F L I P P E D C L A S S R O O M - A T E A CH E R ’S P E R S P E CT I V E S H A W N H A M P T ( M V H S ) A N D L I N D A M CG U I R E ( S CH S )
Educational Philosophy Our Approach is that of the Growth Mindset Abilities can be developed though dedication and hard work- brains and talent are just the starting point. Provide environment where struggle and failure is em bra ced We use a minor setback as spring-board to mastery understanding. Try, Fail… REPEAT! Constant Encouragement! Stress the effort, not just the accomplishment
The Flipped Classroom Jon Bergmann and Aaron Sams began the flipped classroom educational phenomena. It started with a simple observation: Students need their teachers present to answer questions or to provide help if they get stuck on an assignment; they don’t need their teachers present to listen to a lecture or review content. Students watched recorded lectures for homework and completed their assignments, labs, and tests in class with their teacher available. Mr. Hampt and Mrs. McGuire teach chemistry, a problem solving class. The FLIPPED classroom seemed to be a perfect fit.
Where did the time go? (Probably #1 Reason we wanted to try Flipping) What/How/Why, What/How/Why, Engaged to Learn Engaged to Learn Ta ken from : http :/ / w w w .sha ne-m a son.com / ca tegory / flip p ed -cla ssroom /
Issues We Encountered as Teachers Making Videos Making Videos Technology issues Time: Planning, Before/ After Home computer availability: Time SET/ FLEX, Before/ After School, school, at home Class time Place Place: Home, school, anywhere Internet availability: Flash drive, Software: Evolves as technology DVD Software and CCPS policies change Smartphone/ Data plan: CCPS WiFi Instructional Delivery Struggling with content Platform: Mini-lectures with small groups Edmodo Occasional “traditional” lessons CCPS OneDrive Talk with Mr. Hampt/ Mrs. McGuire as much as needed! Weebly for Education
What FLIPPED Offers Increased personalized tim e between EACH student and teacher An environment where students take responsibility for their learning A blending of direct instruction with constructivist learning A class where content is permanently archived Extra class time where students can struggle and fail and try AGAIN!
What we found AFTER we FLIPPED More face-to-face time with each student Changed role of classroom to learning spaces Changed role of student and teacher Allotted more time for inquiry-based classroom activities Videos/ lectures show “how” Inquiry activities, labs and repeated problem solving (trial and ERROR!) is w hen lea rning rea lly ha p p ens
Surprise Bonus: Flipped Mastery-Learning Model Allowing students the opportunity to be responsible for their learning and providing a clear plan: Teachers can offer im m ed ia te formative feedback Teachers can differentiate to each students' needs Students are self motivated to m a ster learning targets Students move at their own pace and frequently move ahead Assessments can be given as students are ready Students can PLAN the pace of their education to better balance all their responsibilities Ex. Sports, music, drama, National Honor Society, Key Club, community volunteering, part-time job, etc.
Students Perspective!
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