Daniel Lipin 7 th & 8 th Grade Science Teacher Hackley School, Tarrytown, NY
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Teaching With Technology 2013 Professional Development Daniel Lipin 7 th & 8 th Grade Science Teacher Hackley School, Tarrytown, NY Flipping the Classroom Using Google Drive, Camtasia Video Software and Quiz Quizzes
Daniel Lipin 7 th & 8 th Grade Science Teacher Hackley School, Tarrytown, NY
Daniel Lipin 7 th & 8 th Grade Science Teacher Hackley
School, Tarrytown, NY
Slide 2
Summary of this Session What is Flipping the classroom My story
Start-up process Advantages of Flipping the Classroom Challenges of
Flipping the Classroom
Slide 3
What is flipping the classroom? Aaron Sams and Jonathan
Bergmann Leading voices of the flipping the classroom movement What
is flipping? ?
Slide 4
My Story My classes before flipping: 1. Lecture 2. Application
(discussion, activity, lab). 3. Homework
LectureApplicationHomework
Slide 5
My Story My classes were frustrating for three reasons: 1.
Lecture: 1. Kids understood the material at different speeds.
Lecture Kid 1: I got it first time. Hurry up. I am bored. Kid 2: I
like your pacing. Dont rush please. Kid 3: I got lost on slide 1.
Please explain.
Slide 6
My Story My classes were frustrating for three reasons: 2.
Application: 1. Never enough time! Experiments & Activities I
want to make fun, interesting experiments and activities. Lectures
often run long due to questions and so I have to cut activities
short. I want a chance for the kids to reflect about what they
do.
Slide 7
My Story My classes were frustrating for three reasons: 3.
Homework: 1. Kids can get confused! Homework My options to help
them are not great: 1.Grade and give corrections takes time.
2.Extra help takes time. 3.Go through it in class takes time. Kids
get stuck on harder questions. Kids cheat/ask friend for answers
rather than ask teacher for help.
Slide 8
What happened next I learned about flip classroom theory.
Flipped Learning Workshop, Pace, August 2012. Book: Flip your
classroom by Sams and Bergmann. Twitter: #flippedclass, Internet:
flippedclassroom.org.
Slide 9
I Started With One Section 7 th Grade Evolutionary Biology:
Traditional. 8 th Grade Human Biology: Flipped. Initial flipping
was simple: 1. Record my existing PowerPoint lectures using
Camtasia Studio 2. Use/expand existing activities + homework for
class time
Slide 10
Use Google Drive as Host All videos, worksheets, links and
other materials were uploaded to the Cloud using Google Drive. A
Google site was created to organize all materials in blog
format.
Slide 11
How are you doing so far? Question: What was one of the
frustrating things about my class from a homework perspective? If I
pick her how do I know if these two guys understand? There is a
way
Slide 12
How are you doing so far? Show me how you are doing by taking
this quick online quiz: http://goo.gl/myPKI
Slide 13
Videos and Accountability I needed a way to make sure that my
students were watching my videos and were gaining a basic
understanding of the material. Answer: Students take an online test
after watching each video to show me (and themselves) that they
understand the basic concepts. Quia Online testing software Quia
quizzes count for 5% of students class grade
Slide 14
Advantages of Flipping the Classroom Better direct instruction
Used Camtasia Studio to record 5-6 minute videos. Presentations are
shorter, explanations are concise. Used laptop camera Used external
microphone Camtasia Studio for Mac
Slide 15
Advantages of Flipping the Classroom Kids get more from my
direct instruction: Notes are neater. Kids can move through videos
at their own pace. Kids can re-watch parts of the video that they
dont understand. Kids can watch videos AGAIN prior to tests. Dont
get it. Now I get it.
Slide 16
Advantages of Flipping the Classroom SO MUCH MORE CLASS-TIME No
lectures means I need to come up with something to do for about 50%
of my usual class. Its like I am a new teacher all over again. Yay
and Aaaaah!!!!!!!!
Slide 17
What to do with all this time? Do homework in class Two
options: 1. Hand out assignments as they are. 2. Tweak assignments
to allow students to work in groups, do activities, use equipment
etc. Advantages of doing HW in class Less cheating See what you are
missing Judge your own HW
Slide 18
What to do with all this time? Spend more time on lab
activities Add variables. Give students opportunity for
self-exploration. Have longer class discussions about the
results.
Slide 19
Explore-Flip-Apply Pedagogical technique developed by Ramsay
Musallam (high school chemistry teacher - @ramusallam). Explore:
Activity where students try and solve a problem related to the
topic you are about to cover Explore: Activity where students try
and solve a problem related to the topic you are about to cover
Flip: Give direct instruction to the students to support what they
have discovered with established knowledge Flip: Give direct
instruction to the students to support what they have discovered
with established knowledge Apply: Have students apply their
discovery + established knowledge to solve challenges Apply: Have
students apply their discovery + established knowledge to solve
challenges
Slide 20
Example: Explore Flip Apply I used this technique to help
students understand blood typing by have them do experiments
similar to those by the discoverer of blood types: Karl
Landsteiner.
Slide 21
Karl Landsteiner Before 1900, humans who got blood transfusions
from other people would often die. Karl was working at the time as
a research scientist. Karls research focused on looking at
different blood types from different people. Karl Landsteiner (1868
1943) Figure 3 OLD WAY OF TEACHING
Slide 22
Karls Experiments Karl took blood from different people and
mixed them together. Sometimes, mixing the blood would result in
CLUMPING of red blood cells. Figures 4, 5, 6 Person 1 Person 2
Person 3 CLUMPING OLD WAY OF TEACHING
Slide 23
Karls Experiments Karl took blood from different people and
mixed them together. Sometimes, mixing the blood would result in
CLUMPING of red blood cells. Figures 4, 5, 6 Person 1 Person 2
Person 3 NO CLUMPING OLD WAY OF TEACHING
Slide 24
Clumping is BAD This causes blockages of capillaries. Blocking
capillaries cuts off cells from oxygen. ArteriesCapillariesVeins
Types of Blood Vessels Figure 8 Blood cell from heart GOOD OLD WAY
OF TEACHING
Slide 25
Clumping is BAD This causes blockages of capillaries. Blocking
capillaries cuts off cells from oxygen. ArteriesCapillariesVeins
Types of Blood Vessels Figure 8 Blood cell from heart BAD OLD WAY
OF TEACHING
Slide 26
What Karl Found: There were four types of blood that a person
could have: A, B, AB, O. AB Patient Receiving Transfusion AB Blood
Donation No Clumping AB A A B B O O OLD WAY OF TEACHING
Slide 27
Karl Landsteiner Before 1900, humans who got blood transfusions
from other people would often die quite horrible deaths. Karl was
working at the time as a research scientist. Karls research focused
on looking at different blood types from different people. Karl
Landsteiner (1868 1943) Figure 5 EXPLORE FLIP APPLY
Slide 28
Karls Experiments Karl took blood from different people and
mixed them together. Sometimes, mixing the blood would result in
CLUMPING of red blood cells. Figures 6-8 Person 1 Person 2 Person 3
CLUMPING EXPLORE FLIP APPLY
Slide 29
Karls Experiments Karl took blood from different people and
mixed them together. Sometimes, mixing the blood would result in
CLUMPING of red blood cells. Figures 6-8 Person 1 Person 2 Person 3
NO CLUMPING EXPLORE FLIP APPLY
Slide 30
Clumping is BAD Causes blockages of capillaries. Blocking
capillaries cuts off cells from oxygen. ArteriesCapillariesVeins
Types of Blood Vessels Figure 8 OXYGENATED BLOOD FROM HEART GOOD
OXYGEN DIFFUSES INTO CELLS DEOXYGENATED BLOOD GOES BACK TO HEART
EXPLORE FLIP APPLY
Slide 31
Clumping is BAD This causes blockages of capillaries. Blocking
capillaries cuts off cells from oxygen. ArteriesCapillariesVeins
Types of Blood Vessels Figure 8 CLUMPED OXYGENATED BLOOD FROM HEART
BAD BLOOD STUCK. CELLS DIE WITHOUT OXYGEN NO BLOOD MAKES IT BACK TO
THE HEART EXPLORE FLIP APPLY
Slide 32
Karls GOAL Find out what is causing the clumping so you can
safely give a blood transfusion to someone without killing them.
Blood Transfusion Bag Figure 4 Circulatory System Figure 9 Hooray!
I have new blood and I havent died from asphyxiation! EXPLORE FLIP
APPLY
Slide 33
Slide 34
Repeat Karls Experiments Karl found people have ONE of FOUR
types of blood. Your task is to see what blood types can be safely
infected into people with specific blood types. 1 1 Patient
Receiving Transfusion 1 1 1 1 1 1 Blood Donation No Clumping
Clumping No Clumping Clumping 1 1 2 2 3 3 4 4 EXPLORE FLIP
APPLY
Slide 35
Challenges of Flipping the Classroom A lot of work. Time needed
to learn how to use new technology. Time needed to record videos.
50% more class time means 50% more work. Lots of self-reflection
what works/does not work. Some students may be resistant. One year
of work = The investment is TOTALLY WORTH IT!!!
Slide 36
Why is it worth it Teaching is more fun. Most students like it.
More time with students during class. Videos can be used in future
years.
Slide 37
Slide 38
Possible Things I Can Do Record a video with Camtasia. Create a
Quia quiz. Show how I modified homework for use in class. Give more
examples of Explore- Flip-Apply.