BER Workshop - "FLIP" Your Science Instruction - Omaha, NE, 2/9/2015

Slide Share for the Bureau of Educational Research Workshop for Flipping the Science Instruction. 

Why I have "FLIPPED over FLIPPING"

“Learning, regardless of how it is defined, is ultimately the responsibility of the learner, not the teacher.” 

-Bob Kizlik

STUDENT VOICE - "THE FLIPPED MODEL"

If learning is their responsibility, should students not have a voice?

At the end of the first semester, I provided students an opportunity to add their voice to the planning of the second semester by conducting a Survey Monkey online.  Students were asked to evaluate and respond to various aspects of the course including labs, technology, projects and schedule pace. Most important though I wanted to know how the "flipped model" was perceived by the  students as a means to their learning.  

Out of 50 students in my two Chemistry classes, I received 45 responses over the holiday break. While I could summarize the outcomes, I will simply let the students voice stand:

• The flipped model helped me greatly since I was able to learn the topics in chemistry at my own pace and time since I myself have other honor classes that have a lot of information to learn and take up a majority of my schedule. I have been able to manage my classes better with the flipped model and I have developed a greater appreciation for the subject of chemistry because I can actually have fun in learning with the flipped model and I have gained an insight into the benefits of todays modern technology.

• The video lectures were extremely helpful because they were concise and to the point in a way that the textbook is not. The activities we did in class really helped reinforce what we learned in the lectures because we had to apply the concepts in class. 

• It's probably one of the greatest learning tools that is so easy to make, yet no other teacher seems to utilize it, but apart from that being able to learn in the comfort of your own home and at your own pace certainly helped in my learning process. 

• The flipped model helped me learn more about chemistry because there were more hands on experiments and activities during class. The videos could be replayed over and over if you have missed something or did not understand something. 

• I already knew what we were going to cover in class and I felt prepared. 

• I really liked the flipped classroom. I went home and learned it, and took the short quizzes to see if i understood everything, and in class, we didn't have to waste time learning anything, we could just go straight into the labs, and make more of our class time. 

• It helped quite a lot, but in the long run did not make a significant difference on how well I understood the material. There were certainly moments where I needed to check the videos online, and I'm of course very appreciative of the amount of time spent doing activities during class. 

• It helped so much because I could learn on my own time and use the class time to my advantage. Also if I don't understand something I could always go back and re-learn. I wish all the teachers could have a curriculum similar to Mr. Miller's. 

• It worked very well for me, allowing more class time for active practice of the topic and a free schedule at home to do the content. 

• Whenever I did not understand a topic, I could always replay the video. If I really didn't understand, I still had the opportunity to ask Mr. Miller about the subject in class. 

• It was my most favorite class because of the flipped learning style. It was very relaxed and I got to enjoy the class while applying the things I had learned from it.

All is not perfect with the "Flipped Model" .  There are things I still need to address, but even students with concerns voiced satisfaction with the process.

• It was helpful, but when I had questions in class, the lab took up the whole class, meaning I rarely had a chance to ask questions. 

• It worked for me, but I didn’t like that I had to go home and watch videos about the lessons because if we have questions, we can’t ask you at that moment.

Student response was overwhelming in the support of this model of learning.  The "Flipped Model" provided more time in class for me to do the types of labs and activities I never seemed to have time for.  The process resoundingly provided better use of time for my students.  But most importantly the student voice tells me that they appreciate the process for the "LEARNING". 

I have "Flipped over Flipping".

"Flipping" - We Teach2Learn

You can't give something away unless first you own it yourself. 

Even knowledge must be first owned before it can be shared. 

One of the major themes in my "flipped" classroom stems from the work of Dr. Gary Philips and his work in Brain Research as part of the National School Improvement Project.

We remember 92% of What we Teach Each Other.

One of the means we use in my classroom to synthesize material from the flipped lessons they complete on Sophia.org is to engage students in a process that allows them to teach each other. 

Students work through prompts on lab tabletops with fluorescent dry erase markers to teach, re-teach and learn the material.  Students help each other to understand material by solidifying their own knowledge base through a model of TEACH2LEARN. 

  

I take the role of Guide on the Side, providing prompts, to guide students who have drifted off track or who may be misguiding in their explanations. My role is to observe and evaluate student understanding as they teach each other. 

  

FLIPPING IS MORE THAN JUST WATCHING VIDEOS AT HOME

What is Flipping and Why?

I have flipped parts of many of my classes for several years now.  I have flipped parts of Anatomy, Biology and Chemistry courses.  This year I have committed to FLIPPING my entire Honors Chemistry Course.  I use SOPHIA.org to create tutorials and playlists of my videos (SMARTERTEACHER Sophia) which are available also available on You Tube. I use Screencast-o-matic to create my own video lessons, and supplement my own videos with videos from Tyler Dewitt, Paul Anderson (Bozeman Science), Brian Swarthout and Steve Spangler and Crash Course. I have now completed the first five weeks of the course and four chapters of the text. My students have engaged in labs, hands on activities and projects in every block this year (See Page).   

I have put together a brief video to explain this to the parents of my students. 

    The Best Aspects of Flipping My Class

• Student Focused Classroom
• Authentic Application
• Improved use of Technology
• Student Ownership of Their Learning
• Use of Formative Assessment
• TIME, TIME, TIME!!!!!

Student Focused Classroom

My classroom has become more them and less of me.  I spend more time engaged in authentic discussions with the students addressing their questions and understanding. I have spent very little time in lecture, directing the class and in disciplining students.

Authentic Application

My students have had ten class meetings and have done a lab, hands on activity or engaged in project based learning. (See Page)

Improved Use of Technology

We became a one to one iPad school this year and have converted from Moodle to BlackBoard for our LMS. I have increased the the interaction for my students and technology.

•  Students access the BlackBoard LMS on their iPads
•  Students download pdfs of lecture notes and worksheets and upload them to Notability to take notes or complete work.
•  Periodic Table is a html interface for students to access on the iPad
•  Students have downloaded and followed lab instructions on their iPads
•  Students have used the iPad to document lab data and observations.
•  Students use the iPad calculator to complete problem solving
•  Students have created photo collages and iMovies of class activities and labs
•  Students have used the Skitch app to annotate photos of lab observations
•  Students have followed lessons on NearPod app
•  Students have accessed SOPHIA Playlists and Tutorials on their iPads
•  Students have used the iPads to search information and research
•  Students have viewed TEDs and completed TEDitorial assignments on iPads
•  Students have created Infographics using their iPads
•  Students have submitted discussion points to a Padlet Graffiti Wall on the SMART Board. 

Student Ownership of Their Learning

Students learn on their time at their pace. Students are able to access Sophia playlists whenever the can wherever they are.  

Increased Use of Formative Assessment

I am more aware of student understanding and application of material by having the time to authentically engage with students beyond simply sharing content. I am therefore, able to evaluate the learning process in my classroom for both my students and as an educator. 

TIME! TIME! TIME!

Time in class to engage in the types of activities that engage students in the development of their skills for learning. 

  

INFOGRAPHIC - 11 Reasons to Flip Your Science Classroom

INFOGRAPHIC - 
11 Reasons to Flip Your Science Classroom

INFOGRAPHIC - 7 STEPPING STONES TO THE FLIPPED CLASSROOM

INFOGRAPHIC - 7 STEPPING STONES TO THE FLIPPED CLASSROOM

Whiteboarding for Accountability

Whiteboarding for Accountability

One of the major concerns in the flipped classroom environment, is are students learning the content based material from the video lessons? Are students actually understanding the material?

I personally do not like to have a quiz everyday to check for student understanding. This develops a mentality that students learn to get a grade on a quiz. And in today's world for many of our students this means that once the quiz is completed the material is no longer necessary. 

I use three methods online to share information with students and monitor their completion of the at home assignment.  I use Moodle as my LMS and have students complete GIFT format and online assignments that correlate to the material presented. I also use TED-Ed (http://ed.ted.com) and create lessons with questions based upon the videos viewed to check that students have completed the information.  The last two months, I have also incorporated SOPHIA  (https://www.sophia.org) playlists and tutorials with quizzes to check for student accountability.  

 

Now, I am a realist and I understand that students at home, left on their own could simply contact friends and get answers to complete the assignments. I hope this isn't the case, but how easy it in this world for a screen capture to be sent out with the necessary information for everyone to complete the assignment on the shoulders of a few conscientious and helpful students.

This is why we use whiteboarding in my classroom. I have 20 - 24"x24" and 10 - 24"x36" inch tile board for students to demonstrate accountability and for me to use as a means of formative assessment. (I get a 4'x8' tile board $13.00 at Home Depot. They will usually cut them for free for a teacher.)

I have students work in pairs to answers questions, solve problems, outline solutions, format lab procedures etc…. The boards are large enough for students to work together and also to share their work for the entire class to see. I have students rotate partners through several questions so that I can witness interaction and listen to explanations as they help reinforce their understanding of the material.  If a student did not actually complete the assignment, it becomes very apparent to me and their classmates. However, in this exercise they are able to catch up to the class through peer learning. 

Start Flipping Now, With Videos Online.

START FLIPPING WITH VIDEOS ONLINE NOW

If It Ain’t Broke, Don’t Fix It

“I don’t know how to make videos.”

“I don’t have the time to record and edit every lesson.”

 “I don’t have the equipment or the budget to do this.”

Okay fine.  There are thousands of videos already out there on the web that will provide the information you need to convey to your students for the purpose of a flipped lesson.  All you need to do is find the right bank of videos that will fit your classroom environment and the needs of your students to start the process.  Once you have created a flipped environment in your classroom it will be easier for you to begin slowly integrating your own video pieces into the curriculum.  How great is it that you have the opportunity to bring experts from all over the world into your classroom curriculum and share knowledge from great scientific minds at the flip of a mouse or a swipe of a touch screen.

Here are some online video resources for you to begin flipping your science classroom.

KAHN ACADEMY  http://www.khanacademy.org

How do you calculate Boyle’s Law?  What are the three major classifications of Rock?  How do you draw a ray diagram for lenses?  If you need a video on it, you can probably find it on Kahn Academy.  This is the brainchild of Salman Kahn, who believes in a free education for all by letting video recreate education. Educators can register, set up classes and monitor student progress through the platform and create assessments to challenge students to complete the standards before moving on to the next level.

http://www.ted.com/talks/salman_khan_let_s_use_video_to_reinvent_education.html

iTunes U http://www.apple.com/education/ipad/itunes-u/

iTunes U opens up your classroom to thousands of ready-made courses, college lecture series, and online courses.  Educators can use the course manager iTunes software to develop their own courses or use the vast iTunes libraries to enhance their current courses.

TED Talks   http://www.ted.com

                                       Like the TED saying claims “Ideas Worth Sharing”.  TED provides opportunities for educators to introduce their students to the future.  To hear how great minds think and to discover the possibilities that are on the horizon.  TED brings experts into your classroom or students homes without the cost of speakers or planning field trips.  Basically educators are limited only by their own imaginations. Imagine the possibilities.

TED Ed   http://ed.ted.com

TED Ed is TED’s version of the educator portal.  The TED Ed site provides educators the opportunity to create online classrooms and assessment opportunities to hold students accountable for viewing online videos.  The TED Ed site allows educators to use any TED Ed video, TED lecture or YouTube video.  Educators can utilize multiple choice and short answer questions, additional resources and going further options to create flipped lessons.

 

You Tube   https://www.youtube.com

                                       If it is not on Kahn Academy it will definitely be found on You Tube.  You Tube has it all from the best to the worst. Using the spotlight feature, educators can develop lessons and assessment opportunities for videos found in the You Tube portal.  However It may be more effective for both the educator and students to utilize the url address or embed codes to add specific You Tube videos to your current website, blog or LMS.  There is also the option of utilizing You Tube videos in the TED Ed platform.  

 Teacher Tube   http://www.teachertube.com

This is You Tube for education.  This site provides many video options without the fear of appropriateness for your students. Educators can share videos from a vast library of subjects including professional development videos for educators.

Socratic   http://socratic.org

 Socratic is a relative new comer to the online media library war.  Socratic is currently only has videos for Biology, Chemistry and Physics, but recently opened up math portals for Organic Chemistry and Calculus.  The site is well organized into subject content topics and sub-categories for each topic.   

Favorite You Tube Channels

Bozeman Science   https://www.youtube.com/user/bozemanbiology

Paul Anderson brings twenty years of teaching and technology expertise from Bozeman, Montana and into your classroom through the Bozeman Science Channel on You Tube.  Anderson does an outstanding job of explain topics in biology, Anatomy, chemistry, earth science, physics as well as gamification in the science classroom.  

Crash Course   https://www.youtube.com/user/crashcourse

Hank Green brings his wit and wisdom to each and every video creates by the Crash Course team as he provides overviews of the key concepts of biology, chemistry and ecology.  These videos are fast paced and have great graphics to correlate to both the story behind the concept and the concept itself.

Minute Earth   https://www.youtube.com/user/minuteearth

Got only a minute or two and need a quick explanation of a key concept in science.  Visit Minute Earth and watch these animated RSA style explosions of information.  They information seems over simplified but the concepts and learning are clear and concise.

Minute Physics   https://www.youtube.com/user/minutephysics

What Minute Earth does for the rest of science, Minute Physics does for the field of Physics. The animations are great and both you and your student’s minds will be engaged.

Sick Science!  https://www.youtube.com/user/SteveSpanglerScience

Do you need a demonstration?  It is probably on Sick Science. Steve Spangler has an incredible library or demonstrations, lab simulations and down right ultra cool science in action.  These videos are excellent discussion starters and provide great opportunities for students to think critically and to explain science phenomena.

Veritasium    https://www.youtube.com/user/1veritasium

V-Sauce is a man on a mission and that mission is exploring the world of science and sharing it with all of us through the Veritasium You Tube channel. This incredible bank of videos opens up a treasure trove of thought provoking and fascinating topics in all avenues of science.  The learning goes beyond the science as the explanations tie in the history and politics that are woven into the understanding of the scientific phenomena.

Periodic Videos  https://www.youtube.com/user/periodicvideos/about

The ultimate channel for all things chemistry from Nottingham University in England. There is a video about each element on the periodic table. Each week a new video is uploaded concerning science news, interesting molecules and other stuff from the world of chemistry. The featured narrator is a cross between, Doc Brown meets Albert Einstein as a proper English Gentleman.

This list is a great starting point for you to begin searching what is already out there and available for you to use.  Explore, explore, explore!  Find a site or two that fits your teaching style and the needs of your students.  Use a couple of different sites to create levels based upon student levels and abilities.  Provide options for true differentiation and allow students to explore these options as well as other sites and channels that may serve the needs of all of the students in your classroom. 

The possibilities are endless!!! Imagine the possibilities!!!