'Get Flippin’ In Here!' Class Structures to Support Flipped-Blended Learning
Explore and create : BYOD
Wednesday, June 26, 10:00–11:00 am
Location: Room 117
Kate Baker Stacy Dawes
Flipped learning involves more than video! Learn how to maximize the face-to-face time to create a flexible and flipped learning environment. Participants will learn protocols and procedures for creating a flexible and dynamic blended-learning environment using various pedagogical techniques and designs for students in any content area.
|Audience:||Curriculum/district specialists, Teachers, Teacher education/higher ed faculty|
|Attendee devices:||Devices required|
|Attendee device specification:||Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
|Participant accounts, software and other materials:||Hardware: headphones and personal device that connects to the internet
Google Drive/Docs/ Slides/Draw/Forms
Formative direct link: https://goformative.com/formatives/cgsPhL5pCXrDZtXWr
|Focus:||Digital age teaching & learning|
|Topic:||Distance, online, blended and flipped learning|
|ISTE Standards:||For Administrators:
Digital Age Learning Culture
Digital Age Learning Environments
So you’ve flipped your class and made videos for students to view, but now you are trying to maximize the face to face time to create a flexible learning environment in your class. How can you structure the class time and design the physical space so as to support student efficacy and accountability? This session will provide participants with ideas, protocols, and procedures for creating a flexible and dynamic learning environment for students in any content area using various pedagogical techniques and designs.
This session utilizes the Group Agenda Protocol devised by Kate Baker (the presenter). This protocol for a class routine is designed to promote student accountability and efficacy, shifting the role of the teacher from the “sage on the stage” who is tethered to the front board to the “architect of learning” who creates structure for learning to occur and the “guide on the side” who facilitates student learning by circulating through the room as students work. While similar in design to a station-based model, students do not move from their seats, but rather complete tasks listed on the agenda in a set amount of time. Session attendees will be functioning as students first to engage in the process.
Participants will leave the session knowing the definition of flipped learning as written by the Flipped Learning Network and instructional models for flipped learning.
Participants will be able to practice interpersonal and communication skills as they take on a specific group role to accomplish tasks with other attendees. Participants will use digital literacy skills to demonstrate that they have accurately acquired knowledge of flipped learning and instructional methods.
Participants will document their learning in the session by posting to the Formative and accompanying Padlets.
1. Introductions - 1 minute
2. Group Roles - 5 minutes
3. Group Activities (explained below) - 35 minutes total
4. Design Challenge - 10 minutes
5. Debrief group agenda protocol - 5 minutes
In this session, attendees will be participating in a group activity as if they are students in my class. They will need to...
1. Sit with a group of people.
2. Determine who will play which role as listed below.
3. Follow the agenda below to complete the tasks and post your responses to the Formative. https://goformative.com/formatives/cgsPhL5pCXrDZtXWr
Session Slides: https://goo.gl/4JMH18
In less than 2 minutes, determine who will be responsible for each role listed below.
While working on each task, make sure you are performing your group role. All tasks are to be worked on in 7 minutes.
Groups will be rotating through four tasks during the session time. When it is your group's time to complete the task, scroll up or down to the approriate section of this formative. All tasks are to be worked on in 7 minutes.
A paper copy of the agenda can be found here: https://goo.gl/hZMGCS
Task A: Meet with the Teacher
Task B: Flipped Learning Definition
Task C: Flipped Learning Instructional Design
Task D: Flipped Learning Classroom Design
BONUS: Design Challenge &/or Screencast Challenge
Each group will rotate through the tasks in the following order:
Group 1: A, B, C, D
Group 2: B, A, C, D
Group 3: B, C, A, D
Group 4: B, C, D, A
TASK A: Meet with the Teacher (7 minutes)
Your group will meet in a face to face conversation with the teacher. The teacher will come to you!
TASK B: Flipped Learning Definition (7 minutes)
Watch the video below or read through the slides to answer the questions which follow. https://youtu.be/XkCHDcxf4eI
TASK C: Flipped Learning Instructional Design (7 minutes)
Watch the video below and/or read through the slides to answer the questions which follow. https://youtu.be/mtBJ0Hb9kCA
TASK D: Flipped Learning Classroom Design (7 minutes)
Watch the video below and click on the hyperlinks below to learn about the Station Rotation Model by Catlin Tucker and Kate Baker's Group Agenda Protocol.
Applying what you learned today, how can you design and structure your physical classroom space so as to support flipped learning?
Use Google Draw or Paper/Camera to draft a layout of your learning space, listing the instructional design(s) used and post them to the Padlet below.
Google Drawers can attach the link to their Drawing (make sure permissions are set!) to their post.
Paper People can write on paper then use Padlet and their personal device to snap a picture to attach to their post.
Books on Flipped Learning: Flipped Learning: Gateway to Student Engagement (ISTE, 2014) - Jonathan Bergmann and Aaron Sams.
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
Flipping with Kirch: The Ups and Downs from Inside my Flipped Classroom (Bretzmann Group, 2016) -
Robert Talbert: What does the research say about Flipped Learning?
Flipped Learning Network