and Dr. Ramsey
Musallam (Flipped Classroom)
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21. The Adult Learner
Dr. Malcolm Knowles
The Adult Learner: A Neglected Species (1990)
Andragogy in Action: Applying Modern Principles of
Adult Education (1984)
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22. Andragogy and the Adult Learner
Six Assumptions About Adult Learners:
Need to Know
Self Directed Learning
Personal Experience
Direction and Support
Experiential Learning
Dr. Malcolm Knowles
Intrinsically motivated
http://www.youtube.com/watch?v=vLoPiHUZbEw
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23. TPACK
Dr. Punya Mishra
What Happens When Teachers Design Educational
Technology? A Development of Technological
Pedagogical Content Knowledge (2005)
Technological Pedagogical Content Knowledge: A
Framework for Teacher Knowledge (2006)
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24. Dr. Punya Mishra
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25. Learning Activities
Dr. Judy Harris
Instructional Planning Activities Types as Vehicles for
Curriculum-Based TPACK Development (2009)
Teacher’s Technological Pedagogical Content
Knowledge and Learning Activity Types (2009)
TPACK in Action: A Descriptive Study of Secondary
Teachers’ Curriculum-Based, Technology-Related
Instructional Planning (2011)
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26. Flipped Classroom
Jon Bergmann, Aaron Sams
Flip Your Classroom: Reach Every Student in Every
Class Every Day (2012)
Dr. Ramsey Musallam
Explore-Flip-Apply (2012)
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27. Most effective use of face-to-
face time
Accessible content
Aaron Sams and Jonathon Bergmann
At their own pace
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28. Dr. Ramsey Musallam
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29. Learner-Centered PD
Focus on classroom application
Choices
At their pace and access to content
Learn by doing projects
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30. “Can you do a training on
PowerPoint?”
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31. Instead . . .
Pedagogical Focus - Creating engaging presentations
Examples/Feedback before and during training
Choice of Tools (PPT, Google Pres., or Prezi)
How-to screencasts and other resources
“Learn by Doing” project(s)
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32. Example
Demo TED-Ed video
Content videos and formative assessment?
Choices: TED-Ed or pen.io
How-to screencasts
Create a TED-Ed video of your own
https://sites.google.com/site/fcpdexample/
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33. “Flipping” PD Project
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34. Demographics
• 70 K-12 Teachers
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35. Demographics
• Teacher Background
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36. Demographics
• Training Settings
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37. Training Topics
Cell Phones (1)
iPads (1)
Screencasting (1)
Flipped Classroom (3)
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38. Pre-survey vs. Overall Post-
Training Feedback
46%
Appropriate Training Time
67%
53%
Learned More Than I Knew Before
84%
Practiced Using the Technology 51%
84%
51%
Knew Where to Go With Questions
86%
42%
Effective Use of My Time
93%
36%
Able to Use Right Away
67%
0% 20% 40% 60% 80% 100%
Pre Survey Post Training
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39. A Comparison
Screencasting and the Flipped Classroom
Trainings:
Pinconning Schools
Detroit School of Arts
Jackson County ISD
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40. Pinconning Schools Training
Two hours
Computers weren’t working - Discussion and Demo
Only
Effective Use of My Time
42%
81%
36%
Able to Use Right Away
31%
0% 20% 40% 60% 80% 100%
Pre Survey Pinconning
Thursday, April 4, 13 40

41. Detroit School of Arts Training
Two hours
Project: Create a two minute screencast tutorial for a
subject you will teach next year using the program of
your choice.
Effective Use of My Time
42%
89%
Able to Use Right Away
36%
56%
0% 20% 40% 60% 80% 100%
Pre Survey Detroit Academy of Arts
Thursday, April 4, 13 41

42. Jackson County ISD Training
Screencasting and the Flipped Classroom
Two Full Days
Project 1: Create a two minute screencast tutorial
Project 2: Using the screencast from P1, create a
TED-Ed lesson or pen.io page
Project 3: Link the tutorial, TED-Ed lesson, or pen.io
page to your classroom LMS, web page, blog, or
wiki.
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43. Jackson County ISD Training
“Flipped” PD Survey Results
42%
Effective Use of My Time
95%
36%
Able to Use Right Away
89%
0% 20% 40% 60% 80% 100%
Pre Survey Jackson County ISD
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44. Comparing Training Results
“This Was An Effective Use Of My Time”
“Flipped” PD Survey Responses
42%
Pre Survey
81%
Pinconning
Detroit Academy of Arts
Jackson County ISD
89%
95%
0% 20% 40% 60% 80% 100%
Thursday, April 4, 13 44

45. Comparing Training Results
“I Can Use What I Learned Right Away”
“Flipped” PD Survey Responses
36%
31%
Pre Survey
Pinconning
Detroit Academy of Arts
Jackson County ISD
56%
89%
0% 20% 40% 60% 80% 100%
Thursday, April 4, 13 45

46. Conclusion
The data suggests that teachers involved in “learner-
centered” PD are more confident to try the tools they
learned about in their teaching.
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47. Discussion
Yes, they are more confident, but is it really making an
impact in student learning?
PD Models That Work:
Showers and Joyce
Kristin Daniels and Wayne Feller, Stillwater MN -
flippedpd.org
Thursday, April 4, 13 47