Graduate Credit - Flipped Learning

There has been an interest expressed in receiving graduate credit for a technology course for participation in our Flipped Learning project.  The course has been approved and is available for registration.
If you would like to receive three hours of graduate credit that is technology based, please print and complete the FORM.  Mail the completed form to:
          Robin Leibert, Finance Administrator
          June Harless Center - JH 237
          One John Marshall Drive
          Huntington, WV 25755

The tuition is only $225.  Checks should be made to June Harless Center.  The deadline for registration is February 23.

If you would like, you may bring your form and check with you to our session in Drinko Library on February 21.

Graduate credit registration form.

Snow Day Song

Not sure if you guys saw this, but its a song the principal sent out to his students to let them know of a snow day. I thought it was pretty cool. I can't sing, but maybe I could create some sort of a tune to information similar to this.

http://youtu.be/OjE72Q8s8wo

First Flipped Video

Here is my first flipped video.  Please give me some feedback on what I could do to improve.  I know it is a little rough.  Thanks for your input!

Plate Tectonics, Text Annotation, and Expository Essay

 Flipped Classroom – Plate Tectonics

Title: Tectonic Plates - Close Reading and Expository Essay

Grade level(s):  11 - 12

Subjects: Environmental Science, Earth Science, Reading and Language Arts.

Learner Outcomes:   Students will know: What tectonic plates are and how they move. 

                                     Students will use close reading to annotate a tectonic plate handout and                                                  write an expository paper explaining plate tectonics. 

Duration of Lesson: 5 - 50 minute class periods.

Materials: Computer, projector, paper, pencil, and graphic organizer.

Technology Tools/Courseware: Computer, Projector, Internet.

Teacher Notes:

• There is no safety concern beyond normal.
• There are no special requirements.
• The setting is the classroom.

Procedures:

           
            Day 1

·       Introduce unit and assess prior knowledge by having students complete a pretest of key terms.

·       Direct instruction on tectonic plates using Power Point presentation.

·       Tectonic Plates Power Point

              
         Key Terms
Subduction Volcano       Oceanic Plate              Mid-Ocean Ridge      Convergent Boundary
Rift Valley                      Continental Plate        Trench                        Transform Boundary
Island Arc                        Divergent Boundary   Subduction                 Plate Boundary        
   

            Day 2

·       Direct instruction of Power Point presentation concludes.

·       Students begin close reading and annotation of the USGS tectonic plate handout

·     PlateTectonics Handout

           Day 3

·       Students complete the annotation of tectonic plate handout.

·       Students complete the Expository Writing Graphic Organizers in preparation for wring a paper            explaining plate tectonics.

     Expository Essay Graphic Organizer

            Day 4

·       Students write an expository paper explaining plate tectonics using graphic organizer.

·       Students use information from their notes and handouts.

Modifications:  IEP modifications and guided practice as needed.

Enrichment Activities:  Students may log onto their Arcgis.com accounts and create a map of tectonic plates, earthquakes, and volcano layers.

Evaluation/Assessment:  Formative assessment is by daily summaries using exit passes. Summative assessment is the Expository Paper graded by rubric. Summative is also by multiple choice vocabulary quiz on Edmodo.

West Virginia CSO’s:  SC.O.ES.2.9, SC.O.ES.2.10, SC.O.ES.2.11,  SC.O.ES.2.12

Earth Science - SC.O.ES.2.96, SC.O.ES.2.10, SC.O.ES.2.11        

Reading and Language Arts - ELA.12.R.C1.4, ELA.12.R.C1.6

Reading - L.3.3a, L.4.1f, L.4.3a.

References: 

a)     US Geological Survey

b)     You Tube

c)     Huntington High School Literacy Initiative

Video Links

a)     Plate Tectonics    Plate Tectonics

b) Text Annotation   Annotative Text

c) Expository Writing  Expository Essay 

Author:  Richard Sharpe

                Huntington High School

                1 Highlander Way

                Huntington, WV 25701     

                rsharpe@k12.wv.us

                hhs.cabe.k12.wv.us/

Hello everyone. We (Matt and I) have been having our fair share of technology problems. However, the videos that we have been able to post to the web are located at our website.  www.mrsdean14.weebly.com  Please let me know if you are having problems accessing this page.

Biochemistry unit videos.

Here is a link to the biochemistry videos I highlighted in our last meeting:

http://waynehighbiology.weebly.com/chapter-31.html

During my first attempts of flipped lessons, I used pre-made videos from youtube. We were studying cells and there are a couple of songs and analogies that described cell organelles and their functions. I assigned the videos on a Tuesday and we had a small quiz the next day.

Videos on Genetics

I have put together my unit dealing with genetics on schoology as a self paced class. I would like to practice one unit with my students before I make the other units to see the responsiveness of the students.

Nomenclature Type III

http://www.youtube.com/watch?v=87SG7s6kXEc

Nomenclature Polyatomic ion compounds

http://www.youtube.com/watch?v=f-QjxRmYDwI

Nomenclature Writing formulas from the chemical name

http://www.youtube.com/watch?v=bVpkVjOvMx0

Type I Nomenclature

http://www.youtube.com/watch?v=K_2QT5IUcZw

Dichotomous Key Unit

My flipped unit that I created during the first semester was a little different that what others have done. I did not create a single video for the unit. Instead, the students had readings that they had to complete for homework to compare them for the next day's work. The handouts are located on my webpage buchmanscience.weebly.com

I have my lesson plans/unit typed up but do not know how to (or if it is possible) to upload the file to the blog. If anyone would like to see them, please don't hesitate to comment and I will send it your way. :)

For the assessment, students were given pictures of 9 different organisms, given a day to make the spider key, a day to use the spider key to create the dichotomous key, and then a third day was used to test the students on if they could use a dichotomous key.

I have created a movie on explain everything to explain a project on technology in the Middle Ages. I put it on the 9th grade blog since the three 9th grade classes have experience using the blog on a previous assignment

I also did a preview of technology on the Middle Ages

Possible Resources for Classroom Use

I found a couple of resources that might be of use to some of you in your classrooms. All are free but you might have to make an account.

The first is called Padlet. Padlet lets users create interactive boards where you can post discussion questions, topics, brainstorming sessions, etc., and collect feedback. For example, you could create a wall and have students post as an exit survey activity at the end of class. Here is the link for Padlet: http://padlet.com/
Here is a link to a wall that is being used to collect feedback about student understanding from a lesson:
http://padlet.com/coffeebite/1rbmyjr47x

Exit Ticket is an student response system that collects data at the end of the lesson. It looks similar to Socrative and other data collecting apps. There is a free version available to teachers.
Here is the link for Exit Ticket: http://exitticket.org/

Todays Meet looks really neat because you can create a room and use it as a backchannel chat. It is similar to Twitter and Edmodo but allows the teacher to facilitate the online discussions. Here is a link to Todays Meet: https://todaysmeet.com/
This post also gives a bit of information about Todays Meet:
http://ditchthattextbook.com/2014/01/30/20-useful-ways-to-use-todaysmeet-in-schools/

I haven't started incorporating any of these yet but I plan on trying Padlet with my upcoming 8th Grade Group.

FLIPCON 15

It looks like this year's FLIPCON will be in East Lansing in July.

http://flippedlearning.org/Page/1

Help!

I have created a video on explain everything and have saved it to the camera roll on the iPad. I have tried to upload it to schoology and it won't let me. Anyone know how to fix this?

Lawrence County Kentucky's Take on Blended Delivery

YouTube Playlist Tips

Although YouTube is blocked in West Virginia schools for students, the ability to create playlists for students is valuable in the flipped classroom. Alice Keeler offers a few hints for building, ordering, and editing videos for a playlist.

http://www.alicekeeler.com/teachertech/2014/06/22/youtube-playlist-tips/

She mentions in the beginning of the blog post about trying to keep videos to 30 seconds, but not longer than three minutes. It seems that she wants to segment her lessons into short, rapid-fire videos. This is an interesting idea for maintaining student engagement.

Alice publishes a plethora (really) of information on using Google Apps. Blog how is located at:
http://www.alicekeeler.com/teachertech/