Flipped Classroom Learning Experience Day 1

I was blessed today to spend hours with seventeen teachers who want to get better!  Our motivation for getting better was the opportunity to learn about the flipped classroom.  I incorporated and modeled many tools that teachers can use as I thought modeling would be a great method for introducing and learning philosophies, methods of, and tools to produce exemplary flip classed environments.  Below are the complete presentations and resources that go with them that were used today!

History Of Flip Classroom

• Provided a great beginning to what a flip class started out as and where it is going.
• Introduced todaysmeet.com as a viable tool for communicating with students
• Slide six was an Evernote that was created with Clearly Chrome Extension app
• Slide eight provided a two minute video of the founders
• Slide nine provided four minutes of multiple examples of Flipped Class content

Addressing A Need In Your Classroom & Possible Solutions

• Incorporated iTunesU Flip 101 to introduce three types of a Flipped Classroom
• Traditional Flip
• In-class supplement
• Challenged Based Learning
• Introduced Flipgrid.com as a viable way to gather video assessment or reflection

Names Of People Who Are Using Flipped Education

• Thankful for so many people willing to share their knowledge and their questions
• #FlipClass twitter stream was introduced
• Flippedlearning.org learning community introduced
• Used Google Forms to acquire reflection on articles that participants found interesting
• Also used music during the reflection time...once three songs played, reflection time concluded

Tools Teachers Can't Live Without

• Created "Turn In Folder" for participants...participants were the students
• Google Drive became a clear cut favorite as a work flow solution
• Provided numerous free and paid canvas creating tools
• Provided numerous free and paid screen recording options
• Additional iPad app resources were introduced and demonstrated
• Video hosting tools were introduced and explained
• Participants used the "Turn In Folder"to provide reflection on resources
• Provided four (4) options for FREE Cloud storage of videos

Questions You Won't Ask In Person

• Utilized Google Forms for students to ask questions; questions and answers will start Day 2
• Homework
• Bring content from participant's class to start planning a lesson
• Participate in the #Flipclass chat on Monday night from 7-8 Central
• Reflect on the #Flipclass chat using Google Document & the "Turn It In Folder" 

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Google Forms Inserting An Image

Google Forms can be used for so many purposes in a teacher's classroom.

• Analyzing Algebra Data
• Acquiring Digital Creations From Students
• Directing Reteaching of Assessed Material
• Formal Assessment
• Enhance Learning During Video

Google Forms now allows for images to be included in the form.  This may be great for

• Pictures of lab equipment to identify parts
• Analyzing math problems that may or may not be correct
• Labeling/Analyzing parts of animals
• Writing prompts from fantastic pictures

View how to insert an image below or read about it

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United States History Movement Creations

At the beginning of the week, our United States History students began a week long learning opportunity.

• Learn about three specific movements in our United States History
• Create a digital document that would explain it using Smore, Thinglink, or MentorMob
• Evaluate peer creations
• Develop a Credo to explain a movement or belief that students were motivated to support

Some fantastic creations were turned in using a Google Form

Smore Example

Thinglink Example

Mentor Mob Example

I am thankful that Miss Wilcox and Mrs. McCumber chose to empower students to be creative, engaged students in the assessment process, and educated them on United States History movements.

*Mr. Krause would have completed the learning experience using the same methods, but with limited computer accessibility was unable to complete the project as stated above.  He did complete the learning experience, but using another approach.

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United States History Movements

The Process:


How Do I Create a Thinglink? via Vimeo


How Do I Create a Thinglink? via YouTube



How Do I Create a MentorMob?


How do I create a SMORE.com?



Assessment
Before students view other students' work, they will create a list of 4-5 items in which they will be assessed on. We are focusing on class discussions for four items.  The fifth item will be purely based on what the authors of the product would like to be assessed upon.

Submitting the Final Product
Students will supply their final product through a Google Form.

Final Personal Product
After viewing numerous creations on the three movements, students will create a CREDO

about one of the movements that they learned about or a movement they are passionate about.  This will provide a personal connection through which students will acknowledge their understanding of movements and there results.  The CREDO will be submitted using a Google Form!

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Google Forms Major (Positive) Update

Google forms became a whole lot easier to use today.  Not sure how to use Google Forms, see below

• Paper Form to Google Form
• Explain Everything & Google Form
• For Formal Assessment
• Google Form Directs Reteaching
• For Peer Editing
• For Math Assessment
• Reflection & Analyzing In Math
• Classroom Checkout

See the changes!

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CheckThis and Google Forms

Last week the social studies teachers began this project.  Today, students presented their digital posters.  The teacher used a Google form to acquire the group names, link to the CheckThis, and the collaboration Google document.

View the presentation and how the Google form was used.

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Google Apps For Education Overview For STP

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Paper Form To Google Form

Our guidance counselor sent me a PBIS (Behavior Management Referral) form that has been on paper in recent years.  She asked, "How can I change this to a Google form?"  Ask and you shall receive.  A short tutorial on how to make a paper form changed to a Google form.

Creating a Google Form is Here!
Episode 21 Paper Form To Google Form

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Technology Integration Help Form

Being a Technology Integration Specialist, will require me to manage many different projects at one time.  Teachers will have ideas and concepts of integrating technology, and it will be my job to provide resources and teaching of how to implement that tech tool.

To do this, I will use a "Technology Integration Help Form" in two ways.  

1. As I am walking through the halls of our schools or at a specific meeting, I will complete this form so that I can recall the specifics of the idea that the teacher has.  I will do this with my iPad.
2. I will provide this form for teachers through emails and on my professional blog and website for them to access at any time.  

When an idea hits, I want the teachers to have a "go to" place to record the idea.  

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Are They Clients?

My role in our district will be changing as of the 2012-2013 school year.  I will be a technology integration specialist.  I will be a resource for teachers and their ideas of using technology tools in the classroom.  I have been pondering whether I can call the teachers in our district that I will be working with "clients".

Clients?

Client(s): a person or group of people receiving the service or professional advice from a source DEFINE

Am I that?  I professional advice person, a service?  I think so.  My vision is for teachers in our district to provide their content and their idea for implementing technology as a tool to accomplish a task relating to the content.  I am the professional advice.   The person who can take their "big idea" and provide specifics.  Specific technology tools to accomplish their goal.  My whole focus will be to make the teacher's job of implementing technology as easy and painless as possible.

As @followmolly would say:  "I am not trying to change the content being taught.  I am trying to change the way the content is being taught."

Classroom teachers want to use technology but don't always know the best tool to use.  Since it is my passion to continue to "fill the tech toolbox" as @kmtitler likes to say, I will provide teachers details of technology tools that can be used.  I will co teach a lesson with them.  They deliver the content, I help instruct the details of the tech device.  Maybe I create a tutorial of the tech device for the teacher to view and they teach it.  Whatever the teacher (client) wants,  I will help in whatever way I can.

In order to do this, I have begun the process of developing a Google form that will allow any district staff to complete in order to receive help.  

See the questions to be used on the form!

Client?  Yes, client.  Me: professional person, helping teachers integrate and implement technology tools.

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Google Form To Collect Math Answers

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Episode 12 Google Forms To Collect Student Scores

Before this year, I would have students correct their own daily assignments in class.  I then had them come to my desk and show me their score while I plugged the score into the grade book.  The process of students coming to my desk took approximately five minutes of class time.  Multiply that by five days and 25 minutes a week was spent having students walk to my desk, waiting in line, and telling me their score.

WAIST OF TIME!

This year, I have students enter their score via a Google form on the iPad.  Whole process takes less than 1 minute which is five minutes per week.

Translation:  I gain 20 minutes of educational time each week via a Google form and an iPad.

See how it is done!

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Google Form And Images

I wish Google forms would allow embedding with images.  Since they don't and Safari now has tabbed browsing, I have modified it this way!

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Google Form For Providing Opinions

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Google Form For Math Assessment

I tried something slightly different yesterday.  I had the students complete a paper copy of their math quiz.  After their quiz was completed, I allowed them to access a Google form that presented the math quiz in digital format.  This format contained places to enter their answers.

I felt that with this group of students, having the iPad present while they completed the test was a distraction.  Having all the focus on the assessment followed by students entering their answers digitally allowed for more concentration.

The process still allowed me to gather data so that I can see through numerous data sheets the level of understanding and direction for reteaching.
 

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