Flip Your Classroom by Jonathan Bergmann

Author:Jonathan Bergmann [Bergmann, Jonathan]
Language: eng
Format: epub
ISBN: 978-1-56484-468-2
Publisher: International Society for Technology in Education (ISTE)
Published: 2012-08-14T16:00:00+00:00

Components of a Flipped-Mastery Classroom

Flipped mastery sounds tiring, and you might be thinking it is too much work. Let us break this down and identify the key components necessary to make flipped mastery work. There are five main components of a flipped-mastery classroom that must be in place before you start.

Establish clear learning objectives. Objectives are the desired outcomes of learning for each student. Use your state standards, national frameworks, and your best professional judgment to determine what you want your students to know and be able to do.

Determine which of these objectives are best achieved through inquiry, and which are best learned through direct instruction. Create a video for those objectives that will benefit from direct instruction. You need to have either produced your own videos, or found videos that will teach the content you want in the way you want it taught. Remember, as time goes on, more and more teachers are implementing some sort of a flipped model. Many of these teachers are making their videos available on the Internet, so you may or may not need to produce your own videos. If producing the videos seems too daunting, find someone else’s.

Assure student access to videos. When you have either made or chosen other videos, you now need to make sure your students have access to them. There are a variety of ways this can be done, such as posting videos online, keeping files on school servers, and burning files to DVD. There is no easy answer to the access question, and based on our work with many schools, it seems the answer is different for each location. You will need to work with your IT department and see what will work best in your situation. We talk more about these issues in Chapter 7, which covers the nuts and bolts of the flipped-mastery model.

Incorporate engaging learning activities to be done in class. We make up a packet for each unit that contains the follow-along notes for the video, all experiments students will be doing, and all of the suggested worksheets.

Create multiple versions of each summative assessment for students to demonstrate their mastery of each learning objective in a particular unit of study. This is most efficiently and effectively done through the use of a test bank on a computer-generated testing system. We currently use the quiz module in Moodle to create and administer our exams. (More on this in Chapter 7.)

At the beginning of each unit packet we have an organizational guide that has a list of objectives, corresponding videos, reading from the textbook, learning activities, and lab activities. Our organizational guides are road maps that guide students through the unit of study and provides them with the appropriate framework and supporting activities to meet each learning objective. The following is a sample of one of these guides.

Atomic Theory Unit—Organizational Guide

Atomic-1

Objective: Be able to discuss the history of the atomic theory

Reference: Video 1; Text: 5.1; Worksheet: Atomic Theory 1

Required Activities: Cathode ray tube demo (not in

Download

Copyright Disclaimer:
This site does not store any files on its server. We only index and link to content provided by other sites. Please contact the content providers to delete copyright contents if any and email us, we'll remove relevant links or contents immediately.