Running head: Flipped Preschool

The Flipped Classroom: The Preschool Edition

Cari Scoppa IED 580 Innovation Practices in International Education Dr. Rita Oates 12 July 2013

Flipped Preschool Curriculum Area: Math/ELA/Science Length of Lesson: 30-45 Minutes (each day for 3-5 days, depending on discovery and interest) Content Area: Measurement/Experimentation and Observations Age/Grade Level: Pre-K/4 year olds Differentiation of activity is to be provided throughout the lesson plan to ensure that childrens individual learning needs are met. Context of the Lesson within school year and curriculum Discovery Learning and an Emergent Curriculum are currently being followed. Students have begun to show interest in measuring and comparing different objects using measurement vocabulary (short, tall, big, small, long, heavy, light, etc.) in their play. This lesson serves as an intentional learning experience to expand their discovery process of measurement. Innovate Teaching Strategy and Rationale Flipped Classroom The Preschool classroom offers a natural environment for a flipped classroom where time in class is used for discovery and exploration. Typically, the use of the flipped classroom has been used in upper elementary through high school classrooms and generally in science and math classrooms. With the introduction of Common Core Standards and higher demand for Universal Pre-Kindergarten, there is an extreme amount of pressure on the teacher (during a half-day program) to bring children above the average school-ready standards. The Flipped Classroom principles in preschool and kindergarten classrooms will provide enrichment while creating multiple learning environments for students. Using videos and podcasts at home will serve as background knowledge and plant the seeds of discovery for the next day. It will allow the teacher to introduce new concepts and information and allow the students the opportunity for more exploration and discovery in class. This will also build stronger parent-student, parent-teacher, and teacher-student relationships as parents become increasingly involved in their childs learning, parents and teachers communicate and collaborate on activities, and the teacher has more time during class time to interact and engage with students individually and in small groups. Fostering the Flipped Classroom principles in the early childhood will allow for greater transition into this teaching method if it is offered elsewhere in their schooling. Technology Plan: Students and families will use a variety of technology (iPads, iPods, MP3 players, etc.) in their homes to access the classroom website. The classroom site will have YouTube and other videos to watch independently. The teacher will keep a running classroom website where student and families will be able to access a variety of information. Specifically pertaining to this lesson, students and families will access videos that provide background information on measurement. To close the measurement unit, the students will take photographs of their journal work or scan them into the computer. Using Little Bird Tales (littlebirdtales.com), the teacher will upload the

Flipped Preschool pictures to the storybook. With the teachers help, the student will provide a description for each page of their journal. Then the student will record their voice to explain each page. The books will be available for parents to view on the class website. Learning Objectives Objectives have been developed using a version of Blooms Taxonomy that has been slightly revised to incorporate technology application and programs (Appendix A). Students will (be able to): 1. Describe different tools that can be used to measure objects (nonstandard units) 2. Recall measurement information from videos that were viewed previously outside of school. 3. Explain the objects they will measure and the tools they will use to measure verbally to a teacher. 4. Use math vocabulary to describe their measurement findings verbally. 5. Draw picture representations of the items they measured and how many units they measured. 6. Demonstrate their ability to measure an object using non-standard units. 7. Create a digital storybook using their Math Wizard journal and describe their journal through a voice recording. 8. Publish their voice recorded storybook on the classroom website. Assessment Focus of assessment in this lesson (related to objectives): Students will be assessed based on their ability to: o Describe different tools that can be used to measure objects (nonstandard units) o Recall measurement information from videos that were viewed previously outside of school. o Explain the objects they will measure and the tools they will use to measure verbally to a teacher. o Use math vocabulary to describe their measurement findings verbally. o Draw picture representations of the items they measured and how many units they measured. o Demonstrate their ability to measure an object using non-standard units. o Create a digital storybook using their Math Wizard journal and describe their journal through a voice recording. o Publish their voice recorded storybook on the classroom website.

Method of assessment used in this lesson: Students will be formatively assessed throughout the unit. Each day the students will participate in the discussion about observations related to measurement. Anecdotal Records for each child will be completed by the teacher and assistant and connected to the learning objectives listed above (Appendix B).

Flipped Preschool The digital story the students created using their Math Wizard journals will serve as a culminating project to gauge understanding. Differentiation (of expected outcomes) Due to the nature of the classroom format, the teacher and the teacher assistant have the ability to move around the classroom to support and/or challenge students when needed during Discovery as well as with the culminating project. New York State Learning Standards (Common Core Standards) Domain 4: Communication, Language, and Literacy Background Knowledge 2. Demonstrates he/she is building background knowledge c.) Uses new vocabulary correctly. d) Makes comparisons to words and concepts already known. Viewing: 4. Demonstrates that he/she understand what they observe. a.) Uses vocabulary relevant to observations. c.) Asks questions related to visual text and observations Domain 5: Cognition and Knowledge of the World Measurement and Data: 1. Describe and compare measurable attributes: Identify measurable attributes of objects, such as length, and weight. Describe them using correct vocabulary (e.g. small, big, short, tall, empty, full, heavy, and light).

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Mock classroom website below Links to videos: http://www.youtube.com/watch?v=3hlkRcTmFxY

http://www.youtube.com/watch?v=wCkv_aoC7M8 Lesson Process Part 1: Students and families will watch two videos at home that can be found on the class website. http://cariscoppa.weebly.com/measurement.html Part 2 (in class): A. Introduction Once morning circle has finished, transition into thinking mode by doing a quiet transition to the chart paper or Smartboard area. Ask students what they can remember (what has stuck in their brain) from the fun videos that they were able to watch at home. Write what they say on the Smartboard or chart paper that is labeled, Information in our Brains! Prompting Questions: What kinds of things can you use to measure? Do you always need to use a ruler or measuring tape to measure how long or short, big or small, something is? Can you think of objects around the room you might want to measure? If we cannot find any rulers to measure with, what do you think we should use?

Instructions for Math Wizards Journal Work These are great ideas and it looks like we will have a lot of measuring to do! First we are going to write in our Math Wizards journals and pick 2 or 3 objects around the room to measure. You are going to draw each object in our journals. I think it would be a really good idea to draw each one on a different page. **Model what your journal would look like and the objects you would choose** When I bop you on the head you can go around the room to get some ideas, then grab your journal and find a comfortable place to draw your objects. When you are finished drawing please come find a teacher and tell them what you drew in your journal and what you are planning to do. Dont forget to pick something to measure!

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B. Journal Work (5-10 minutes direct transition into Measuring Discover) Teacher Responsibilities *Walk around and help students when needed. *When students come to show what they are measuring, encourage them to work with a friend so they can help count and remember to write the number of how long, tall, short, or small something was in their journal. *If the unit the student wants to use to measure is TOO small for the objects being measured (more than 8 or 9 units) help suggest another unit of measurement that might be more useful. C. Measurement Discovery (15 20 minute depending on student interest)
Teacher Responsibilities Student Responsibilities

Student Responsibilities *Students are working around the room using markers, crayons, colored pencils to draw three objects in their journal that they are going to measure. *When students are done drawing they will come to a teacher to show them their ideas and tell the teacher what they are going to measure.

*Answer questions *Redirect if needed *Support and partner with students who ask or need help *Write interesting question to be investigated during unit that the students bring up on the Scientist Questions board.

*Measure items in journal using non-standard unit *Explore surroundings *Ask questions *Help friends *Work independently or with partners or groups *Explore, discover, play

D. Discussion of Discovery Once the students have had about 20 30 minutes to explore measurement ask them to clean up and come back together as a group. Students should bring their journals with them. Ask the students to share their experiences in measuring. If needed, prompt student by giving examples (i.e. I saw John and Susie working nicely together to see how tall the bookshelf was.) Mention the questions that have been added to the Scientist Question board. Ask the students if they know the answers to the questions or if they have any ideas of how the class can figure out the answer the questions. Write them down next to the question.

Flipped Preschool Explain to the students that we will begin exploring these measurement questions throughout the week and keep record in our Math Wizard journals.

E. Continuation of Measurement Lesson/Unit Because the curriculum is based on Discovery Learning and Emergent Curriculum principles the lessons following this initial discovery prompt will be determined by the questions that develop from the students during their discovery time. However, the objectives mentioned above need to be met upon completion of the digital journal culminating project component. It is up to the teacher to help cultivate the students discoveries while simultaneously tailoring their exploration to cover the following objectives: Students will (be able to): 1. Describe different tools that can be used to measure objects (nonstandard units) 2. Recall measurement information from videos that were viewed previously outside of school. 3. Explain the objects they will measure and the tools they will use to measure verbally to a teacher. 4. Use math vocabulary to describe their measurement findings verbally. 5. Draw picture representations of the items they measured and how many units they measured. 6. Demonstrate their ability to measure an object using non-standard units. 7. Create a digital storybook using their Math Wizard journal and describe their journal through a voice recording. 8. Publish their voice recorded storybook on the classroom website.

F. Culmination Project Throughout the measurement unit, students will be creating digital storybooks using measurement picture and data that they drew and recorded in their Math Wizard journals. The student will help the teacher take a picture of their journal pages or scan them into the computer. Once the pictures have been uploaded to the computer the teacher will upload them to the classroom account on Littlebirdtales.com (Little Bird Tales) The teacher will ask each student to describe what is on the page. While they are describing the teacher will be using the voice record feature of the program to record the students description. The student can choose if they would like text in their book as well. Once the student has had a chance to see, hear and add drawings or stickers to their journal pages they will help the teacher put the link on the classroom website! The teacher will pull a couple of students aside each day to record a few page from their journal.

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Challenge/Barrier
Lack of knowledge about the technology being used.

Possible Solutions
1. The information session will also serve a mini-workshop to provide tutorials for those who need it. 2. Video tutorials recorded on main page of class website to review when needed. 1. Teacher will be available 30 minutes prior to the start of the school day for families that need to come in early to view the fun, educational material. 2. Depending on school/classroom budget and the number of families that need assistance, the school could purchase a set of iPods that can be rented by the families. 3. Help families discover how they can use their local library as a resource for technology.

Family does not own the technology needed to participate in the flipped classroom method.

4. Suggest play dates where students can view and interact with the material together, outside of school.

Family Communication The classroom website is currently used as a supplement to the classroom learning where families can find the classroom blog, interactive and educational website links, and fun activities to foster their childs learning. Ideally, the families should be somewhat familiar with the classroom website. Families will be informed of the introduction of the flipped classroom via email and a hard copy newsletter (Appendix C). There will be an opportunity for the families to come in for an informational session regarding the flipped classroom method and how it connects and supports discovery and emergent curriculum already in place. Families will be informed of volunteer opportunities (there is never a shortage of parent volunteers in preschool or UPK) to record childrens books readings, finding content videos on TeacherTube and other sources, creating videos with their children, researching and developing web-based games for their students to utilize as part of the flipped classroom method.

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During the informational session the teacher will present the multiple ways to access the information that will be used and allow those that would appreciate support a tutorial the opportunity to experiment with the technologies. It will be stressed to the parents that the flipped model will not occur for each new topic that develops. However, when there are additional resources to use outside of class, families will be notified via email, take-home letter, a sign on the communication table, verbally from a teacher and through SMS (if approved by the family). Family-teacher communication is always encouraged. Should families have questions or concerns regarding the innovations taking place in their childs classroom, they have a variety of resources to get in contact with the teacher and teacher assistant.

Flipped Preschool References

Joyce, B., Calhoun, E., and Hopkins, D. (2009). Models of learning: Tools for teaching. Washington, DC. New York State Prekindergarten Foundation of the Common Core. (2012). Retrieved from http://www.engageny.org/resource/new-york-state-prekindergarten foundation-for-the-common-core

Rix, K. (2012). Flipped! Scholastic Administration. (p. 46-48).

Flipped Preschool Appendix A

Flipped Preschool Appendix B Anecdotal Record Student:_____________________________ Topic: Measurement

1. Describe different tools that can be used to measure objects (non-standard units) 2. Recall measurement information from videos that were viewed previously outside of school. 3. Explain the objects they will measure and the tools they will use to measure verbally to a teacher. 4. Use math vocabulary to describe their measurement findings verbally. 5. Draw picture representations of the items they measured and how many units they measured. 6. Demonstrate their ability to measure an object using non-standard units. 7. Create a digital storybook using their Math Wizard journal and describe their journal through a voice recording. 8. Publish their voice recorded storybook on the classroom website.

Date

Anecdotal

Objective #

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Appendix C

Parents and Families, Your children have become great at discovering and becoming quite curious about the world around them! Because we are only able to spend half of the day together, we would like to try a new project called the Flipped Classroom to extend our learning. Miss Scoppa will be using the classroom website to post videos, audio or interactive games that will be fun and educational. The videos might be from online sources such as PBS or Sesame Street to help get our brains thinking about new topics to explore in class the next day. This way we have more time to discover and play! There will be an information session in our classroom for all preschool families to go over the Flipped Classroom and how it will support and extend our current curriculum. Informational Meeting Thursday, July 11, 2013 8:00 AM and 5:30 PM
Please sign up for one time