Wednesday, March 05, 2014
Flipping Your Science Classroom
General Flipped Classroom Resources
http://flippedlearning.org Flipped Learning Network
http://flippedclassroom.org Flipped Learning Network
http://flipped-learning.com Turning Learning –On Its Head
http://flippedlearningjournal.org Flipped Learning Journal
https://twitter.com/search?q=%23flipclass&src=typd Twitter Flipped Search
http://edtechcoaching.org Ed Tech Coaching
http://flippedoutlearning.weebly.com Flipped Out Learning
Shared Digital Resource Sites
http://ed.ted.com TED Ed
http://learnzillion.com Learn Zillion
http://www.kahnacademy.org Kahn Academy
http://www.brightstorm.com Bright Storm
http://www.teachingchannel.org Teaching Channel
http://www.youtube.com You Tube
http://teachertube.com Teacher Tube
http://www.periodicvideos.com Periodic Table of Elements
http://www.wevideo.com We Video
http://www.digitalvaults.org National Archives – Digital Vaults
http://gamestarmechanic.com Gamestar Mechanic
Blogs to Follow
Jonathan Bergmann http://jonbergmann.com
The Self Directed Learner http/scribelife.com/SDL/
Aaron Sams http://chemicalsams.blogspot.com
Ramsey Musallam http://www.cyclesoflearning.com
Greg Green http://www.flippedhighschool.com
Brian Bennet http://www.brianbennett.org
Crystal Kirsh http://flippingwithkirsh.blogspot.com
Graham Johnson http://flippingmath.wordpress.com
Corbitt Simons http://edfive.org
Timonious Downing http://techsanityedu.blogspot.com
Matinga Ragitz http://matinga.com
http://phet.colorado.edu PhET Science Simulations
http://www.bozemanscience.com Bozeman Science
http://www.youtube.com/user/crashcourse Crash Course
http://scifun.chem.wisc.edu Science Is Fun
http://www.stevespanglerscience.com Steve Spangler Science
http://undsci.berkeley.edu Understanding Science http://serc.carleton.edu/eet/index.html Earth Exploration Toolkit
http://www.periodicvideos.com Periodic Table of Elements
http://richannel.org/videos Videos: Ri Channel
http://www.livescience.com Science Live
http://interactivesites.weebly.com/science.html Interactive Sites for Education
http://topdocumentaryfilms.com/category/science-technology Science Documentaries
http://www.lawrencehallofscience.org/kidsite/ 24/7 Science
http://www.knowitall.org/nasa/simulations/index.html NASA Simulations
Monday, March 03, 2014
White Boards provide an opportunity for students to engage in collaborative learning, clear communication and to reinforce their learning by teaching each other.
The white boards are large enough for two students to work simultaneously on a problem.
Teachers can easily view the work and use the process as formative assessment.
Students can share their work in small groups or display to the entire class.
Sunday, March 02, 2014
The site offers access to video tutorials for Biology, Chemistry, Organic Chemistry, Physics and Calculus. Each subject is organized into a separate page with the topics for each subject organized by into sections, each section provides a series of videos from educators who have been invited to share their material.
The Socratic site is clean and easy to navigate. All of the videos that I have viewed have been extremely helpful and well made. The lead educator is Tyler DeWitt. Who does an outstanding job of presenting material in a clear and a concise manner. He breaks the material down in such a way that it is logical and easy to understand. Some of you may have seen his TED Talk - Hey Science Teachers --- Make It Fun.
Currently for Chemistry, Socratic provides the opportunity for students to post questions for the Socratic team of educators to provide explanations or solutions.
I have incorporated videos from the site as support and reinforcement for my owned flipped lessons.
Here are some links to examples of the Socratic site.
Saturday, March 01, 2014
10 Reasons to Flip Your Classroom
Flip to reach students anywhere, any way, any time and at any pace.
Find them where they are.
Most students spend a great deal of their time attached to a device linked to the internet. They connect with each other, they connect outside their own circles, find resources, exchange information and learn. Why not take advantage of this? The educator can use this same technology to connect students to the content necessary to learn for the classroom.
Flip to aid over scheduled and/or chronically absent students.
Students have access to the digital resources on their time. No matter what their schedule looks like. Students can get ahead, catch-up, keep-up, follow-up and review, when the academic environment provides access at any place and any time.
Flip to improve your students' learning skills.
When you give students the opportunity to learn on their terms and hold them accountable, students will adjust accordingly. This type of learning demands that study skills, organizational skills and time management skills be addressed as students balance their daily schedules with the expectations of the learning environment of your classroom.
Flip to provide alternative access for all ability levels.
The educator can provide a variety of choices in the digital content resources. This allows for differentiation within each classroom in the delivery of content and the activities for assessment and accountability in the classroom environment.
Flip to allow students to pause, rewind, and fast-forward their teacher.
Students can view the digital resources at their own pace, as often as they need to and whenever they need to. Through the digital portal they can check for their own understanding, take notes, repeat sections, and review at a later date.
Flip to increase student-teacher interaction.
It may seem that digital content resources would make the teaching-learning dynamic less personal, but in reality the classroom activity provides additional time to provide one-on-one and small group assistance which actually increases the student-teacher interaction.
Flip to improve classroom management.
In an environment where students understand the value of learning and see the application of the content in action there are less students who find methods to be a distraction to the learning process and therefore there is less need to address discipline issues.
Flip to educate parents and other stakeholders.
Administrators, advisors, counselors, tutors, and most of all parents can have access to your digital content resources and can become facilitators and guides to assist the student in the pursuit of learning and knowledge.
Flip to make your class more transparent.
District administrators, school administrators, advisors, counselors, tutors, and most of all parents can have access to your digital content resources and can see what your teaching and what students should be learning.
The online portals offer access to the world, bringing experts into your learning environment at zero cost.
Flip to teach when you are absent.
Do you hate to be absent because it takes more work to create lessons that are educational and do not waste the student’s time? Is it difficult to create lessons that any substitute can oversee? Do you avoid professional development opportunities because it takes too much energy to get students back on track? Flipping your class can eliminate most of these issues as the content has already been delivered and students are comfortable working on their own or in peer group learning modules. You can even post the instruction in the digital learning resource to make students aware of the expectations for their learning.
Sunday, February 16, 2014
Planning the Video Lessons
Key points to address while planning and organizing of your videos.
Introduction - Introduce the puropose of the video. Identify the concept and create a connection to previous knowledge if necessary.
Objectives - Identify 1 or 2 objectives or standards that will be addressed in the video. Whenever possible list Common Core or State Standards or Next Generation Science Standards met by the concepts in the video.
Overview - Provide a brief explanation of the concept that will be modeled in the lesson. Include new vocabulary, skills necessary and other related materials.
Examples - Model concept providing as many examples as possible. Keep in mind lesson link. If necessary make more than one video to provide additional examples and solutions.
Self Assess – Provide opportunities troughout the lesson for students to check their understanding. Encourage students to pause the lesson in order to answer questions, think about the concept or complete a sample problem.
Going Further – Provide opportunities for students to continue to explore the concept through additional sample problems, further research, articles, websites or additional videos to add to the knowledge base. Add higher order questions to help students synthesize the content into a knowledge base that can transition back to the classroom.
Closure – Bring the lesson to a close by revisiting the objectives or standards that were demonstrated in the video lesson. There is no need to summarize or repeat the key concepts as this will only increase video time. Students always have the option to re-watch any part of the video as many times as may be necessary.
The more organized and prepared you are, the less re-takes and editing you will have to do later.
The editing process can deplete your energy and waste
your valuable time.