WiFi Login and Flipped Classroom Agenda for Science Teachers

smarterteacher@gmail.com
flipped4science.blogspot.com
www.youtube.com/user/SMARTERTEACH
ER
WiFi Login:

Brian S. Miller
La Salle High School Pasadena, CA
30 Year Science Educator
(Chemistry, Biology, Physics, Anatomy, Environmental
Science)
SMART Board Consultant
Socratic Chemistry Founder
SOPHIA Featured Teacher May 2014
NSTA & CSTA Presenter
ER

• Graduate Credit for
Professional Development
from Brandman University
pA-E
• Resources Page -p80
• Notes -p82
• Evaluation – p89
• Page NotationsP

OUR DAY
8:00 – 8:30 - Arrival
8:35 – 9:00 - Introductions and Housekeeping
9:00 – 10:00 - The Essentials of Flipping
10:00 – 10:15 - Break
10:15 – 10:45 - Stepping Stones to Flipping
10:45 – 11:15 - Creating Accountability
11:15 – 11:45 - Starting With Online Videos
11:45 – 1:00 - Lunch
1:00 – 2:00 - Lets Make a Resource
2:00 – 2:10 - Break
2:10 – 2:50 - Back to Your Classroom
2:50 – 3:00 - WPA’s and Closure
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2
Objectives
By the end of the day you should be able to
• Explain how you could get started in implementing a
successful flipped classroom for your science discipline.
• List tools for using mobile technology to create “flipped”
learning experiences for your students
• Design effective flipped science lessons with highly
effective apps and other tech tools to meet the needs of
your students
• Identify Step-by-step techniques for using the flipped
classroom to effectively teach rigorous science skills and
concepts, including those aligned with the Next Generation
Science Standards

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2
Objectives
• Explain how to create a more accessible learning
environment for all students
• Identify creative ways to reach students in their world through
online tools and media they already use
• Initiate innovative, student-centered strategies to implement
the flipped classroom in secondary science classes
• Identify Low-cost and no-cost ideas for flipping your
classroom for science.

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2
Objectives
• Evaluate what is new in educational technology, including
apps and outstanding software that are ideal for differentiated
learning in a flipped classroom
• List ways to fully involve ALL of your students during in-class
learning
• Step-by-step instructions for creating effective videotaped
lessons that can be used to pre-teach, re-teach and
strengthen understanding
• Identify Proven techniques to involve students in “seeing and
doing” science with effective video clips that enhance your
science instruction

INTRODUCTORY QUESTIONS
1. After looking over the objectives, what questions do you feel
are most important for your purposes in attending today’s
seminar?
2. Are there any other questions or concepts that are not
represented in the objectives that you would like to see
addressed?
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3

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4
THE PARABLE OF THE STONES
A man was out walking in the desert when a voice
said to him, "Pick up some pebbles and put them in
your pocket, and tomorrow you will be both happy
and sad."
The man obeyed. He stooped down and picked up a
handful of pebbles and put them in his pocket. The
next morning he reached into his pocket and found
diamonds, sapphires, rubies and emeralds.
And he was both happy and sad.
Happy he had taken some - sad that he hadn't taken
more.

5-11
Four Essential
Elements of the
Flipped Classroom
• Student Centered
Environment
• Teacher as Learning
Facilitator
• Content Delivery Resources
• Higher-Order Questions
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5-11
Student Centered
Environment

5-11
The Teacher as Facilitator
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5-11
The Teacher as Facilitator

5-11
Content Delivery Resources
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Offer Choice
Provide Opportunity
Maintain Equal Footing

5-11
Higher Order Questions
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CHECKPOINT QUESTIONS
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12
• Where are you at currently, in regards to using the
flipped lesson format?
• What do you need to do to begin/increase/continue
your flipped learning classroom? What are the
obstacles you need to overcome?
• What has fueled your interest in the flipped learning
format?

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NGSS
STEM
STEAM

13-
18
7 STEPPING STONES TO
A FLIPPED CLASSROOM
• BRAINSTORM
• CREATE
• DESIGN
• PREPARE
• SET OUTCOMES
• BUILD A LIBRARY
• CREATE A PORTAL

7 STEPPING STONES TO A FLIPPED CLASSROOM
BRAINSTORM CREATE
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13-
18

DESIGN PREPARE
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13-
18

SET OUTCOMES
BUILD A
LIBRARY
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13-
18

C R E AT E A P O R TA L START FLIPPING
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13-
18

19-24
CREATING ACCOUNTABILITY IN THE
FLIPPED CLASSROOM
• C - CHOICE
• A – ACCOUNTABILITY
• N – NO EXCUSES
• T – THREE BEFORE ME
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19-24
C - CHOICE
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19-24
A - ACCOUNTABILITY
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19-24
N – No Excuses
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19-24
T – Three Before Me
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25
• How do you see student accountability and the flipped
lesson format playing a role in your classroom
environment?
• What methods do you currently utilize to hold students
accountable in your traditional classroom? How can
these be adapted to the flipped lesson format?
• What methods do currently utilize in your use of the
flipped lesson format to maintain and encourage
student accountability?

BENEFITS OF THE FLIPPED CLASSROOM
ER
27
• Students can take ownership of their learning.
• Teachers can create or select educationally
entertaining videos to capture student attention,
instead of having students absorb through
textbooks and homework problems.
• The classroom becomes a student centered
learning environment, rather than teacher directed
a content driven.
• Students receive instant feedback in class as they
are problem solving.

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27
• Students are not as frustrated because they can
ask questions immediately and work through
confusion.
• Teachers can revisit concepts that trip-up
students and reform the pace of the lesson plan
based on feedback.
• Students do not have to rely on parents, tutors or
potentially inaccurate internet sources to work
through tough problems.
• Teachers can provide options to students with
different learning styles and offer more one-on-
one time.

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27
• Students who are absent or miss class due to
school activities have access to the content
delivery outside of the classroom.
• Administrators, colleagues and parents have
access to the content being delivered in your
classroom.
• More time to allow for student involvement in
Project Based Learning, Inquiry Based Learning,
and Gamification.
• Development of Critical Thinking, Communication
and Collaborative skill sets through increased
interaction between students and teachers in the
classroom.

POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
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28
• Not all students have access to at-home
technology.
• Not all teachers are tech savvy enough to master
the flipped classroom model, and schools may
need to adopt additional hiring criteria for new
teachers.
• The method relies on students watching the
videos and potentially fails if they do not.

POSSIBLE DRAW-BACKS
OF THE FLIPPED CLASSROOM
ER
28
• Teachers may be at a loss as what to do with in-
class time. Teachers are more reliant on student
feedback and questions to drive daily interaction.
• With the emphasis on out of class lessons, some
ask why we need teachers, and insist the flipped
classroom too closely resembles a hands-off
online learning environment.
• Educators need time to develop online content
and create a student centered learning
environment, through Inquiry and Project Based
Learning methods.

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• What online resources do you currently utilize to find, use,
and introduce media, for your flipped lesson format?
• What format are you currently using to share your flipped
lessons with your students for your classroom
environment?

START FLIPPING WITH VIDEOS ONLINE , NOW!!!
29-35

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29-35

START FLIPPING WITH VIDEOS ONLINE , NOW!!!
29-35 smarterteacher@gmail.com
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IF IT AIN’T BROKE DON’T FIX IT!!!
VIEW BEFORE ASSIGNING
• CONTENT
• VOCABULARY
• LEARNING GOALS & OBJECTIVE
• GRADE LEVEL
• SAFETY

CREATING YOUR OWN VIDEOS?
KEEP IT SIMPLE!!!
37-43

SHORT
37-43
ONE (1) MINUTE PER GRADE LEVEL.
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INTERESTING
37-43
WOULD YOU WATCH YOUR VIDEO?
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MEANINGFUL
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PLANNED
37-43
STORY BOARD
ON PAGE 44

LEARNING TOOL
37-43

EXCITING
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PLANNING THE VIDEO LESSON
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Introduction - Introduce the puropose of the video.
Identify the concept and create a connection to previous
knowledge if necessary.
Objectives - Identify 1 or 2 objectives or standards that will
be addressed in the video. Whenever possible list Common
Core or State Standards or Next Generation Science
Standards met by the concepts in the video.
Overview - Provide a brief explanation of the concept that
will be modeled in the lesson. Include new vocabulary, skills
necessary and other related materials.

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Examples - Model concept providing as many examples as
possible. Keep in mind lesson link. If necessary make
more than one video to provide additional examples and
solutions.
Self Assess – Provide opportunities troughout the lesson
for students to check their understanding. Encourage
students to pause the lesson in order to answer questions,
think about the concept or complete a sample problem.

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Going Further – Provide opportunities for students to continue
to explore the concept through additional sample problems,
further research, articles, websites or additional videos to add
to the knowledge base. Add higher order questions to help
students synthesize the content into a knowledge base that
can transition back to the classroom.
Closure – Bring the lesson to a close by revisiting the
objectives or standards that were demonstrated in the video
lesson. There is no need to summarize or repeat the key
concepts as this will only increase video time. Students always
have the option to re-watch any part of the video as many
times as may be necessary.

The more organized and prepared you are, the less re-
takes and editing you will have to do later.
The editing process can deplete your energy and waste
your valuable time.
37-43

SOFTWARE FOR FLIPPING
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FIND ONE OR TWO
THAT WORK FOR YOU.

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YOU CAN KEEP IT
SIMPLEOR YOU CAN
PRODUCE EPICS,
WHAT ARE THE NEEDS
OF YOUR STUDENTS.

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MAKING A FLIPPED DIGITAL RESOURCE
48-55
http://www.screencast-o-matic.com

TECHNOLOGY
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“You can be a good teacher and never
use technology and technology will
never turn a bad teacher into a good
one.
However, a good teacher who uses
technology well, can make great
things happen.”
- Rushton Hurley

BACK TO THE CLASSROOM
TAKING IT BEYOND THE CONTENT
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Four basic models of the flipped
classroom include:
• Traditional Flipped Model
• Inquiry Based Approach
• The Flipped Mastery Approach
• Project Based Learning

71-75
• Traditional Flipped Model

71-75
• Inquiry Based Approach

71-75
• The Flipped Mastery Approach

71-75
• Project Based Learning

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