If you have read yesterday’s article, I recently attended the Sydney iteration of FlipLearnCon. Heather Davis, as discussed in that article was presenting from the secondary education perspective and kindly consented for her presentation to be recorded and shared online. I have embedded below Heather’s presentation split into short sections. Please note that the first video contains a section which has deliberately been pixelated to protect the privacy of the students who are providing their feedback.

For the full list of articles in this series, please click here.
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Part One

• Entry into flipped learning
• Why I decided to flip
• Feedback from some of Heather’s students about flipped learning

As you may be aware from this article, I have picked up a temporary block for next term as a teacher-librarian, without a library, delivering a digital skills program. As  I have been working through the process of planning and programming for the term across each stage from Early Stage One up to Stage Three, it has occurred to me that I do not know that I will be able to achieve everything that I want to achieve with each stage group.

Much of what I want students to do, and what I have been asked to do with them requires computer access, and while there are two classes trialing a BYOD program, the rest of the school has no more than two or perhaps three computers in the class, plus an internet connected interactive whiteboard, or Promethean panel. There is a bank of school laptops which can be booked for use, but of course it would be highly unfair of me to book them for the whole term, and so I need to consider how I am going to go about having students, particularly in stages two and three, complete the problem based learning research task.

This, I believe, is where the flipped class will come into play. The specific skills and concepts that students need to learn, I can record videos to teach, and utilise in-flipping, where the video is watched together in the classroom as a whole class group, or the ‘traditional’ out-flipping where the students watch the video at home and bring their learning to the classroom. I may need to apply this to the research process itself though. Have students do all, or at the least the majority of their research at home, and do the synthesis and analysis, and prepare the presentation at school, in their lessons with me.

The other alternative, which will require a conversation with a variety of stakeholders, is to arrange for BYOD for my lessons. That is, allow students with access to devices to bring them in for use in my lessons. This frees up the school’s resources for those students that do no have access to portable devices, allowing them equal opportunity to complete the learning.

​I am still undecided as to which approach I will take, however the point at which I will need to implement that aspect of my program is later in the term, and so I can have that conversation over the holidays via e-mail with the school stakeholders, and then begin the dialogue with the parents early next term.

I would love to hear from any of you who have had to juggle the issues of access to resources in this manner, and how you negotiated the challenges in order to get the best outcome for your students.

After looking through the Masterclass options (as outlined in this article) I opted to enroll in the masterclass with Jon Bergmann, focusing on the Flipped Class. Primarily, I selected this class as the class I was in during my internship was trialing, at that point, 1:1 BYODD utilising iPads, and was ‘sort of’ using the flipped class, using what Jon Bergmann calls in-flipping where the instructional videos are watched by students in the classroom, rather than at home, and I found it to be highly effective, and wanted to learn more about how to implement it.
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If you are currently scratching your head, wondering what the flipped classroom and flipped learning is, then I recommend reading this article, or this article, or watching the below video, which together, do a good job of explaining what flipping is about. Much of what Jon talked about in terms of the why to flip, during the masterclass, is covered in either the above articles, or the below video. The one point which I don’t believe is made clear in the video or the articles is that flipped brings a visual element to the explicit teaching of our students, an idea which Ian Jukes made plain in his presentation, is something we as educators should be doing more of.

​A lot of the masterclass consisted of Jon walking us through various tools, pitfalls, and strategies for success when flipping, and there was a wide range of people, from myself as a K-6 casual teacher, to a high school mathematics teacher, to IT or e-learning people, all with different levels of experience, in different parts of Australia, in different educational structures (government, non-government, primary, secondary, tertiary). I will try to condense the nine pages of notes that I took down to a reasonable length, which I think will be quite manageable. Jon did also mention that he and Aaron Sams have released some books in the “How to flip….” series, starting with“Flipping Your English Class to Reach All Learners.”

First of all, three key resources that Jon listed were flippedclass.com, flippedlearning.org and flippedclassroom.org. While they do all sound the same, they serve very different purposes. From memory, flippedclass is the for core website for starting off on the discovery of how and why to flip, flippedlearning.org is a not-for-profit organisation and flippedclassroom.org is an online community of flippers.

The first thing Jon showed us was part of his toolbelt for the presentation, which was mirroring his laptop onto his iPad using an app called Doceri. This allowed him to move around the room while he talked, and still interact and manipulate the laptop, not only moving back and forth between the slides, but to change applications, make notes and do anything else that he would ordinarily need to be at the computer to do.

Jon was quick to point out that any subject area can be flipped, telling us the story about the PE teachers that he mentions in the above video, and reiterated that the key question you need to ask yourself is what is the best use of my face-to-face time?” The answer to this question conceptually be the same for all subject areas – more time to do stuff. What that stuff is, will of course differ from subject to subject.

Jon showed us a clip, which I have included below, which anyone who lived in the 1980s will know, and which I will not give any further introduction too, as an example of what teaching often feels like for our students, and said that it has to be better than this, or as Gary Stager put it, “those that know better, should do better.”

​Interactive whiteboards are simply glorified chalkboards and don’t actually change the pedagogy, resulting in classrooms that are still teacher-centric. He pointed out that everything we teach is already on the internet, in some form, and that we need to move towards more inquiry and discovery, a theme which I suspect Gary Stager would agree with.

Jon then spoke about some strategies for flipping particular subject areas. English, he said, you would only flip partially. You would still need to read the book, but the explicit instruction about particular themes, ideas, or plot lines could be done via flipping. He also pointed out that the writing conference could be flipped. He pointed out that teachers have to mark and provide feedback on writing anyway, so why not film it as its being done and providing higher quality feedback than you can write in just a few lines.
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Session two of the day was about the tools. Jon strongly recommends recording your own videos, as it lends the personal touch, and helps foster the relationship between you and your students, and also you and your students’ parents. It will also help with the claims that you are no longer teaching your students. There are four tools to master in flipping your classroom: video creation, video hosting, video interaction and learning management. The first two, I think, are fairly straight forward as to what they are. Video interaction is about setting the videos up to have interactions, such as formative questions during the video, whilst learning management is about the management of the process of tracking and recording and monitoring students’ learning progress. Jon quickly pointed out that there are a plethora of options when it comes to tools, and that the best tool is the one that you’ll use, and that tools need to be easy for all to use.

Jon spoke about his thirteen tips to making a good video.

1. Keep it short – no more than 1 to 1.5 minutes per grade level. E.g. Year five videos should be no longer than 5 to 7.5 minutes, whilst year twelve videos should be no longer than twelve to eighteen minutes.
2. Animate your voice – don’t be the economics teacher from Ferris Bueller’s Day Off.
3. Work with a partner. Utilising a colleague, or an inquisitive student in your videos models interaction, and provides a different voice for students to hear, and also allows for genuine questioning of concepts to facilitate elaboration or re-explanation in different language.
4. Add humour.
5. Audio matters – the key to a good video is a quiet room and a noise cancelling microphone.
6. Less text more images (I think Jon was channeling Ian Jukesagain).
7. Utilise annotations on screen where appropriate
8. Insert or splice in video clips where appropriate.
9. Picture in picture – if you are screencasting, have your face visible through picture in picture.
10. Use callouts and zooms.
11. Embed quizzing (this is the video interaction component I mentioned earlier).
12. Make sure that you are copyright compliant.

Jon went through some of the software options for each of the four tools that need to be mastered. Thankfully, he has included a very brief (a few dot-points) review on the flippedclass website. For the video creation tools, click here. For the video hosting tools, clickhere. For the video interaction tools, click here (It does need to be noted that there is one tool missing from the video interaction list, which Jon only discovered whilst at the FutureSchools expo, and that is myEd. I’m currently trialling it, under a thirty day free trial option, and am very much leaning towards purchasing myself a single-user license. Jon said he would explore it and include it in the list once he had done so). For the Learning Management tools, click here (myEd also fits into this category).

After discussing the different tools and their features, Jon challenged us all to select a tool that we had not used before, and to make a one-minute video including a subtle reference to a kangaroo and the opera house. I had not come to the masterclass with an iPad or a laptop, which in hindsight was rather silly of me, and so I paired off with a high school mathematics teacher from the Gold Coast who was experimenting with Screencast-o-matic.

The third session was a continuation of the discussion around tools, including showing us where to access the repository of (unscreened by Jon or Aaron), videos created by teachers around the world for flipping, which are organised by subject, with notes for the age/year level the videos were made for and who made them. This can be accessed here. We watched short sections of a few videos and as a group discussed what did and did not work for those videos, and what made them engaging (or not). He also showed us the collection of two other, separate teachers Jonathan Thomas-Palmer’s Flipped Physics (example below) and Mr Brown’s 3rd Grade Class website.

The question was asked about how to convince skeptics of the flipped movement, and Jon thoughtfully showed us how to access the bank of research that he and Aaron have collated onto the flippedlearning website, which includes case studies, white papers, and research done by both Jon and Aaron, as well as other educational researchers.

The conversation again turned to the pitfalls of flipping, and Jon reiterated the point that it’s not just creating the videos and sending the students home to watch them. We need to teach them how to interact and engage with them, which is different to just watching Spiderman or Star Wars. This is best done by doing it together, in the classroom – in-flipping, for the first period of time, the length of which will vary depending on your context (age of students, topic etc). It is largely about teaching them how and why to take notes and to organise those notes, and recommended the Cornell system for doing so. Taking the time to ensure that your students know how to engage with the video and not just watch it will provide dividends down the road, with improved effectiveness of the flipped structure and improved outcomes accordingly.

The final session of the day, was the what next? step. After we have been flipping for a few years, and have got Flipping 101 down pat, what comes next? Jon talked about their being different paths, and which one is taken will vary, again on the context. The choices are flipped mastery, peer instruction, the introduction of growth of project based learning, mastery with gamification, and genius hour. A lot of this discussion centered around the fact that flipping creates more time in the class, and it needs to be decided how to use this time.

Providing choice days for students (as opposed to activity days) where students are empowered to pursue any question, problem or interest that they choose provides agency, and can lead to higher levels of engagement when it is an activity day, as students are aware that they have time for for self-directed and self-chosen learning. It does of need to be done within a framework, where students are held accountable for their learning through having to provide evidence of learning, in some form. Providing time for students to be metacognitive about their learning also provides benefits, and can be done either by the student on their own, with a peer or as a student led student-teacher conference.

Coming to the end, Jon outlined the four biggest hurdles that need to be overcome to successfully implement the flipped classroom.

1. Flipping the thinking of colleagues/supervisors/administrators – which is essentially a process of evangelism.
2. The time factor – recording all the videos does take time (initially, once recorded, it’s saved).
3. The technology factor – deciding what to use, and learning how to maximise its use.
4. Training the students, their parents and the teachers on how and why flipping is beneficial.

I am incredibly glad that I opted to attend the masterclass. It was a day well spent, and I feel much more comfortable about flipping my class, when I get one. If you’ve ever thought about it, I encourage you to give it a go. Like any new ‘thing’ it will be scary and daunting and feel hard to start with, and you will most likely be ridiculed for it, but be brave. There is a whole network of people who will support you. #flipclass is an ongoing Twitter conversation, and the Flipped Learning Network contains a series of discussion forums to help you, encourage you and give you feedback.

As always, thank you for reading, and I would really like to hear from anyone who is flipping, or is thinking of flipping to hear how you are going with it, in the comments section.

In closing this series of articles reviewing my time at the FutureSchools expo and conference, I will leave you with a video, to encourage you to be a leader in your school, and a follower within the Flipped Class movement.