3. Blended Learning
A formal educational
program in which a student
learns at least in part
through online delivery
with some element of
student control over
student time, place, path
or pace
At least in part
at a supervised
brick and mortar
location away
from home
7. Flipped Learning is more than
just a technology –rich
instruction. It goes beyond
one to one computers and
high-tech gadgets. It involves
using the Internet to afford
each student a more
personalized learning
experience.
8.
9.
10. It’s more than just the video!
In many learning environments, the instructor
directs the energy toward his or her lecture.
Planning typically starts with the question
“What am I going to talk about?” In a flipped
environment, this structure is reversed. The
instructor directs the energy toward his or her
students. Planning starts with the question
“What do the students need to do?” This
fundamental shift changes the whole dynamic
of the learning environment.
Teachers need to structure lesson plans to shift focus from
content delivery to student engagement.
11. Focus class time from Lower Order
Thinking to Higher Order Thinking
14. Crystal Kirch
In class her students
• make meaning of the material
and make connections to other
content in an environment with
the support of the teacher and
other classmates,
• understand the concepts at a
deeper level through practice,
answering and posing questions,
or explaining problems/solutions
to others, and
• receive one-on-one support and
explanation from the teacher or
other student "experts" when
needed.
Processing
Accountability
Discussion
Organization
15. Todd Nesloney
• Students watch a video of
about 4-10 minutes in
length
• Rewind and replay as
needed
• Complete a WSQ
• Students begin class by
discussing WSQs in small
groups of 3 or 4
• Inquiry based lesson in class
"Flipped Classroom"
instructional Webinars
Sample WSQ
– Watch the video
– Summary
• Guided or written
– Question
• a question that they do
not know how to answer
and need explained,
• a question that they do
know the answer to.
• a question they could see
on an exam based after
the content.
16. Lunar and Solar Eclipses
The following day, the teacher should review questions posed by the
class on the tutorial quiz and reteach any information that students did
not seem to understand. Next, students will work in groups of 3 or 4 to
create their own lunar and solar eclipses using flashlights (sun), globes
(earth), and foam balls (moon). Students will have to recall and figure
out information on the positions of each object during each event to
complete the activity. Students should record observations as they
complete the activity. They will have to use this first activity in which
they are figuring out the positions of each object during lunar and
solar eclipses to complete their second activity. Students will then
create their own 3D models of either a solar or lunar eclipse using
paint, foam balls, and poster board. Students will work together and
collaborate on a Google document containing a brief explanation of
the eclipse that they presented. These activities allow students to
apply information that they learned outside of the classroom to an
interactive in-class activity.
17. Color Wheel
After students viewed the lesson at home the night
before, students would be creating their own
color wheels in class by mixing the primary colors to
create the secondary colors that make up the basic
color wheel! In other words, students would be
given paint in the colors red, blue, and yellow and
asked to mix the colors they were given to make the
colors green, orange, and purple. Then students
would arrange the colors in the order of a color
wheel by applying the paint onto a piece of paper.
18. More Examples/Resources
• Matt Zigner is a 7th grade
math teacher
• Brian Bennet is a biology
and chemistry teacher
• Hamilton Middle School
Science
• Flipped Classroom to
teach a Holocaust lesson
• Flipped Classroom for
teaching History
• Flipped Learning
Resources
• Mrs. Burton Flipped
Resources
• How to Flip a Class
• Examples of Flipped
Classes in K-12
students gain first exposure to new material outside of class, usually via reading or lecture videos - lower levels of cognitive work (gaining knowledge and comprehension) outside of classthen use class time to do the harder work of assimilating that knowledge, perhaps through problem-solving, discussion, or debates. - higher forms of cognitive work (application, analysis, synthesis, and/or evaluation) in class, where they have the support of their peers and instructor.
