April 11, 2015

FLIPPING
Classrooms

of the 21st ce

ntury and be

yond

By: Samantha Kaziev

WHAT IS FLIPPING?

"Flipped learning is a pedagogical approach in which direct

instruction moves from the group learning space to the individual
learning space, and the resulting group space is transformed into
a dynamic, interactive learning environment, where the educator
guides students as they apply concepts and engage creatively in
the subject matter" (Bergman, Sams, 2014).

So.... what is traditionally done in class is now done at home. What is traditionally done as
homework is now done at home.

April 11, 2015

TRADITIONAL VS FLIPPED
Differentiated Instruction

Teacher Interaction

Group Learning
Lecture-Based

Individual Learning

Digital Learning

Student-Centered
Personalized Education

IMPORTANCE OF A FLIPPED CLASSROOM

1. Students who struggle receive the most help. They are helped
with concepts they are stuck on
------> STUDENTS HELP STUDENTS

2. More time spent on learning than lecture or instruction

3. Takes learning to a deeper level for students to make

connections

CLASSROOM USE
1. _________________________________________________________

2. _________________________________________________________

3. _________________________________________________________

4. _________________________________________________________

April 11, 2015

WHAT DOES IT
LOOK LIKE?

PROS

Digital Learning

CONS

Student Reliability
Creates digital divide
Teachers know students better
Struggling students get help
Extra workload
Students can't ask immediate questions
Student-Student Interaction
Parents can monitor
Limits presence of teacher
Cultural Responsive Teaching

BLOOM'S TAXONOMY

April 11, 2015

BLOOM'S TAXONOMY

SAMR MODEL

What is the Relation?

1.
2.
3.
4.

April 11, 2015

Curriculum Standards
NEW YORK STATE / COMMON CORE
CCSS.ELA-LITERACY.RL.5.2

Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama
respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.

CCSS.MATH.CONTENT.6.G.A.4

Represent three-dimensional figures using nets made up of rectangles and triangles, and use the nets to
find the surface area of these figures. Apply these techniques in the context of solving real-world and
mathematical problems.

Curriculum Standards
ONTARIO
Grade 5 Social Studies
A2. Inquiry: use the social studies inquiry process to investigate aspects of the interactions among and between First Nations and
Europeans in Canada prior to 1713 from the perspectives of the various groups involved (FOCUS ON: Perspective; Interrelationships)

Grade 6 Mathematics
Overall Expectations
By the end of Grade 6, students will:
classify and construct polygons and angles;
sketch three-dimensional figures,and construct three-dimensional figures from drawings;
describe location in the first quadrant of a coordinate system,and rotate two-dimensional shapes.

NETS Standards
http://www.iste.org/standards/iste-standards/standards-for-students

http://www.iste.org/standards/iste-standards/standards-for-teachers