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Page history last edited by Rebecca Narron 7 years, 5 months ago

You'll Flip Over This!

    
                                              

       How the Flipped Classroom Can Support Student Learning

(Originally created and presented by Rebecca Narron & Kate Kanach, HCPS ITRTs, at ISTE 2012)

 

Rebecca Narron Hawthorne ~ ITRT & Online Learning Developer, rnarron@hcps.us

 

                 

Participants will learn how to utilize home-based eLearning in order to create opportunities for meaningful 21st century classroom engagement. Time will be provided for participants to generate a plan for implementing this concept with their students.

  
http://youwillflip.pbworks.com

 

 

 

 

The Flipped Classroom Concept & How It Can Support Student Learning
 

 

 
 

 

 

 



Secondary Examples

 

Language Arts

 

Homework:

  • Read this site and diagram the answers to the two sentences at the bottom of the webpage.
  • Take notes on one of the following:

     PowerPoint

     Screencast 1

     Screencast 2

     Screencast 3 

     Basics of Sentence Diagramming Part 1 or 2 

 

Classwork:

  • Students take part in a Jigsaw activity. In this activity, students check the notes they took on the homework in their specialist groups.  Then they return to their original groups and tutor each other. 
  • In a Baton Relay, students diagram sentences in Part 1 #1-12 of the class activity. Next, they diagram sentences in Part 2B #1-8.
  • In a Sage and Scribe, students diagram sentences in Part 1 #13-32, 36-38, and 50 of the class activity. Next, they complete Part 2A #1-2 of the class activity. Finally, they complete Part 2B #9-13 and Part 2C #1. 
  • Next, students are given a sentence on a sheet of paper. Students are expected to write a sentence on a blank sheet of paper, diagram the sentence on the paper, and post it on the wall.  Students peer-evaluate each other's diagrams in a Gallery Walk.

 

Artifacts: 


 

Explanation of Jigsaw, Baton Relay, Sage and Scribe, and Gallery Walk

 

 

 

Science

 

Homework:

 

Classwork:

  • In groups of two or three, students will read an article titled, "Cycles in Nature – Ecological Succession.”
  • Individually, the students will create a storyboard that shows how primary succession happens. Each student will get a catastrophic event which will destroy their ecosystem and they will have to go into secondary succession or back to primary succession depending on the disaster.  

 

Artifacts: 

 

 

Math

 

Homework:

  • Watch Act 1 of Mr. Meyer's water tank video 
  • Think about what you would need to do to figure out how much time it would take to fill up the tank 

 

Classwork:

  • Assign students to groups to answer the questions in Act 3 of the video

 

Artifacts: 

http://mrmeyer.com/threeacts/watertank/

http://blog.mrmeyer.com/?p=5990

 

 

Social Studies
 

Homework:

 

Classwork:

  • Put students in groups of 4 assigned to different historical figures: Martin Luther, Pope Leo X, Frederick the Wise, Charles V, Henry VIII, Johannes Gutenberg
  • Have them work together to create "Facebook profiles" (using PowerPoint template or Edmodo) and at least one post relevant to what they learned in the video
  • Groups can then comment on the posts of the other groups' historical figures

 

 

World Languages

 

Homework:

          K-W-L 1.doc  

 

Classwork:

  • Put students in groups of 3. 
  • Have them work together to create a "Facebook profile" (using PowerPoint template or Edmodo) of Johannes Gutenberg. Students must speak their target language in their groups while completing the project in their target language as well. 
  • Groups can post what they learned from the video/lesson and then comment on the posts from the other groups.
  • Closure activity: Who would you say is Gutenberg today? Why? (Must be spoken in target language) 

 

Artifacts: 

Rubric created and shared by Adam Long for Effectively Assessing Spanish I:

 

 


Elementary Examples:
 

Language Arts 

Homework:

  • Read up to chapter 15 of "Tuck Everlasting" novel
  • Read notes/Prezi/PowerPoint on "Making Predictions in Reading" on Edmodo
  • Answer question on Edmodo:  "Based on what you have read so far, do you predict that Winnie will drink from the well? Why/why not?"

Classwork:

  • In your groups based on predictions, work collaboratively with your group members to paint (with watercolors or electronically with Pixie3) a portrait of your prediction of Winnie's actions

Artifacts: 

 

 

Science

Homework:

Classwork: 

Artifacts:

 

Math

Homework:

 

Classwork: 
  • Assign students to groups of 3-4 and have them solve some measuring situations together where conversion is necessary.  Give them the conversion chart and allow them to "puzzle through" the conversion process for each situation.  Situations can be real or "on paper".  
  • Have each group share the process they figured out and followed AND explain whether or not they thought it was accurate, efficient, and helpful for the measuring situation.
     

Artifacts:

 

 

Social Studies
Homework:
  • Have students complete the hot spot activity on geographical terms on Blackboard > Tech Ponds > 3rd > Social Studies > "Geographic Terms Activity".
  • They have unlimited attempts to take it until they score 100%. 
     

Classwork: 

  • Have students write creatively to demonstrate their understanding of the geographical terms and how they played a part in Ancient Greece and Rome
  • Independently or collaboratively, 1-2 paragraphs, can be a story about a person their age in ancient Greece or Rome 

 

Additional Information/Resources:

 

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