THE FLIPPED CLASSROOM

Created by Knewton and Column Five Media

Why I have "FLIPPED over FLIPPING"

“Learning, regardless of how it is defined, is ultimately the responsibility of the learner, not the teacher.” 

-Bob Kizlik

STUDENT VOICE - "THE FLIPPED MODEL"

If learning is their responsibility, should students not have a voice?

At the end of the first semester, I provided students an opportunity to add their voice to the planning of the second semester by conducting a Survey Monkey online.  Students were asked to evaluate and respond to various aspects of the course including labs, technology, projects and schedule pace. Most important though I wanted to know how the "flipped model" was perceived by the  students as a means to their learning.  

Out of 50 students in my two Chemistry classes, I received 45 responses over the holiday break. While I could summarize the outcomes, I will simply let the students voice stand:

• The flipped model helped me greatly since I was able to learn the topics in chemistry at my own pace and time since I myself have other honor classes that have a lot of information to learn and take up a majority of my schedule. I have been able to manage my classes better with the flipped model and I have developed a greater appreciation for the subject of chemistry because I can actually have fun in learning with the flipped model and I have gained an insight into the benefits of todays modern technology.

• The video lectures were extremely helpful because they were concise and to the point in a way that the textbook is not. The activities we did in class really helped reinforce what we learned in the lectures because we had to apply the concepts in class. 

• It's probably one of the greatest learning tools that is so easy to make, yet no other teacher seems to utilize it, but apart from that being able to learn in the comfort of your own home and at your own pace certainly helped in my learning process. 

• The flipped model helped me learn more about chemistry because there were more hands on experiments and activities during class. The videos could be replayed over and over if you have missed something or did not understand something. 

• I already knew what we were going to cover in class and I felt prepared. 

• I really liked the flipped classroom. I went home and learned it, and took the short quizzes to see if i understood everything, and in class, we didn't have to waste time learning anything, we could just go straight into the labs, and make more of our class time. 

• It helped quite a lot, but in the long run did not make a significant difference on how well I understood the material. There were certainly moments where I needed to check the videos online, and I'm of course very appreciative of the amount of time spent doing activities during class. 

• It helped so much because I could learn on my own time and use the class time to my advantage. Also if I don't understand something I could always go back and re-learn. I wish all the teachers could have a curriculum similar to Mr. Miller's. 

• It worked very well for me, allowing more class time for active practice of the topic and a free schedule at home to do the content. 

• Whenever I did not understand a topic, I could always replay the video. If I really didn't understand, I still had the opportunity to ask Mr. Miller about the subject in class. 

• It was my most favorite class because of the flipped learning style. It was very relaxed and I got to enjoy the class while applying the things I had learned from it.

All is not perfect with the "Flipped Model" .  There are things I still need to address, but even students with concerns voiced satisfaction with the process.

• It was helpful, but when I had questions in class, the lab took up the whole class, meaning I rarely had a chance to ask questions. 

• It worked for me, but I didn’t like that I had to go home and watch videos about the lessons because if we have questions, we can’t ask you at that moment.

Student response was overwhelming in the support of this model of learning.  The "Flipped Model" provided more time in class for me to do the types of labs and activities I never seemed to have time for.  The process resoundingly provided better use of time for my students.  But most importantly the student voice tells me that they appreciate the process for the "LEARNING". 

I have "Flipped over Flipping".

FLIPPING SCIENCE WORKSHOP - BER

Flipping Your Science Classroom

This seminar was organized, thought provoking and practical! Brian is an engaging teacher and I'm taking away more than just ideas about flipping my instruction!"

Nichole Benson

High School  Instructional Coach

Practical Strategies and the Best New Tools to Successfully “Flip” your Science Instruction. (Grades 6-12)

Omaha - February 9th   http://www.ber.org/seminars/CourseInfo.cfm?seid=CFM5W1-OMA

Saint Louis - February 10th   http://www.ber.org/seminars/CourseInfo.cfm?seid=CFM5W1-STL

Pasadena - February 11th   http://www.ber.org/seminars/CourseInfo.cfm?seid=CFM5W1-PSD

Anaheim - February 12th http://www.ber.org/seminars/CourseInfo.cfm?seid=CFM5W1-ANA

Seminar Presented by BRIAN MILLER

Outstanding Science Educator and National Presenter

Specifically Designed for Educators Who Teach Science in Grades 6-12:

Classroom Teachers, Special Education Staff, Title I Staff, Science Specialist and Coaches, Technology Specialists and Administrators.

·      Learn the key components to successfully flip you’re your classroom instruction for science in grades (6-12).

·      Step-by-step ideas for creating flipped science lessons that fully engage your students and enhance their learning.

·      Powerful websites, apps and educational innovations that shaping the future of effective science instruction and reaching all students.

·      Strategies, tips and timesaving tools to meet the needs of all of your students in science by using the best technology tools to flip your science instruction.

·      Innovative, engaging, accessible apps and outstanding tech tools – including virtual manipulatives – to create engaging, differentiated science lessons.

·      Receive an extensive resource handbook filled with dozens of resources, strategies and ready-to-use tips to begin flipping your science instruction.

"You can tell Brian is a teacher, and not just a presenter. 

He gave us ownership of this seminar in the same way he 

encouraged us to give our students ownership of their learning!"

Kathy Buck

8th Grade Science Teacher

TEN KEY BENEFITS OF ATTENDING

Discover the Key Components for Flipping Your Science Classroom.

Learn from an experienced and enthusiastic secondary science educator and national presenter about the essential components for creating a flipped learning environment for science in grades 6-12…Practical tips to get you started in implementing this powerful approach to teaching.

Make Your Class Time More Student Centered.

By having students access science lessons outside of class, you will free up valuable class time for laboratory work, experimental demonstrations, hands on collaboration, small group work, and opportunities for students to practice and master key science skills and processes…See how to do this in ways that will enhance student learning.

Tap into Highly Effective Apps and Free Tools to Bring New Life to Your Science Lessons.

Learn step-by-step strategies for using apps, free software programs and outstanding tools – including virtual manipulatives – to create short videos that introduce         students to new concepts and skills..See  how to create multimedia presentations that keep students engaged and allow them multiple opportunities to view your introductory lessons.

Maximize Every Student’s Science Learning.

Enhance your science program by flipping your classroom for any science discipline…Discover dozens of highly motivating activities designed to engage all types of learners both within and outside the classroom.

Meet Your Students on Their Terms and Through Their Media.

Students today are highly skilled in using technology and they learn best by using the tools they love to use…Discover cutting-edge technology techniques to get students fully involved in learning science.

Increase Student-to-Teacher Interaction Time.

Learn how flipping for science increases student-to-teacher interaction, which leads to greater student achievement…Practical ideas to focus on students’ specific needs and to make learning math more enjoyable and more successful.

 See the Results from Using Today’s Best Technology Resources.

Engage your students in motivating “just right” activities that will positively influence their performance on high-stakes testing, including those associated with the Next Generation Science Standards…Take advantage of the power of flipping your classroom to help your students succeed.

Use Apps and Online Resources for Formative Assessment


See multiple ways to use today’s best apps and web-based resources to quickly and efficiently gauge your students’ progress in science... Timesaving tools you can use immediately to assess students’ learning and best address their needs

Create Differentiated Activities Based on Students’ Needs


See how to use the flipped classroom model to work with your struggling students as well as to provide opportunities for advanced students to achieve more in-depth levels of understanding ... Proven strategies that students love and effective techniques that will significantly decrease their stress or boredom in learning math.

Receive an Extensive Resource Handbook Focused on Flipping 
Your Science Classroom 


Each participant will receive a comprehensive resource handbook filled with practical ideas, apps, websites, and valuable strategies for creating, finding and managing flipped lessons for math in grades 6-12 ... Dozens of practical ideas, information and resources to help you get started immediately!

"I have been teaching for non years and I can honestly say this was the most helpful and useful seminar I have attended! Brian enlightened and inspired me to try flipping my instruction!"

Matt PereKupka

Chemistry Teacher