Flipped Lessons PDA Presenters Guide

Day 1 Part One: Defining flipped learning environments 1_Participate in a flipped lesson: participants will be asked to view a video before they arrive and answer survey questions about the video. Then in the PD we will do an activity related to the video. This is a presenters choice, but should embody a GOOD video. Either curated or created, with an accompanying survey piece. Then there should be an active engagement task presented on the first day. Discussion Questions: Did we Actively engage? Utilize peer instruction? How did the video viewed previous to class time prepare us? o Was it a pre-training? o Or a priming type of experience? (40 minutes) 2_Posters around the room. First, participants in groups of 4 will brainstorm and then create a definition of the Flipped Classroom/Lesson. Then we will split the entire group into two groups of 5. Each group will start at a poster. Each group will have a different color marker. One poster will have them write their definition, others will have questions that they will answer as a group/individually as they rotate around the room to each poster. Posters 1 and 6: Defining the Flipped Lesson. Posters 2 and 7: Reflect on your experience in the Flipped Lesson presented today. Post your reflections here. Posters 3 and 8: How many times have you presented a flipped lesson (tiny sticky notes for peoples names and the poster will have number range 0-50. This will make a bar graph that we can use later in the group sorting). Posters 4 and 9: What do you want to learn most about in this PDA? Posters 5 and 10: What are excites you about this model? and what are concerns you have with this model? (divide poster into two columns for their responses). (30 minutes)

Your Notes:

3_Comparing Definitions. Read the article on Flipped Classrooms. Discuss the definitions and ours. How are they alike and different? Is there anything that can be added or modified? (this definition can continue to be developed over the course of the PD)

Work Session I 4_Flipped Lessons and Classrooms. Short lecture on the benefits and use of the flipped classrooms (ppt) (20 minutes) 5_Participants form workgroups based on their interests/needs/expertise. (4 corners) Each group will have a facilitator. When they break up into smaller groups it will be to make their presentations. For now it will be 4 large groups. Each group should have a large poster for recoding ideas and brainstorming and then making subgroups. Some ideas are to make subgroups based on topic, particular workshop, or grade level or concept. These should be on 4 posters around the room. The titles will depend on the group. For example if the PD consists of science and math teachers from middle and high school, then the 4 groups would be science/Middle; Science/high school; math/middle; math/high school. OR the groups can break up according to topic. If these groups are larger than 4 people each, the group will have to subdivide into smaller working groups. No small group should have just one person. A group of 5 is probably too large. Take some time to share out initial ideas, make sure to check in with groups as they are working. (20 minutes) 6_Collaborative planning/brainstorming for flipped lesson. Driving questions: What is the best use of in class time? What is it you rush through or dont have time for? Goal is to make a plan for the active engagement class time FIRST, and begin to think about how the media component can support classroom engagement. Should be LOTS of time for brainstorming and considering options, setting goals, etc. (90 minutes)

7_ Curating or Creating media or mining for good media. Does it always have to be a video? What about just audio? What is appropriate for the lesson? How long is enough? Provide participants time to peruse the resource list/find a resource or provide one. (e.g. NOVA, Ted Ed: Lessons Worth Sharing, Numberphiles). Begin to see/search for media that will provide the pre-lesson for the engaging lesson. Use the resource list to begin searches. People should stay with their groups. The goal is to choose a media piece that supports the goals of their lesson. One thing to remember is that teachers should be knowledgeable of the resource that they use before having their students use it, but that curating resources is highly beneficial. (20 minutes) 8_ Assign Readings. Jigsaw reading: everyone reads chapter one, then their assigned chapter. Number 2-8 to read chapters 2-8. (10 minutes) Day 2 Part Two: Exploring the flipped lesson concept Option One: Panel of Experts 1_ Discussion panel presentations. If you have access to some teachers or professors or presenters who have had experience with the flipped classroom invite them here. During this portion participants will be able to see what the members of panel has created to implement the Flipped Classroom. (90 minutes or about 20 minutes for each panelist) 2_ Discussion Panel Q and A. Questions have been compiled from notecards collected from the day before and are presented to each panelist. (30 minutes) Option Two: Video clips of flipped classrooms and teachers. 1_View some teachers talking about flipping the classrooms. Teachers will want to take notes during this time. Recommended online resources: Ted talk by Kahn http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_e ducation.html Michelle Rinehart: How we teach is the message http://howweteach.com/author/michellerinehart/ The Flipped Classroom (Aaron Sams) http://www.youtube.com/watch?v=2H4RkudFzlc#t=20 (30 minutes)

2_Discussion about video clips: Highlight common themes and differences between the ways the teacher conceptualized the Flipped Lessons/Classrooms. This article conceptualizes the non-negotiable elements in the flipped environment that youd want your teachers to realize. http://cft.vanderbilt.edu/teaching-guides/teaching-activities/flipping-theclassroom/ (30 minutes) 3_Creating media pieces. Characteristics of effective media creations. Effective creation and introduction of possible creation tools. This piece will vary greatly on the presenters expertise and available resources to the teachers in the PD. Teams of teachers creating these pieces is encouraged. Remind teachers that every lesson does not need a video. This flipped environment requires an understanding that the goal is to create engaging classroom time, with the addition or flipping of lectures at home and doing science and math in the classroom. (20 minutes) Work Session II 4_Mini lesson on using Educreate (or other common resource). A brief introduction of the resource t be used with the intent on monitoring groups and helping them use the creation tools as they see fit. (15 minutes) 5_Group work and planning. Groups finalize lessons. Each lesson includes both a curated piece and a created piece and the plan for the face-to-face lesson. Groups will present their plans on Day 3. (90 minutes) Day 3 Part Three: Research background and sharing resources 1_ Research on Flipped Lessons. (ppt) The resources use to create this power point are listed on each slide. Basic summary is that extensive research on the flipped classroom design has not been conducted, but that the structure of the design allows for the implementation of best practices in teaching, such as active engagement and formative assessment. (20 minutes) 2_ Jigsaw Reading Activity First teachers meet in teams where they share the same chapter (expert group) and take notes on the most important components of the chapter. Then they re-organize themselves to discuss in groups of 7 (home group) where each chapter is represented and each chapter is discussed in sequence.

Expert Group Form teams of 3 to 4 with people who read the same chapter. What is the chapter about? What are the highlights of each chapter? Are there any golden lines ? Is there anything you disagree with or confused you? What important aspects of the flipped classroom were new or interesting to you? Home Group Form teams of 7 with one representative for each chapter that was assigned. Then each person will share their expert knowledge with the home group. (40 minutes) 3_ Present flipped lessons created by teams. Each small group presents their flipped lesson to the group. Options for discussion/feedback include notecards that each person fills out noting questions they have about the presentation, things they learned, and suggestions for the presenters. The environment should be collegial in acknowledging that these are first time practices of the concept. Each presentation should demonstrate the use of one or both types of media (curated or created), and accountability piece in which students will show they have watched the video and some information the teacher gains about her students. The accountability piece should be short (3 to 4 questions). provide an opportunity for an engaging classroom lesson that is connected to and supported by the media piece. Audience Responsibilities What is the focus of the proposed lesson? How does the Before Class support the Active Classroom? Do you have any questions for the presenting group? (about 10 minutes per group) 4_Wrapping up. Have groups discuss their definitions of the flipped classroom with each other in table groups. Then have the teachers regroup by counting off at posters (3-4 persons at each poster) to complete the Flipped Classroom IS and IS NOT. This is a good time to bring up in effective teaching practices in the use of this model.

5_Final Thoughts and where to go next. This portion is completely up to the presenters. We have provided a list on the ppt slide as well as comments from Mike Wallace. This is the time to emphasize engaging lessons and the benefits as well as the possible drawbacks. Important are the next steps, parent involvement and administrator buy in and well as informing stakeholders of this process. Other suggestions are to set up ways for participants to share effective lessons and resources with each other, and followup meetings. Notes: The flipped classroom PD can be used in conjunction with any other content or pedagogy PD. For example if the teachers are involved in a PD on teaching and learning chemistry or algebra, these same teachers can create a flipped lesson based on what they have learned. After using the flipped lesson they can bring back reports on how it worked, how they would improve, what they plan on doing next.