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Flip Your Classroom: Reach Every Student in every Class Every Day
By Jonathan Bergmann and Aaron Sams
Book Notes compiled by Jane L. Sigford
Chapter 1:
Our Story: Creating the Flipped Classroom
Background: In 2007 2 teachers in Colorado, Jonathan Bergman and Aaron Sams,
realized they were spending an inordinate amount of time on catching students up
when they missed class. Because towns are so far apart, many athletes struggled to
keep up and be in class when they had to be on the bus for hours to go to
competitions.
Technology got to a point to be a tool to use whereby the two teachers,
Jonathan and Aaron, began videotaping their lessons so absent students
could hear the information and students who were present could watch and
pick up on information they may have missed during class.
Side effects: More emails from students asking questions, emails from
teachers who were using the videos, online science teacher forums, etc.
Flipped Classroom is Born:
Aaron had a stark realization: The time when students really need me
physically present is when they get stuck and need my individual help. They
dont need me there in the room with them to yak at them and give them
content; they an receive content on their own. P. 5
Began to prerecord all lessons as homework and then just helped students
with concepts they didnt know.
Teachers found they had more time for labs and for problem work time.
They ran out of things for the students to do. They were completing all
their work with 20 minutes left in class. This model was much more
efficient than lecturing and assigning homework. P. 5
Personalization of education for each student has merit but how can a
teacher individualize for 150 students each day when the model is built on
the standardized, factory model? Flipping the classroom facilitates the
individualization.
Realized that some students were getting more information yet the
Jonathan and Aaron realized they were still pushing some kids through
before they had achieved mastery of content.
They realized they had never been trained in how to set up a classroom
designed for mastery learning. They experimented and realized several
things: One, there is no such thing as THE flipped classroom. Its about a
mindset, not a recipe. The attention is on the student, not the teacher.
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not the best tool, then do not make a video. Some people flip their
classroom without making a single video. [Underlining and bolding mine]
You can use power points and tools you have already created.
If you make videos, you may want to vary the format so they dont
become repetitive and boring. Add video clips, blank slates, etc.
Recording the videoSit at whiteboard, computer with mic, webcam, writing
device, and camera. Teach to absent audience.
Some work better from script or outline, but dont make the video boring
and a talking head. Make the lessons conversational and less formal.
If you use a script, sometimes the videos are shorter and better. They
dont have to be long.
Editing the videoDo as much or as little as you want. Its time consuming
but you can remove mistakes. Can add videos and pip ideas, zoom in and out,
etc. Dont expect it to be perfect or Hollywood quality. P. 43
Publishing the videoEvery school system different. Can post online to
YouTube, internal district servers. Can also burn to DVD for those who dont
have online access. Find out what works best in your setting. P. 43
Class Time:
You will now have more time in class than you had before. You will get to
redesign your class time and focus on activities that are differentiated and
meet more needs. We always talk about wanting more time and now you have
it. Can extend activities and provide more in-depth learning.
Foreign language classes
Because of flipping language teachers are able to have more real dialogues
in target language
Math Classes
Able to engage in deep analysis of math problems. Able to use manipulatives
more.
Science
Definitely can use inquiry approach because you have more in class time to
inquire. POGIL (Process Oriented Guided Inquiry Learning: www.pogil.org)
has become powerful tool for students to create conceptual understanding
without direct instruction in chemistry education community. P. 49
Jonathan and Aaron use this instead of video and then build on concepts in
class. Still need some videos for those who need remediation.
Social Science/Language Arts/Humanities
Can use new found time to link topic to current events, e.g.
More time for speeches, writing, and peer review
Physical Education
Students get more time being physical when they learn the rules and
procedures via video
Project Based Learning
Can teach the foundations in video and have students apply in class. They
also may discover that they need some procedural information in order to
proceed so they go back to the video to learn.
Student Created Content
Students can blog, create videos, podcasts, etc. to build their own
knowledge.
Chapter 5: Flipped Mastery Classroom
Mastery learning was popularized by Benjamin Bloom. He talked about the present
system and how it was like a race where only the fastest learners were rewarded.
His idea was that if mastery learning was implemented well, studies showed that
nearly 80% of all students could learn all of the important content compared to
20% taught with the traditional model.
Basic idea is for students to learn a series of objectives at their own pace.
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Key components:
Students work in small groups or individually at an appropriate pace
Teacher assesses students formatively and gauges student understanding
Students demonstrate mastery of objectives of objectives on summative
assessments. If students have not mastered it, they have remediation
Research shows mastery learning shows improvement in student achievement. Also
shows increased cooperation among students, increased student self-assurance, and
students receiving second chance at demonstrating mastery of given objective.
Sometimes students even take unit test on computer so they are easily
graded. Feedback is timely and work specific
MMprovides opportunities for remediationHave many opportunities to
relearn and reassess. Teachers have more time to work with students.
MMallowsfor multiple means of learning contentUse Universal Design
for Learning (UDL)Give students choice in how they learn material.
Assignments vary in content, and length.
MMprovides multiple chances for demonstrating understanding
o Unit tests
o Verbal discussions
o Detailed PowerPoint presentations
o Short videos
o Demonstrating of understanding written in prose
o Other methods developed by students.
o The demonstration is linked directly to the learning targets.
MMchanges role of teachernot standing in front of room. Class time is
learning experience for student not a download and upload of knowledge. P.
71
MMstudents value of learning instead of playing school. Students who
have been successful in the game of school may be frustrated with this
new model because it is unfamiliar. [Now the focus is on learning, not
compliance.] Note mine
MMeasily reproducible, scalable, and customizableCan be done on a scale
indicative of the settingnot a recipe.
Increases face-to-face time with teacher
MMensures that all students are involved. Based on learning targets not
seat time.
MMmakes hands-on activities more personal
MMmakes teacher-led demonstrations more engaging. Now all students
can see the demonstration and replay if necessary for parts that were
unclear or confusing. Everyone has a front row seat.
MMhelps teachers help kids.
Chapter 7:How to Implement Flipped-Mastery Model
First Day
Made the mistake when starting to start all students on same video and
change to mastery model. That was mistake. Start right away by
individualizing. Use formative assessment to find out where people are.
First year is hardest; 2nd year most bugs worked out; 3rd year part of school
culture.
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Chapter 9: Conclusion
Direct instruction necessary but can be delivered outside of classroom
Some concepts must be discovered independently by student and some by
inquiry.
Right reason to flip a classroom is to enhance learning.
Challenge: go out and do whatever it takes to think differently about
education. What is best for kids and go and do it. P. 112
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