Professional Documents
Culture Documents
Port 2 Diversity Flipped
Port 2 Diversity Flipped
Artifact 12 is about flipped classrooms, a strategy researched for SPED 650. This
strategy originally began when a teacher made videos of his lessons available to
students who missed class (Bergmann and Sams, 2012). It evolved into the procedure
of using videos to provide instruction prior to students coming to class. For example,
students view a video of a math procedure for solving equations. The following day,
instead of beginning class with a demonstration of the procedure, the teacher and the
students jump right into working on the problems. In terms of gradual release
methodology, this cuts out the I do (watch the teacher) phase and jumps right into We
do phrase.
**************************************************************************************
Norene Ajimine
642, 4/17/2016 Educational Practices Brief
Flipped Classrooms
In 2006, two chemistry teachers from Woodland Park High School started
recording their live lectures for students who missed class. Aaron Sams and Jonathan
Bergman posted these to YouTube and soon found that it wasnt just the absentees who
were watching. Those who had come to class also used the videos, as a review of material
and a way to prep for tests. Other teachers (especially new teachers) would borrow the
videos for their own classes. Not long after these surprises, Adam realized that students
were able to receive content on their own, and what they really needed was clarification
of what was not understood. Together, Adam and Jonathan embarked upon
prerecording lecture segments for students to view outside of class, and dedicated the
time in-class towards direct supervision of the students independent work. Thus was
being 11,000 strong (Defour, 2013). Though there as is yet little/no published research
on this strategy, there is a growing list of flipped sites that have succeeded resoundingly.
One of these is Byron High School whose entire math department decided to flip their
classes when they learned their district would not provide textbooks. They began
planning from scratch in January 2010, implemented the video lessons in Fall 2010, and
had such fantastic results that Byron High received a School of Distinction Award for
Mathematics from Intel in Fall 2011. This graphs depicts the difference in student
The teachers at Bryon High School shared 10-Best Things about their flipped
classroom experience. My favorite five are listed below (Fulton, 2012), and are paired
1. Students move at their own pace. When students pick up ideas quickly, they
move on quickly. Students who need to can pause/restart or replay the video as many
times as needed. Teachers who flip their rooms report they spend much less time
helping students before and after school. (UDL checkpoints: 1.2 & 1.3 alternatives for
auditory & visual information; 2.5 illustrate through multiple media; 8.4 increase mastery
oriented feedback.)
2. Observing students as they work provides teachers good insight on what was
that was done at home, and trying to decipher what happened! The insight on students
difficulties also provides the teacher with accurate feedback on the effectiveness of
instructional methods, and the ability to revise these appropriately. (UDL checkpoints:
o Based on direct observation of student work, teachers can easily provide updates
the curriculum and students always have the most recent update. The updates
can provide a perfect fit of content, rigor, and personal connections observed.
This means that the class spends less time on concepts they understand, and they
spend more time on either (a) concepts they dont get, or (b) tasks that are
who miss class due to illness, sports, field trips, etc., can still keep up because they
can view the lessons at any time/s that fit their schedule. Teachers do not have to
create additional lessons for these absentees. (UDL checkpoints: 9.2 facilitate
personal coping skills and strategies; 7.3 minimize threats and distractions; 8.3
o The digital tech tools are widely available as is internet. Thus many students are
familiar with using these. Computers, laptops, iPads and tablets, cell phones,
iPods are usually able to access the social media commonly used to store the
lecture portion, there is time to expedite mastery of skills and provide activities that
would never have fit into the day otherwise: e.g., hands-on experiments, project-based
become more meaningful. (UDL checkpoints: 2.5 illustrate through multiple media; 7.2
optimizes relevance, value, and authenticity; 8.3 fosters collaboration and community.)
5. Many facets of flipped classrooms are supported by learning theory. One facet
is that instruction becomes chunked into short, cognitively malleable units. A second is
that each time students decide whether to watch a video again or to move on, they are
teacher and peers. Also, precepts of social constructivism can be seen when students
gather to watch videos together, work in class as teams, and learn through peer tutoring.
Discussion while creating the Google Slides presentation with my group (Kailey
and Noelani) included identifying barriers that may arise with this strategy, and possible
countermeasures:
Barrier Countermeasures
Resistance! from those Training stakeholders regarding the strategy and tech. Link to 21st-
who prefer traditional Century Learning. Track and report the data---its anticipated to be
homework (such as good! Any who doubt whether students w/internet access can learn
content on their own might watch Sugata Mitras Hole-in-the-Wall
curriculum vendors!
videos!
hiss!), and from those
who lack techy know-
how.
Students with no School provisions for one-to-one computing. Apply a variation to the
access to tech tools or flipped class strategy where students independently view the videos in-
internet outside of class---teacher is still free to walk amongst them and guide their work:
school.
Time needed to learn Support from administration for planning time and training.
to use the tech, the
strategy, and create the
video recordings.
Little/no research to Emphasize the plethora of key learning theories that support the
prove the strategy. concept of flipping the class.
Teachers who feel they Adaptive Schools and other coached facilitation strategies that ease
are more vulnerable to the pain of faculty collaboration. Supportive admin if/when pain from
criticism. parents arise. . .
I think the idea of flipped classrooms holds potential for a lot of profound
benefits! I would enjoy that my lesson IS the homework---this would spare me the cycle
of creating and sending home worksheets/tasks that teachers typically dont even count
because you never know who actually did it, or how they got it done. Also, I can do
without the guessing game that traditional homework can be---its hard to predict
whether worksheets prepped ahead of time will address the needs which manifest on the
and Ill help you---if you need it. And if you dont? Well, move on to [higher order
task] while the others catch up. I would make sure that the extension task requires a
high level of cooperation, which will even things out---the fastest smartest students
make the dumbest groups because they have the hardest time cooperating. (This is
not cynical comment! Its really true!) Flipped learning will be wonderful way to provide
ALL students with a little more of the practice they really need!
References
Bergmann, J., and Sams A. (2012). Flip your classroom: Reach every student in every
class every day. International Society for Technology in Education.
Meyer, A., Rose, D. H., & Gordon, D. (2013). Universal design for learning: Theory and
practice. Wakefield, MA: Center for Applied Special Technology. Retrieved from
http://udltheorypractice.cast.org/login
*******************
http://goo.gl/1ZuSDn site for FLIP network: actual use as an acronym & associated
checkpoints. . .