FLIPPING OUT 2011

FOR OUR STUDENTS

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FLIPPING OUT
See why our high school made a risky decision to ip its instructional practices

FLIPPING OUR PRACTICE FOR OUR STUDENTS

It just makes sense! Why were we asking our students to practice with no coach, supplies or technology that would lend well to them being successful in the classroom? - Greg Green, Principal
As a teacher, how many times have you had students not turn in their homework or have had a parent say that they have a hard time helping? Ever think about why? Often we refer to students as lazy or uninterested. Did we as educators ever think about what outside environment we are asking students to learn in. Would an art teacher expect students to complete their projects at home without clay or paint or a football coach ask players to practice plays without equipment,other players or field, of course not. Why are we continuously asking students to practice outside of school where most of their learning obstacles exist? Most educators realize that sometimes a student may not have a safe place to live or an expert around or a computer to work with. In these cases, how does a student do their homework consistently? According to Marzano and Pickering, students need to practice a skill 24 times to reach 80% competency, with the first four practices yielding the greatest effect. What are we asking our students to do a traditional setting? If a student happens to be at-risk what are the chances that they will get through their homework each night to get the reps. We feel by just flipping our instructional delivery so that students do their homework and activities at school we can remove the learning obstacles that impede many of our students learning and progress.

It is a leap of faith that makes people great. Sometimes we have our best moments when we are most vulnerable. -CHS staff

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FLIPPING IT

Traditional vs. A Flipped Approach Traditional Approach

Teachers in all schools have gone about their business in relatively the same fashion. In class, teachers review information in class and then have their students practice and review the information outside of class. In a review of our classroom instructional practices we found that on average, our teacher was spending 40 minutes of a 60 minute class period reviewing information with our students. Along with the classroom duties, interruptions and distractions a teacher was spending approximately 20 seconds with a student per class, two minutes per day!

Flipped Approach
Using a flipped approach our teachers had given their students the the task of reviewing information before class. The next day, they work on homework and research based activities in class that helped them with the understanding previous days information. Because the lecture is given to students ahead of time, teachers have the opportunity to walk around the room and support all students learning. In addition, students had the ability to solve problems together, creating a collaborative learning group. Suddenly a school becomes a students resource base. If they need to use a computer they can. If they need to collaborate with a classmate they can. As Marzanos and Pickering revealed in their research, students need to practice twenty-four times to achieve 80% mastery, By using the flipped approach, our school can now ensure that students are practicing the twenty-four times needed in an atmosphere that is conducive to them learning without barriers. By flipping, we have effectively quadrupled the amount of time spent helping students, supplied them with what they need, without increasing costs.

All my students do all their homework using this approach!

-Andy Scheel,Teacher

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HOW DOES TECHNOLOGY FIT?

Technology makes it accessible, scalable and affordable.
Many questions have arisen on how students are going to review classroom information ahead of time? One process that has been evolving is screen capture. Screen captures are used by on-line professionals to do trainings, educational presentations and reviews. During a screen capture, a teacher/presenter using a software program re. TechSmiths Camtasia, can record whatever is happening on their computer screen. While recording their screen, a teacher can record their voice to review the information, annotate and draw over it. Once finished, the recording is processed as a video that can be shared with students, staff and parents. times. Thus having one great unit instead 2 great ones and 5 mediocre. Teacher/student absenteeism- Since the video is digital and can be shared on Screen the web, a lecture video can be available to all students and guest teachers who may need to cover content despite being absent or are unfamiliar with the subject. Teacher subject preferences and pace - Teachers are human. Each teacher naturally has their subject areas units that they like the best and spend the most time on. These preferences can be limited by automating the video sharing process. Schools can simply schedule automated e-mail delivery of all the necessary units to all stakeholders keeping everyone on the same page at all times. Extended review while eliminating disruptions and distractions - By placing the videos on the web, students can review the information in an environment that has limited distractions and

Capture!

interruptions. They can also review the information as many times as they like. Personalization of Learning- A school having on-line screen capture videos can personalize a students learning. Schools can have multiple teachers, outside experts and students record the same lesson. Students can select the one that works best for them. Also, schools can be provided multi-paced approach to learning. Students who want to go faster or slower can do so by using LMS platforms to organize classroom information in a particular order. All can use it- Administrators and secretaries a can use screen capture for training and recording basic job duties.

Advantages to Screen Capture

When evaluating the delivery of classroom content, screen captures allow many advantages over a traditional multi-person lecture approach. The following are the advantages to using screen capture lectures: Uses the Strengths of Teaching Staff - Instead of multiple teachers presenting the same content a school can determine who is the best at each unit. This places the best teachers in front all students at all

Clintondale High School is located in Clinton

Township, MI approximately 7 miles northeast of the city of Detroit. Phone 586-791-6301

Demographics Information
65% Black / 35% White 72% Free and Reduced Lunch 73% enrolled in the district after the 6th grade 65 3 Computer labs One computer in the classroom School of choice

We are not an at-risk school but a school in an atrisk area

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Staff Needs in a Flipped Classroom Environment

Just as our students need to spend their time preparing for their future endeavors and so did our school staff. We feel it is important as educators to set the example for which students should strive for. If we are going to ask students to prepare to compete against global competitors, we as educators need to take our professional development seriously. Screen capture training can begin using Jing made by TechSmith Corporation. This simple free screen capture software can be download off the Internet onto a teachers computer. Teachers can simply practice the screen capture process and the

sharing of video. We found that teachers using the flipped approach, need to be trained on posting to a blog, sharing links, embedding video, and creating a collaborative discussion boards. Training also needs to be held on how to use classroom time effectively, project based and universal design. They also need to become knowledgable about Learning Management Systems such as Moodle and Blackboard. Lastly, we found that schools also need to allow for time for staff to collaborate to discuss students learning trends and curriculum and pacing adjustments.

STAFF TRAINING
Blogging Posting Links Twitter Embedding Video LMS Training Screen Capture Uploading and Sharing Video and Documents Digitizing Information Project Based Learning Universal Design Learning

Type to enter text

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PROJECT BASED AND UNIVERSAL DESIGN

Project Based Learning

As a Teacher You Now Have Time!

As a classroom teachers, we often wished we had the the time to work on creative projects however, presenting content just slowed up kind often prevented us from getting to the lessons that connected all the dots? In a flipped classroom we can easily start and finish projects because time and immediate feedback is available. Our staff has been able to establish collaborative groups within our school and throughout the country thus creating one fabulous and diverse learning group. In addition, our students can be assessed using a universal rubric in order to demonstrate their understanding which provides our staff feedback and a student learning flexibility.

21 CENTURY LEARNING

LIFE SKILLS Careers

LEARNING/ INNOVATION Critical Thinking Communication Collaboration Creativity

MEDIA AND TECHNOLOGY Information and Technology Skills

CORE SUBJECTS Standards & Assessments Curriculum & Instruction PD Learning Environments

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RESULTS OF OUR EFFORTS

The results of flipping our instructional delivery have been exciting encouraging.

RESULTS

CASE STUDY NUMBER ONE

In our first case study we flipped the instructional model using one teacher in one class containing 23 students for 20 weeks. As a result, all student failures from first semester were eliminated, a reduction of 11%. Also each student turned in all assignments and the class out performed other civics classes taught traditionally by the same teacher.

3 FOR 3

CASE STUDY NUMBER TWO

In our second case study, we used the flipped classroom approach in our ninth grade center. After 40 weeks of implementing this instructional delivery approach in our core classes the following results had occurred with our new 9th grade students in 2010-11 with last years new 9th graders. 2009 ELA Failure Rate - 52% 2010 ELA Failure Rater - 4% 2009 MATH Failure Rate - 44% 2010 MATH Failure Rate - 23% 2009 SCIENCE Failure Rate 2010 SCIENCE Failure Rate - 41% - 18%

By changing our approach feels like we have just taken away the barriers that were in the way of our students learning - Meloney Cargill, Assistant Principal

2009 SOCIAL STUDIES Failure Rate - 28% 2010 SOCIAL STUDIES Failure Rate - 9% Total discipline had been reduced by 50%

CLINTONDALE HIGH SCHOOL

THE WORLDS FIRST FLIPPED HIGH SCHOOL
35200 Little Mack, Clinton Township, Michigan 48035
www.ippedhighschool.com
www.ippedhighschool.blogspot.com www.twitter.com/ippedschool Email: ippedhighschool@gmail.com

CASE STUDY NUMBER THREE

In an effort to increase MME/ACT math scores of our junior class, we asked our mathematics teachers to flipped their instructional practices and take more control by doing homework in class. We are happy to announce that we had seen a 10% increase in our students MME test scores in 2010.

40 30 20 10 0 2009

MME / Math

2010
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Equality in schools can exist

LEVELING THE PLAYING FIELD

For the first time at-risk students learn in the same supportive environments as a more traditional students.

A Flipped Technical instructional Model is a Game Changer!

What if a state or nation could place the best teachers in front of all students at all times? Imagine if all students could learn in the same atmosphere no matter where they came from or what they have. By integrating todays technologies with a flipped classroom approach makes the impossible possible. By using screen capture, todays educational systems potential is endless. The best teachers can be recorded to create the best educational system in the world. Not only teachers, but experts in area of business, marketing, sales, science, medicine etc... can be recorded and shown to students. A teachers role becomes even more vital in the learning process. Instead of simply delivering content, a teacher assumes the responsibility of helping their students process the information within a large learning group. By creating an on-line learning group, allows for everyone to take part in the learning process. In an on-line collaborative environment students and teachers are encouraged to work together to solve classroom activities. These groups allow for learning support 24 hours a day and seven days a week. Furthermore, classroom groups expand into other local schools, cities, states and countries. Instead of having one single source of information and expertise a student suddenly has hundreds and even thousands at their fingertips.

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