What is FLIPPED LEARNING?

The idea of a flipped classroom is to flip how we teachers teach in a traditional classroom.  You and I grew up in a "sit and get" approach where our teacher "performed" for us.  We listened to the lecture (or most of us), took notes, asked questions, and began working on our activity.  In a flipped classroom approach, the direct instruction is taken place at home where students will view teacher-created instructional videos as homework, and homework is now taken place at school where students apply his or her learning and ask questions.  Research shows that there’s not enough time for differentiated instruction.  Ninety percent of class time is delivering concepts and review from the teacher, and 10% is application. With a flipped classroom, the percentages flip.


How Does it Work at Home?
Students will view prerecorded, direct instruction from Mrs. Kenley at home using my GoogleDocs links or at www.sophia.com 2-3 times a week.  My students will check my classroom calendar on my teacher webpage with AISD for upcoming videos and lessons.

While students are at home, they may pause, rewind, watch instructional videos over and over, and post questions for other students and me to view.

Students will practice sample problems online called Secret Questions, take notes, and come prepared with questions and discussions for class. 


How Does it Work in my ELAR Class?
There’s differentiated instruction (meaning, I will creatively group my students based on ability or by learning levels/styles).  See video of my classroom arrangement. 

Once my students enter my classroom at the beginning of the week, they will pick up their SAP (Student Action Plan-see Resources Page).  They will also pick up all activities that will associate with their weekly SAP sheet. 

My students are to create one HOT (Higher Order Thinking) question for class discussion.  Each team will discuss their question among each other as I walk around and monitor each group.  We will then open up the discussion to everyone to see what others have learned on the video the night before.

During class, I will serve as a facilitator and my students will begin the application process working with one another, collaborating, creating, pusblishing, asking each other questions (or myself)...basically just learning from one another.  I have set high expectations about cheating and how each student would not benefit from giving the answers to each other.  This would not help them when quizzes and tests are administered.

This process is self-paced, can be remediated, can be used to review former topics, and students can work ahead if they mastered a concept and are ready to move forward.


Other things that are happening:
Higher order discussions are led by the students where outside content is brought in and expanded.

ELAR content is related to real-world events.

My class is an environment where students take ACTION AND RESPONSIBILITY for their own learning.

My students ask exploratory questions and have the freedom to share their own insight with others.

My students are actively engaged in problem solving and critical thinking skills.

My students are moving from passive listeners to active learners.

My students who are absent or involved in extra-curricular activities don't get left behind.

My class is a place where all students can get a personalized education.


And There's More!

According to research, forty hours of video lessons will save 200 hours in one year of in-class lecturing time. Every hour of lecture in the classroom can be condensed to a 6 -15 min. lecture without having to manage classroom disruptions or behaviors.

This creates:

·    Efficiency of teaching and student learning

·    True accountability

·    Meeting the needs of diverse students (socio-economic,

      ELL learners, learning disabilities etc.)

·    Enhancing technology skills

·    Filling learning gaps