Learning Flipped and ReimaginedFuture Learning Environments Conference, July 2014

Outline

• Introduce and explain my perspective on the flipped classroom

• Why I started flipping my classrooms

• What does flipped learning look like for my classes across a normal teaching week

• Conditions under which flipped classrooms lead to better outcomes

• Research supporting the flipped classroom

• Challenges of the flipped classroom

• Future additions to my flipped classroom

A little about me

• Wellington High School• 2005 – 2013• ICT lead teacher• Head of Faculty 2008 – 2013

• Rongotai College• 2014• Head of Department

• Former semi professional gamer• Video game reviewer• Fly around the world competing in

various gaming tournaments

• Changes in education that have occurred in the last ten years

• What will education look like for my daughter through the next ten years?

• What can I do in the classroom that will pave the way for teachers and students of the future?

What is flipped learning?

• The flipped classroom inverts traditional teaching methods, delivering lesson content online and moving “homework” tasks into the classroom

Bloom’s taxonomy and the flipped classroom

Creating

Evaluating

Analysing

Applying

Understanding

Remembering

Students viewing video content

prior to lessons allow us to shift

the lower levels of Bloom's

taxonomy out of the class

Enabling us to spend more class

time at the upper end of the

taxonomy, with tasks that ask

students to apply, analyse,

evaluate, and create

Key elements of a flipped classroom1. Content creation

2. Student viewing of content

3. Provision for students to digest content

4. Provision for teachers to check student understanding

5. Provide in class activities that focus on higher levels of cognitive work

1. Content creation

• What type of content do I want to create? Videos, podcasts, readings, Prezi etc..

• Am I going to make my own content or use content that belongs to another teacher?

• What is a technique that I am comfortable with or a software I know of that isn’t too complicated?

Software used to create video content

Explain Everything

Camtasia Studio EducreationsScreencast-o-

maticMicrosoft

Powerpoint

2. Student viewing of content

• How am I going to host and present my content?

• What access does my institute allow?

• Does my institute provide a company wide platform that might work? (Moodle, MyPortfolio, Google Docs etc)

• What offers the least amount of barriers for my students?

3. Provision for students to digest content

• Probably the most important element

• How do I know my students have watched the video and digested the content?

• WSQ sheets – watch, summarise, question

4. Provision for teachers to check student understanding• You’re certain your students

have observed, read or listened to your content. But how can you be sure they understand it?

• Focus questions

• Student led discussions

5. Provide in class activities that focus on higher levels of cognitive work

• What am I going to do with all of this extra lesson time made available?

• Guide on the side

• Homework activities –application of concepts in the real world

• Support of peers and teacher

• Create, analyse, evaluate and apply

Teacher and student benefits of a flipped classroom

• Automated differentiation

• Increased student support

• More engaged classes with increased student – student interactions

• Content is always available and accessible

Teacher benefits

• Lessons now occur at the students preferred pace

• Content can be accessed from anywhere

• More assistance from teachers during class time

• Increased interaction and stronger learning relationships with peers

Student benefits

Why flip my classes?

• Boredom

• I felt I was doing a poor job in meeting the variety of student needs in my classroom

• Looking for creative, authentic and innovative ways to incorporate technology

A variety of student needs?

Flipped learning in a normal school week for me• Four hours of senior Physical Education per week

• Two theory lessons and two practical lessons

• For every theory lesson there will be one video to watch lasting anywhere from 5 – 15 minutes. Students are required to watch the video prior to the scheduled class. Videos are hosted on YouTube and submitted to Moodle, Facebook or Edmodo

• New “theory” lessons have a fairly high practical component as the focus shifts from a traditional theory lesson, to one where we focus on working together to apply specific concepts in real world contexts

Traditional vs flipped classroom

Traditional classroom

Activity Time

Introduce session 5 minutes

Link prior learning / lessons 10 minutes

Teach / introduce /

lecture new content30 – 40 minutes

Rush through quick

learning activity10 minutes

Flipped classroom

Activity Time

Chart completed WSQ

sheets while students

discuss question

5 minutes

Student led questioning

and discussion10 minutes

Teacher led focus

questions10 minutes

Guided learning activities

or practical tasks35 minutes

Learning opportunities of the flipped classroom (University of Queensland)

Concept Exploration

Video / audio recordings, content rich websites,

simulations, readings etc

Making Meaning

Quizzes, focus questions, blogging, online discussions,

student created videos

Demonstration / Application

Personalised projects, problem based learning,

experiments, presentations, role plays etc

Conditions under which flipped classrooms lead to better outcomes

• Solid ICT infrastructure

• Student access to devices and internet

• Practical based lessons consisting of higher level cognitive tasks

Wellington High School

• Compulsory BYOD for last four years and campus wide wireless access

• Five large modern computer suites

• Smaller library computer suite

• 4 x PE Department iPads

Rongotai College

• Optional BYOD this year and campus wide wireless access

• Three large modern computer suites

• Three portable netbook carts as well as a range of bookable Chromebooks

• Smaller library computer suite (fourteen PCs)

• Smaller PE department computer suite (six PCs)

Research supporting the flipped classroom• Very little qualitative or

quantitative research

• A lot of anecdotal evidence suggesting that teachers who are flipping their classrooms report higher student achievement, increased student engagement and better attitudes toward learning and school 0

10

20

30

40

50

60

NA A M E

Biophysical standard results 2011 - 2013

2011

2012

2013

Challenges of the flipped classroom

• Access to the internet

• Student buy in

• Exposure

• Time and effort

Things I would like to implement or consider in the near future..

Summary

• Sage on the stage vs. guide on the side

• Greater opportunity for higher level thinking

• Consider how we might approach the five identified elements of the flipped classroom

• What conditions allow for the best results in the flipped environment?

• Consider the challenges – how can we minimise the barriers and enhance the enablers?

Final thought

“Don’t mistake activity for achievement”

- John Wooden