Join a flipped learning expert and shift your mindset of learning and teaching. You'll discover how to record video lessons with student interactivity and designing engaging learning experiences in the classroom.
Purpose & objective
Flipping your classroom upside down can be a daunting class. Whether it be the hurdle of using technology to create videos or the hurdle of "what do I do with my class time if I'm not delivering instruction"?, this workshop will provide guidance, instruction, and practice time for both beginning and intermediate flipped classroom teachers.
Teachers across the globe must consider how they can incorporate more student-centered, active learning activities that require students to communicate, collaborate, be creative, and think critically. Using flipped learning is an excellent step towards taking the focus of the classroom off of the teacher and put it on the student and their learning. No matter the subject area or age level, answering the question "What's the best use of the face to face time I have with my students" will lead to an amazing transformation that will take students further and deeper than ever before.
1. Participants will understand the mindset shift that must occur when flipping your class - mainly, that it's not about the video.
2. Participants will learn how to create a video screencast using a Google Presentation & Screencast-o-matic.
3. Participants will learn about and explore different video interactivity program options, such as TouchCast, Zaption, EdPuzzle, and EduCanon. They will choose one to import their screencast into and add interactive features.
4. Participants will learn about other recording options, including paid/free screencasting with editing on the laptop and paid/free iPad whiteboard apps.
5. Participants will understand the importance of classroom design, will be given sample class time activities for all subject areas, and design class time activities for the screencast they created.
Introduction - What is a flipped classroom, what mindset shifts must occur when transition to a flipped class (20 minutes)
Visions of Class Time - Explore ideas together and in small groups of what could be done with class time. Examples will be provided from all subject areas (20 minutes)
Video creation tips - Tangible, practical tips for creating engaging videos. Resources and samples will be provided (10 minutes)
Video creation programs - Discussion of various video creation programs available, both paid/free (10 minutes)
Participant-created Screencast - Participants will create a 5-slide presentation and make a screencast using Screencast-o-matic (30 minutes)
Looking at interactive programs - show examples of and model various interactive programs, such as TouchCast, EdPuzzle, EduCanon, and Zaption (10 minutes)
Participant-created Interactive Video - Participants will import their created video into an interactive program and add interactive features (20 minutes)
Holding Students accountable with the WSQ (Watch-Summarize-Question) - Explain the WSQ cycle and purposes for student accountability, guided processing time, and teacher feedback. Model how to create a Google form and embed on various platforms (20 minutes)
Logistical aspects of uploading content for easy student access - Show options for uploading content on different platforms, such as an LMS (Haiku, Canvas, Schoology, etc), Sophia.org, etc. (10 minutes)
Specific Class Time Activities for created lesson - Participants will design and actually create class time activities with resources to support those activities for the lesson they designed or a lesson they have in mind. (20 minutes)
Final Q/A Time - Any remaining questions or concerns that come up from the workshop (10 minutes)
Books on Flipped Learning: Flipped Learning: Gateway to Student Engagement (ISTE, 2014) - Jonathan Bergmann and Aaron Sams. (Presenter is contributing author to this publication) Flip Your Class (ISTE, ASCD, 2012) - Jonathan Bergmann and Aaron Sams Flipping 2.0: Practical Strategies for Flipping Your Class - (Bretzmann Group, 2013) - Jason Bretzmann Research regarding the growth of flipping classroom: Sophia and the Flipped Learning Network™ conducted an online survey on flipped learning in February 2014 that collected the responses of 2,358 teachers. The last comprehensive review of flipped educators occurred in 2012 when the Flipped Learning Network™ and Sophia conducted surveys independent of each other. Here are some of their findings on the growth of flipped learning: Two years ago, 73% of teachers recognized the term “Flipped Classroom;” in 2014 that number increased to 96%. Two years ago, 48% of teachers flipped a lesson; in 2014 that number is up to 78%. 96% of teachers who have flipped a lesson would recommend that method to other teachers. Roughly 9 out of 10 teachers noticed a positive change in student engagement since flipping their classes. This is up from 80% in the FLN 2012 survey and 85% in the Sophia 2012 survey. Research regarding the cognitive benefits of interactive videos: In their research comparing learning with regular videos vs. interactive videos, Schwan and Riempp they found that interactive videos were more beneficial for learning a task compared with non-interactive videos: "In contrast to their traditional, non-interactive counterparts, interactive dynamic visualizations allow users to adapt their form and content to their individual cognitive skills and needs. Provided that the interactive features allow for intuitive use without increasing cognitive load, interactive videos should therefore lead to more efficient forms of learning. This notion was tested in an experimental study, where participants learned to tie four nautical knots of different complexity by watching either non-interactive or interactive videos. The results show that in the interactive condition, participants used the interactive features like stopping, replaying, reversing or changing speed to adapt the pace of the video demonstration. This led to an uneven distribution of their attention and cognitive resources across the videos, which was more pronounced for the difficult knots. Consequently, users of non-interactive video presentations needed substantially more time than users of the interactive videos to acquire the necessary skills for tying the knots." Schaffer and Hannafin also found that interactive videos yielded much better recall results with high school students: "These environments help collaborative groups construct a common understanding of the problem being solved and negotiate the most appropriate solution to that problem. Construction and negotiation are the hallmarks of constructive learning. Research laboratories involved in CSCW are exploring the use of video transmissions to support informal communication in the workplace (Heath & Luff, 1992). This type of technology has interesting ramifications for distance education, as well. Two-way real-time video transmission of information implies a new definition of real-world context. Although video-mediated, constructivist learning environments could potentially include the actual environment or a close facsimile with which the learner could remotely interact. These collaborative problem-solving situations enhance knowledge construction through the addition of visual information and remote interaction with other learners. The video transmission of authentic, realistic contexts adds a significant dimension to anchored instruction and situated learning environments (see, for example, Cognition and Technology Group at Vanderbilt 1992a, 1992b, 1992c, 1993a, and 1993b)." References: 1. Sophia and the Flipped Learning Network™ http://www.sophia.org/flipped-classroom-survey?utm_source=twitter&utm_medium=organic&utm_campaign=flippedinfographic 2. “The Effects of Progressive Interactivity on Learning from Interactive Video”, by Lemuel C. Schaffer, Michael J. Hannafin. ECTJ Journal, 1986, volume 34, issue 2 http://link.springer.com/article/10.1007/BF02802581 3. “The Cognitive Benefits of Interactive Videos: Learning to Tie Nautical Knots,” By Stephan Schwan and Roland Riempp, Learning and Instruction Journal, Volume 14, Issue 3, June 2004 http://www.sciencedirect.com/science/article/pii/S0959475204000337