Flipped Conference June, 2012
Attend this one-of-a kind event for and by teachers and raise your awareness of the Flipped Learning ideology. Educators from all disciplines and across the globe are embracing Flipped Learning in elementary and secondary schools in most subject areas. Be part of the new way of teaching and learning. Click on the tab above for more information!
Click here to go to the Flipped Learning Network.
The Flipped Class as a Transition to Deep 21st Century Learning
I have been thinking a lot lately about where flipped learning fits into the whole educational reform movement. What place does flipped learning have in this movement? We have learned a great deal about learning in the recent past, but sadly much of that research doesn’t get into actual classrooms. Why is that?
First, a little background on educational research: Research suggests that mastery learning, problem based learning (PBL), inquiry learning, hands-on learning, and many other learning practices increase student engagement and performance. But in many classes, teachers are not using these learning strategies.
How does flipped learning fit encourage research based best practices? I see flipped learning as a transitional pedagogy/technique. We are transitioning from the old industrial model of education to the learner centered, active class of the future. But, if you asked a teacher who has been lecturing for twenty years to teach completely using PBL or inquiry, he/she will not be able to make the jump. It is too big of a change. But if you tell the same teacher they only need to record their present lessons, and make those available to their students, this is not such a big leap.
This crystalized for me when I visited Justyna Kalinoska’s class here at my school. I introduced the flipped class this past fall to my staff and Justyna, a seventh grade math teacher, jumped on board. She spent the first part of the year focusing in on making the videos. But now when you visit her class you see the students doing more than solving for x. They are creating content, making their own videos, and presenting their learning to classmates. It is now an active, engaged, hub of learning.
Then I noted, that her progression was similar to mine. Aaron Sams and I started flipping our classes in 2006-2007 we too started by focusing on the videos. After one year we began to re-think what activities we did in class with kids.
This has led me to think that there is a natural progression for many flipped class teachers. Some teachers take three years to get to step three and we have observed some crazy people who can get to step three in a few months. These folks typically have no kids, no life, and are incredibly motivated. Note that Aaron and I took three years to get to step three (we are slower learners I guess).
The Progression:
1. Teacher Flips a lesson or a unit and find it to be successful
2. Teacher decides to flip the whole class
a. (At least at the upper grades. At the lower grades I don’t see teachers flipping a class, but rather, flipping selected lessons).
b. Often this step takes an entire year as the teacher needs to focus in on making the videos—assuming they make all of their own videos.
3. Teacher realizes they have more time and begin to explore engaging activities. This is where the magic of the flipped class happens. When the teacher moves away from the stand and deliver approach and realize there is more to learning than disseminating content.
And it is in step three where the teachers customize flipped learning. This is where they make it their own, where they become experienced flipped class teachers. And it is in this stage which where the deep benefits of the flipped class begin and where we see classes transition from the old industrial model to the active and engaged centers of learning.
TED-Ed: A Little Back Story on: “How Small is an Atom?”
I may be the last person to blog about TED-ED and their Lessons Worth Sharing, but I feel like I have should weigh in on their new site.
I had the privilege of working with the team at TED-ED (Logan Smalley, Stephanie Lo, and company) as they were designing and the envisioning the new site. They have created a site, which can be used by teachers in classes. They have taken the idea of the flipped class and designed something teachers can use to help them flip their classes. I want to use this blog post to talk about their vision for making great lessons available to teachers.
First of all: TED’s is mission is: “Ideas Worth Spreading”, and TED-ED will bring us “Lessons Worth Spreading.” They are looking for great teachers to make audio files of their best lessons and they in turn will animate them and spread them.
I am honored they chose one of my lessons for their first video. It is interesting how this lesson was chosen.
This past January I had a conversation with Logan and Stephanie about the possibility of making one of these recordings and we got to talking about what I should do the video on. My first thought was to do a lesson on gravity and some of the misconceptions surrounding it. I remember chatting to them on my commute home from school (with a hands free headset I might add). Once I got home I told my family about the conversation and my sixteen-year-old daughter, Kaite said: “Dad, you should do the ‘thing’ on atoms.” You see, Kaitie sat in my flipped class for two years and she felt that the video Aaron Sams and I did on atoms was the one that popped the most for her. If you are at all curious as to the original “version” of the video that the TED-ED video it is below.
After I had decided on discussing the size and scale of the atom I spend a Saturday working on the script and then began the recording. I probably recorded it eight times until I felt I had done it to my satisfaction. In an effort to make my house somewhat sound-proof, I had to turn off my furnace and even kick my dog out of the house. My family was out shopping so that I could get it done.
Now: I want to encourage you all to either nominate an amazing teacher to do their best lesson, or if you are a teacher to simply nominate yourself. To do this go to: http://education.ted.com/get_involved#/nominate_an_educator
Questions That Got Me Thinking
I was recently asked by somebody a series of pre-questions for an upcoming interview and they got me thinking. It was good to answer these questions. I hope you enjoy the questions and my answers.
What is your proudest professional achievement?
I have been humbled and honored to have been given a platform to speak and write to/for educators all over. It still amazes me that people want to listen to me speak or read what I write. I have received awards, been interviewed on major media outlets, been featured here and there…But as I think through your question…. I am most gratified by hearing stories from my students about what they have gone one to be/become. Good education is about relationships and connections. I feel like I have connected with my students over these twenty-four years and am proudest of them.
Can you describe the teacher who most influenced you?
Mrs. Anderson, my Chemistry and AP Chemistry (Sheldon High School–Eugene Oregon). I was a curious kid and she really inspired me by opening the doors to science. She saw something in me, the nerdy insecure kid, something and she brought out my best. In her class I wanted to just learn and learn and learn. She was also approachable yet she always challenged me to do better. She invited us into her home as we were preparing for the AP Chemistry exam. No other teacher had ever done that for me. Much of who I am today came from my two years with her. Probably the greatest testament is that I have spent the past 24 yrs as a high school Chemistry teacher. This is primarily because of her.
What is the best opportunity for innovation in education today?
I probably am biased on this one, as a flipped class pioneer. I see the flipped class as a way to really bring some of the great ideas in learning into the classroom. Too many schools/classes are trying to do a one size fits all education. The flipped class allows for differentiation and personalization. It is a new way to look at schools, but not such a big step for educators to make.
What advice would you give to anyone wanting to make a difference in education?
I believe that the most important thing in education is the relationship between the student and the teacher. Good teaching has always been about relationship. You make a difference one student and one relationship at a time. Though some people are looked up to as educational leaders, the real magic happens when students realize that their teacher is in their corner.
What is your greatest hope for the future of education?
I feel we are in a transition period. We still have vestiges of the old industrial model of education which is being slowly replaced by a dynamic student centered, learner driven education. I think that the flipped class is a way to help us with this transition. I am excited about the future of education. We live in such an amazing time with the explosion of information and the ready access. Because of this, my ultimate hope is that with this information explosion that ALL students everywhere will have the opportunities to a great education.
Announcing: The Flipped Learning Network
As Aaron and I have been all over training teachers we have come to the realization that the key to making flipped class movement grow is the need to train teachers in this new methodology. We realize that we could go on the lecture-consulting circuit and become experts, but we realize that flipping is much bigger than the two of us. We have always had the heart to simply help teachers do what is best for their students. To that end we recently launched the Flipped Learning Network (http://flippedlearning.org), a nonprofit organization that has the vision and goals listed below.
VIsion and goals of the Flipped Learning Network:
Vision: Providing educators with the knowledge, skills, and resources to successfully implement Flipped Learning.
Objectives
- Provide professional learning opportunities on Flipped Learning.
- Conduct, collaborate and disseminate relevant research on Flipped Learning.
- Act as the clearinghouse disseminating best and promising practices for current and future flipped educators.
Already we have on board many of what we consider some of the best "flippers" in the country. One is working to expand our flipped social network (at over 3700 educators from around the world), another who will be doing bi-monthly podcasts where he will interview flipped teachers, another focusing in on developing research methodologies, and others working on building a professional development model that will be effective and sustainable.
One of the great strengths of the Flipped Learning movement is that it is education reform from the bottom up. It started with teachers who are trying to do what was best for their students. On the other hand: one of the greatest weaknesses for systemic reform is that it was started by teachers. There has been no vehicle to spread the word in an organized and systemic way. Hence the need for the Flipped Learning Network.
We Need Your Help
Currently we are looking for sponsors and donors to make the Flipped Learning Network a force for positive change in the Education. If you or your organization is interested in helping the Flipped Learning Network off the ground please contact Kari Arfstrom, executive director, at kari@flippedclass.com
Key Players in the Flipped Learning Network
Aaron Sams: Chair: aaron@flippedclass.com
Ramsey Musallam, Ed.D.: Vice Chair: ramsey@flippedclass.com
Jon Bergmann: Secretary/Treasurer: jon@flippedclass.com
Kari Arfstrom, Ph.D.: Executive Director: kari@flippedclass.com
To Flip or Not to Flip
ISTE is having a point-counterpoint discussion over at the ISTE NING and here is my submission. I would encourage you all to go over there and join in the conversation.
When Aaron Sams and I started flipping our classes six years ago, we started because we want to answer one important question: What is the best use of our face-to-face class time? As science teachers we know that instead of standing in front of students and lecturing to them, it was a better use of our time to be in amongst our students helping them with difficult concepts and problems. We also knew that problem based learning and inquiry needed to be better incorporated into our classrooms. Thus, we flipped both Chemistry and AP Chemistry classes and we have not lectured in our classes in six years.
Some might argue that we simply have taken a bad mode of instruction, lecture, and put in on video and that we are simply perpetuating a bad that teaching method. And to some degree, I agree with these folks. But the amazing thing about flipping is that it enabled us to move from a lecture based classroom to a learner-centered, problem-based, inquiry-driven hub of learning. In fact today, our videos are optional. We give students choices in how they want to learn. Most of our students watch our videos, but others are learning from their textbooks, or from online simulations. We have essentially given over the responsibility of learning to our students.
Some reasons you should consider flipping are the fact that your students will take more responsibility for their own learning. They will be more engaged and active in your classroom, they will learn how to work collaboratively. They will see you more as a mentor and a coach instead of a disseminator of knowledge. I know for myself, I could never go back to the old stand and deliver method of teaching. I will forever be a flipped teacher.
So should all teachers flip? I think most teachers should consider the idea of flipping at least some of their classes. Aaron and I flipped everything. No more lectures. But I am finding that this all-in approach doesn’t work in all grade levels. In my new role as a technology facilitator, I am working in a K-8 school and I am finding that flipping makes more sense, especially at younger grades, as a teaching strategy.
What should you flip? Are all subjects flippable? Probably not. It seems to work best with subjects that tend to be more linear. Subjects like Math, Science, and Foreign Language. That said and we have seen PE teachers flip, English teachers flip, and at every level from elementary to college.
So should you flip? Yes! But… first, you must ask yourself one important question: What is the best use of your face-to-face time with your students. When you answer this, you will quickly realize that either the all-in flip or simply flipping a few lessons just makes sense.
Students Making Flipped Videos
Some time ago, I was introduced to Eric Marcos from mathtrain.tv. He is a middle school math teacher in California who’s students make math videos and post them online. Since moving into my new position as a technology staff developer I am starting to play with students making videos for each other. I really think this is one area in the flipped class which we need to explore more deeply.
As I was discussing the flipped class with one of my middle school math teachers we decided to see if we could get some of her “advanced” kids to make a video for those who are struggling with the content. I agreed to help them out and see what they could produce.
One afternoon I took five of these students into a room with a SMART Board and we attempted to make our first video. It became quite clear that not all students were going to be good at making this math video. Some of the brightest math students were making the worst video. When they went to solve a problem, they skipped steps and didn’t explain what they were doing. In retrospect, I shouldn’t have been surprised. Sometimes the brightest students jump three steps ahead, all in their mind, and don’t make the best teachers.
But as it turns out, two of the students really got the knack for making the video. They explained it well, were able to get over the insecurities that often come with being thirteen or fourteen years old, and they made a really good video.
In the near future, I am planning on starting a video club at my school where I will be coaching students on how to make videos. They will make content videos, and also fun videos. My thinking, as of now, is to have 8th grade students make videos for 7th grade students, and 6th grade students make videos for 5th graders, etc. Once I get this started I will start sharing their videos with you all.
Every Student: An Individual
This past week I have been honored to be at the TEDActive Conference in Palm Springs, CA. The folks at TED are launching a new website for education and they invited some amazing educators to attend and help them with their upcoming launch. First of all, I want to say thanks to the folks at TED and to Kohl’s department store for providing us this opportunity. It was a mind-expanding week of learning and connecting.
Though the TED talks were amazing, what was more amazing was the time to chat and get to meet and share ideas with a wide variety of people. I met someone who worked on the Human Genome Project. I met CFO’s and CEO’s, doctors, technology leaders, and hedge fund managers.
But, one of my best connections was with one of the security guards at the conference. Mark told me how he hadn’t seen his wife and 12 year old daughter for a week because he was trying to provide for them. He shared with me some of his dreams for his girl and how his daughter loves to dance. And then as I was about to leave, he asked me what I recommended so his daughter would have a better life than his. Should he push her to excel in Math or Science? He wanted to know what I thought he should do to better his girl’s future. As I pondered how to answer him, it actually came out pretty quickly: “Mark, you need to let your daughter pursue what she is passionate about. Encourage her to pursue HER dreams.”
Every kid is different. They are all individuals. They all need to pursue their dreams, not ours. We as educators should see all our students as individuals and help them all pursue their dreams. Will you join me?
Not Teaching To the Test: A Living History
Much of education lately is focused on improving test scores and teaching to the test that when I come across something that doesn't it is quite refreshing.
When Teachers Answer the Most Important Question: Flipped PE
One of the key questions I pose with teachers as I share about the flipped class is: What is the best use of your face to face time with students? Many teachers have answered this question in their flipped classrooms by moving the direct instruction to videos that students watch before class, thus allowing for so many great face to face activities with their students.
This past August I started a new job as the Lead Technology Facilitator at the Joseph Sears School north of Chicago. Prior to the beginning of school we hosted a Technology Boot Camp where I had the chance to share the flipped class with my new staff. The teachers at the school have not only embraced me, but many have embraced the flipped class. We have Science, Math, Foreign Language, and Elementary teachers flipping either their classes or individual lessons