Differentiation Through Technology: The Example of the Flipped Classroom
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The document discusses the concept of the flipped classroom as a transformative educational approach that utilizes technology to enhance teaching and learning. It emphasizes the importance of differentiating instruction to meet diverse learner needs while advocating for in-class activities that promote deeper understanding rather than merely delivering content. Key benefits include improved student-teacher relationships and mastery learning, while also addressing challenges such as the need for clear learning objectives and effective assessment strategies.
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Differentiation Through Technology: The Example of the Flipped Classroom
- 1. Differentiation Through Technology: The example of the Flipped Classroom Tracey Tokuhama-Espinosa, Ph.D. info@conexiones.com.ec
- 2. Big questions: 1. What is the purpose of education? • To socialize? • To emancipate? • Both? 2. Is it my obligation to differentiate to meet the needs of all learners in my class? Is it even possible? 3. Is it better to teach “wide” or “deep”? (WHY?) 4. Should we be teaching… • …“content” or “to the test”? • …thinking skills? • …LLLL: Life-long lovers of learning (aprender a aprender)? • …ALL? (HOW?)
- 3. Your job description just changed… • Ian Jukes: “Do we need teachers if we have Google?” • Sugata Mitra: • “Groups of students can learn basic education on their own.” • Ex.: Can Tamil-speaking 12-years-olds in South India teach themselves biotechnology in English? (To show we need teachers for certain things). Two- months (basics; 30%), two more months (50%) • Ex: Groups of 6-12 year-olds can self-instruct, irrespective of language, socio-economic status, gender…Entire primary curriculum in 6-9 months. • Self-organized learning environments better than kids on their own (regular homework structure).
- 4. • “A teacher that can be replaced by a machine, should be.” “Where there is interest, there is [self] education.”
- 5. Competencies • If teachers only teach “knowledge” without going deeper, there is no need for the teacher. Knowledge Skills Attitudes “Superficial”; easily Googled “Why I Flipped My Classroom” Where teachers are most needed
- 6. Choices • What should be flipped? • NOT everything! • What is the best use of the face-to- face time? • There is value and importance to direct, explicit instruction: But where is its place? • Hands-on activities? • Inquiry or problem-based focus? • Practice? • Pedagogy first, Technology second • Technology should support educational goals, not visa versa.
- 7. Choices • Use Bloom as a guide: • Video, Internet (Web 2.0 applications) instruction is best used at the “bottom” of Bloom • But start at the top! Get students interested in the “big ideas” and use videos to help them fill in their gaps. Anderson, L. W. & Krathwohl, D. R. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives. New York, NY: Longman.
- 8. “Flipping” instruction Based on… • Jonathan Bergman and Aaron Sams • Flip Your Classroom: Reach every student in every class every day (2011) • “Flipped Classroom 101” • “Flipped Classroom Mastery” (http://connectedlearningexchange.cisco.com/video/managing-a-flipped-classroom) “The Flipped Classroom”
- 9. What is the Flipped Classroom? The Flipped Classroom is… • A means to an end, not an end in itself. Teachers still need to plan and set objectives. • Can be done for a single lesson, not the entire unit or semester. • A tool in your toolbox, not a religion. • Not just a fad…a paradigm shift imperative based on evidence.
- 10. Ask one question… • What’s the best use of face-to-face time? • Lecturing? • Helping one, two or small groups of kids? • Reviewing? • OR • Experimenting, using, applying, hypothesizing… • Examples: Use videos to go over the answer sets to questions. Core concepts which might need repetition or which different kids will need different things. http://virginiaservice.virginia.gov/2016/06/new-national-stem-efforts/excited-girls-using-chemistry-set-together-in-elementary-science-classroom/; https://www.theatlantic.com/national/archive/2011/11/designing-a-classroom-game-that-can-get-kids-excited-about-history/248614/; https://www.varsitytutors.com/blog/3+ways+to+get+elementary+students+excited+about+math
- 11. Resources… • Ex.: Khan Academy • PE: Teach all the rules and the theory via video and then MOVE in class. • GapMinder: http://www.gapminder.org/ • Higher Education for Free: http://www.udacity.com/ • Open Culture: http://www.openculture.com/freeonlinecourses
- 12. What teachers like about the Flipped Classroom… • “The Flipped Classroom as a Vehicle to the Future”
- 13. Student-Teacher Relationships • Enhances and humanizes the relationships in class. • Easier to know what each kid needs.
- 14. What kids like about the flipped classroom: • Time to formulate good questions and ask them (via email, podcast, blogs, or in class). • Opportunities to do “the hard stuff” with the teacher at your side. Guarantees individual needs are met. • Time to pause, repeat, take notes • Can work faster or slower, depending on your personal needs • “Don’t have to wait for the rest of the class” • “Don’t have to try and keep up” • “Don’t have to listen to the teacher drone on” • “Cover more in less time”
- 15. What kids like about the flipped classroom: • Mastery learning: • “Gives students the chance to teach themselves and be more independent” • “You really know it, because it’s at your own pace” • Learn how to learn and why the units are designed as they are (they build off one another) • You don’t “move on” until you are ready. • Helps kids with ADHD, Autism, and other obstacles because they can re-watch and identify their own learning struggles.
- 16. If you want to learn more about the Flipped Classroom… (Questions for the workshop…) • Does this rely on videos? • No. Heavily reliant on videos, but can also use audio, readings from texts, etc. The concept is still the same. • Does the video have to be the homework? • No, videos can be watched at school. Re-schedule school time (allow them in early or later). • Helps asynchronous learning – everyone can be at different stages. • Repetition (pausing, rewind, double-time) • Do I have to make the videos? No, but… • How do I get started?
- 17. Conclusions 1. What is the purpose of education? • To socialize? • To emancipate? • Both? 2. Is it my obligation to differentiate to meet the needs of all learners in my class? Is it even possible? Yes, and yes! 3. Is it better to teach “wide” or “deep”? (WHY?) Deep! 4. Should we be teaching… • …“content” or “to the test”? • …thinking skills? • …LLLL: Life-long lovers of learning (aprender a aprender)? • …ALL? (HOW?) Tools like the Flipped Classroom
- 18. Thank you! • Tracey Tokuhama-Espinosa, Ph.D
- 19. Contact information: Tracey Tokuhama-Espinosa, Ph.D. info@conexiones.com.ec tracey.tokuhama@gmail.com www.thelearningsciences.com
- 20. References: • Flipped Learning Network: http://flippedlearning.org/openhouse • The Khan Academy: http://www.khanacademy.org/ • The Massachusetts Innovation & Technology Exchange (MITX) is a non-profit trade association for the digital marketing and Internet business industry: http://mitx.org/ • Harvard Coursea: https://www.coursera.org/
- 21. Videos on the Flipped Classroom • http://flippedlearning1.wordpress.com/archived-webinars/ • Think You Can't Flip Your Humanities Classroom?Think Again! • The Basics of Flipped Learning http://connectedlearningexchange.cisco.com/video/flipped- classroom-101 and • Flipped-Mastery Learning http://connectedlearningexchange.cisco.com/video/managing-a- flipped-classroom • What Works in a Flipped Classroom http://www.iste.org/store/product?ID=2285 • Ed Reach: http://edreach.us/flippedlearning/
- 22. https://www.khanacademy.org/intl/e s/ • “Khan Academy es una organización con una misión. Somos una organización sin fines de lucro con el objetivo de cambiar la educación para mejorar proporcionando una educación libre y de clase mundial para cualquier persona en cualquier lugar del mundo.”
- 23. How the Flipped Classroom can change the way we teach and how students learn Tracey Tokuhama-Espinosa, Ph.D. Instituto de Enseñanza y Aprendizaje, de la Universidad San Francisco de Quito 6 enero 2013
- 24. Ask one question… • What’s the best use of face-to-face time? • Lecturing? • Experimenting? • Reviewing?
- 25. Traditional vs. Mastery vs. ? • Balance of video to face-to-face does not have to be 50- 50% • Use of appropriate technology • Videos (made with others around the world) • PPTXs • (Do not have to be high production or professional videos)
- 26. Autonomous learners • Student-centered • No more “sage on stage” • Student choices • Student application (not theorizing)
- 27. Suitable video uses • Stop doing large-group lectures: use videos • (Does not mean no direct instruction) • Stop defining terms: use videos • Direct instruction of concepts
- 28. Videos • Home made • Webcam • Interactive whiteboard • Capture screen from computers • Images with topics • Online video repositories: • From Khan Academy • MOOCs (Massive Open Online Courses) • Following Stanford University’s wild success offering open online courses in which over 100,000 students registered for each, other universities began offering their clases as well through Coursera: University of Pennsylvania, Princeton, University, Stanford university, the University of Michigan. • This was followed by MIT’s own launch of MITx, and • Harvard followed with edX, joined by UC Berkeley, the University f Texas system, Wellesley College and Georgetwn University. • The first MOOCs for high school were started in 2012, and the first Spanish MOOCs began in 2012 as well.
- 29. Sufficient access • Is there Internet access? • Flash drive for computers • Burn on DVD, put on TV • iPods • Telephones • After- or before-school time
- 30. Choices • Use Bloom as a guide: • Videos are best used at the “bottom” of Bloom • But start at the top! Get students interested in the “big ideas” and use videos to help them fill in their gaps.
- 31. Choices • Use Bloom as a guide: • Videos are best used at the “bottom” of Bloom • But start at the top! Get students interested in the “big ideas” and use videos to help them fill in their gaps.
- 32. Who should make the videos? • YouTube • Khan Academy • MOOCs OR: • Make your own because your students know you! • Intro by the actual teacher and then support with already- made videos. • Q&A set up: Ask the basic questions • Straightforward lectures, ok, but not the most pedagogical.
- 33. Format of videos • Q&A: Interview • Lecture, content driven • Followed by classroom context that applies the concepts in a simulation. • Put videos at beginning, middle or end of instructional unit? • Middle…why?
- 34. Students working at their own pace • Universal Design for Learning • Inquiry-based learning • Problem-based learning • Mastery learning (take timing out of the equation; multiple assessments) • Of units (standards-based?) • At own pace
- 35. Typical class: Flexible learning environment Centers: • Some doing computer-based assessments • Alternative assessments • Oral • Some watching videos • Some doing experiments • Some group discussion • Smart Boards for small groups
- 36. Typical class: Flexible learning environment Centers: • Some doing computer-based assessments • Alternative assessments • Oral • Some watching videos • Some doing experiments • Some group discussion • Smart Boards for small groups
- 37. Key elements in quality flipped classrooms: 1. Quality instructional videos • Keep it short: 5-15 mins. (one objective per video); 100 per course • Animate your voice • Work with a partner • Add humor • Don’t waste your students’ time • Annotations • Video clips (suggested: Camtasia; Sifa; iPad Apps) • PIP (Picture in Picture) • Callouts/Zooms • Copyright friendly 2. Engaging activities (in class and at home) 3. Robust assessment • Alternative forms • Differentiated • Objective-based • (Universal Design for Learning)
- 38. Universal Design for Learning • Most people…. • But some need… • So we should design for ALL • People who can’t use stairs need ramps, • But everyone can go up a ramp • Offer a menu of things that kids can do to get to the objective: • Videos, Texts, etc. • Give kids multiple ways of displaying knowledge of the learning objectives • Tests, Videos, Essays, Drama, Write songs
- 39. Benefits and drawbacks BENEFITS • The grades are in the students’ hands • Students have to ask good questions • Options for students (learning resources, not obligatory) • Students help students (unconventional learners) • Less paperwork to grade • Oral tests (continually embedded assessment) DRAWBACKS • Community element needs to be more conscientiously designed • Small group work (in class and out) • Must have clear learning objectives (pre-planning a must) • Be conduct continual embedded assessment (clear rubrics)
- 40. Grading • Clear learning objectives (understand; be able to do) • Shared rubrics at beginning of unit • Support materials • Required activities (differentiate on the fly)
- 41. 3-2-1 • 3: Tres cosas que no sabía antes • 2: Dos cosas que vas a seguir investigando • 1: Una cosa que vas a cambiar en tu vida personal o profesional basado en la información presentada hoy 28 June 2020 Tokuhama-Espinosa 41 http://crystalclearfinances.com/radio/3-2-1/
- 42. Contact information: Tracey Tokuhama-Espinosa, Ph.D. http://conexiones.com.ec info@conexiones.com.ec tracey.tokuhama@gmail.com