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FLipped+Classroom

FLipped+Classroom

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Published by: alexproducts5674 on Oct 07, 2012
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12
Learning & Leading with Technology | June/July 2012June/July 2012 | Learning & Leading with Technolog
13
By Kathleen Fulton
Upside Down and Inside Out: Flip Your Classroom to Improve Student Learning
E
ducators are notorious or jumping on passing ads andchasing the newest innova-tions, rom the open classrooms o the1970s to the one-laptop-per-studentinitiatives o the past decade. It’s notsurprising that when the next new thing—the ipped classroom—hit thehallways o America’s schools, it wasmet with hesitation and skepticismrom teachers, parents, and educa-tional critics. Te “ipped” part o theipped classroom means that studentswatch or listen to lessons at home anddo their “homework” in class. But isit just another ad or an instructionaldesign worth keeping?Pioneered just a ew years ago by science teachers Jonathan Bergmannand Aaron Sams at Woodland Park High School in Colorado, USA, theipped classroom now has a coner-ence, several websites, and a proes-sional learning network o more than3,000 teachers (see Resources, page17). Bergmann and Sams also have abook coming out in July called
FlipYour Classroom: Reach Every Student in Every Class Every Day ( 
see What’sNew, page 44, and read Bergmann’sPoint/Counterpoint response, page 6).Some o the most enthusiastic ad- vocates are the math teachers at Min-nesota’s Byron High School (BHS),which was the 2011 Intel winner orhigh school mathematics. Teir story suggests that, at least or this dedi-cated group o educators, the ippedclassroom is an educational innova-tion with legs, i not wings!
 A Peek into a Flipped Classroom
Students rom roy Faulkner’s CalculusI class shue into his classroom. Alongwith the usual hum o conversation,you can hear the melodic sounds o iPads, laptops, and smartphones be-ing turned on as well as the clatter o urniture being shued around as stu-dents create inormal clusters. Faulknerwelcomes the students and talks aboutthe day’s task as he puts a couple o key problems on the electronic white-board to check or understanding onlast night’s video lesson. He gives thestudents time to work on the problems,then discusses the solutions with hisstudents. Aer a lively exhange, thestudents get down to work at their ownpace and in their own style.Some choose to work in groups,while others preer to sit alone on theoor or even out in the hall, pluggingin their earbuds to block out every-thing and everyone around them. Teexpectation is that they all watched a video o Faulkner teaching the lessonthe night beore and are ready to dem-onstrate their understanding using theday’s problems. Some review the videolesson as they work, while othersbreeze though the problems at a astpace, then move on to the next night’sassigned video.Faulkner moves rom student tostudent, watching, listening, notingwho needs help. I several students arestuck on a problem, he might work through more examples on the boardat the ront o the class. And, just tobe sure, there are daily spot quizzes,oen using clickers so the studentsand teacher get immediate results. Teeedback allows or group discussionand peer instruction on the problemsthat many students are struggling withand helps Faulkner and his colleaguestarget—and revise in real time—in-struction on concepts that studentsnd dicult.
Let: Two students listen to their“homework” or their math class.Below: These photos and images rom video—taken in Jonathan Bergmann and Aaron Sams’classroom— illustrate the projects and activitiesstudents have been doing since theirteachers fipped the classroom.
 o o g C  o u  s  o J  g.
Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved.Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved.
 
14
Learning & Leading with Technology | June/July 2012
Students were candid about whatthey liked:
I personally like that I can get through the lessons quicker than when we have ... class lecture. Then, when I do the homework in class, I can have help right away, which means I ask more questions.
—11
th 
grade precalculus student 
I liked this approach a lot because when we work on homework in the classroom, [the teacher is] here to help us. Otherwise, I would be lost at home and wouldn’t be able to nish my homework because I would have no idea how to do it.
 
—11
th 
grade precalculus student 
I liked how I could rewind and pause the lectures in case I didn’t understand something.
—12 
th 
grade calculus student 
I liked the act that I could get the more dicult problems in class and be able to ask questions about them.
—11
th 
grade precalculus student 
I like that we watched the concept at home, but then mastered the concept in class.
—10 
th 
grade Algebra II student 
Some students were equally candidabout what they didn’t like:
Sometimes the video notes can become a little ast and hard to keep up with, but asking questions the next day helps [me] to understand.
—11
th 
grade precalculus student 
students respond
Why They Flipped
With the recession o 2009, theByron School District, located in asmall community near Rochester,Minnesota, USA, was driven by apressing set o challenges that ledto a serendipitous adoption o ip-ped teaching.Superintendent Wendy Shannonexplained that when it came time toget new textbooks because the currentones did not match new state mathstandards, her district just didn’thave the money.“We had a big problem,” Shan-non recalls. “With the district thirdrom the bottom in state unding,two operating levy reerendum issuesthat ailed, and a bad economy, we’dalready had to cut $1.2 million romByron’s school budget. We literally hadno money or new textbooks.”Shannon encouraged math educa-tors to think outside the box. Butthey actually proposed somethingthat went one step urther: thinkingbeyond the book! Tey suggested get-ting rid o textbooks altogether andcreating their own math curriculum.BHS Principal Michael Dufy gave themath teachers the green light. Tey were committed to a textbook-reecurriculum by the start o the 2010–11school year, and the clock was ticking!Starting in January 2010, the mathteam met beore school every Mon-day. Tey used their proessionallearning community (PLC) time towrestle with the new math standards,review student test data indicatingareas o special challenge, and preview resources gathered rom the web.Tey applied to a local oundation, theByron Fund or Excellence in Educa-tion, and landed a $5,000 grant thatprovided small stipends to teacherswho worked over the summer o 2010and paid or Kuta, a soware tool orcreating worksheets and tests.Jen Hegna, the school’s director o inormation and learning technology,helped the teachers create a Moodlesite or each course. It soon becameclear that they’d have to create theirown video lessons rather than rely-ing on prepackaged web courses orlessons. Once the district agreed tounblock Youube, they embeddedthe video lessons in each course site.
A New Way of Teaching
Troughout that rst year, the teach-ers struggled to stay a ew video les-sons ahead. Tey were all learningtogether, continuing to meet in theirPLC, reviewing test data, and adjust-ing and tinkering with the Moodlelessons, resources, and videos.Classroom management was an-other challenge, says 20-year veteranteacher Rob Warneke: “Kids need tobe trained and guided to stay on task,work collaboratively, solve their ownproblems, be disciplined,” he says.“Tis is harder than making everyonebe quiet during a lecture. Tinkingand learning can be quite noisy!”Jen Green, who teaches math andEnglish, describes it this way: “It wasan incredible amount o work, but itwas the right work or the right reason:We were doing it or the kids. With therst student I could see the videos werehelping, I knew it was all worth it.”Working collaboratively on develop-ment o the curriculum, common as-sessments, and guided notes ostereda bond among the teachers and stimu-lated their proessional growth. Tey created a library o all the BHS teachercourse videos and allowed students towatch any teacher’s videos. Most preerto watch their own teacher, but somelike to watch a diferent teacher’s videolesson or review or to see a new angleor understanding a dicult concept.It gives the kids great reedom, and theteachers are beneting rom “ippedproessional development” as they learnnew approaches or their own teachingwhen viewing each other’s videos.Faulkner expects that some videoswill be reused rom year to year, whileothers will be re-recorded.
©2012 Canon U.S.A., Inc. Canon is a registered trademark of Canon Inc. in the United States. imageANYWARE is a trademark of Canon. All rights reserved. All images are simulated.
 www.usa.canon.com/educationsales
email: canonsales@sedintl.com • phone: 800-344-9862
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Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved.Copyright © 2012, ISTE (International Society for Technology in Education), 1.800.336.5191 (U.S. & Canada) or 1.541.302.3777 (Int’l), iste@iste.org, www.iste.org. All rights reserved.

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