Test Stats-Anatomy and Physiology Flip Lesson

I have my anatomy students do a bone practicum when we study the skeletal system.  Instead of going over each bone in class, I made four videos that point them out.  Then, I use the class time to have them do a disarticulated skeleton lab where they examine each bone and figure out what it is, where it goes, and what it does.

I could not get the videos to load directly to the site, so here is the link to the videos.
Bone Practicum

I am getting test results from the classes that used the same test and activity but did not have access to the videos.  These grades do not include any extra credit, scaling, etc.

The students were asked if they watched the videos (the answers corresponded with the view counter).

Average score for those that did NOT watch videos: ~70%

Average score for those that did watch videos:  98.8% 

STEM Concept Videos from MIT

MIT has posted some STEM concept videos that have come to my attention and I believe are worth viewing. I am less concerned about the content of the videos for our purposes but rather the organization.

Each video is 12-15 minutes in length, perhaps a little long for most K-12 students but appropriate for MIT students. The videos start with an interest sequence to draw the viewer in. Then the goals are stated and the explanations begin accompanied by visuals and examples. The review at the end brings it all together back to the stated goals. I also appreciate that the videos are accompanied by a through yet concise teachers’ guide. This can be a good model for our lessons.

The videography is a lot more slick that we need to be concerned with but the way the MIT professors organize their lessons is a good design model for us.

http://tll.mit.edu/help/stem-concept-videos

Some Recent Test Stats

I finished up my unit on the Body. I separate that unit into 3 sections: Skin, Skeletal, and Muscular. I gave the students a pre-test on the unit as a whole, then taught each sub section with a test for each. Last, I gave a post-test on the whole unit.
From the pre-test to the post-test, my scores went up 10%.

More interestingly were my sub unit tests scores compared with the type of video I created.

First, the video on skin was a quick "reminder" type video without much instruction. My students average score was an 89%.

I did not do a video on the skeletal system. The average score was 83%.

My video on the muscular system was more of an informative video. The average score was 98%.

The three tests were set up similar to each other, the content was of the same complexity, and none of it was previously taught by me prior to this unit. I also shared a video for each section from www.kidshealth.org.


Here are my links to the videos:
Skin: https://www.youtube.com/watch?v=hkSnveFVnW4
Muscular System: http://youtu.be/j7Ir1kiH2uk

Sound Inquiry Labs Instructions Video

This is the video that I made to introduce the students to the inquiry labs for sound waves. We will be doing this end of January.
https://www.youtube.com/watch?v=jLu1bTwDuZ0

Muscular System Sub Unit

This is what my lesson plan looked like for the muscular system, a sub section from our unit on the body. I know that some things may not make sense, but wanted you to be able to see what I was doing. The students were required to watch the video that I created at  https://www.youtube.com/watch?v=j7Ir1kiH2uk

I gave them an "assignment" in this video, plus they had to answer a question on the test from the video. Other than copying and pasting the assignments, I don't have any way to link them to you. All of my assignments and resources are uploaded to Edline for student use. If anyone wants anything that I do, I will be happy to email the lessons, assignments, resources to you.

Date	Daily Learning Targets			Grouping		Modifications Specific for this Lesson	Differentiation
11/12-11/18	Students will be able to explain how the muscular system works in the human body to perform life processes.			4 Small Groups—Directional		Peer helpers Modified Lab Reports Modified Muscle sheets	Anchor Activities Stations Flexible Grouping Graphic Organizers Journal Writing
CSOs Addressed for Science 7
SC.0.7.2.03		SC.0.7.3.01
Instructional Sequence
*****Period 5 only is working on #4. After the blinking lab, they will finish up their previous assignments. We will start grading the skeletal system stations. Students will be placed into 4 groups based on their directional inventory done at the beginning of year. Each group will rotate stations every day 1.       Notes on the muscular system. Note taking guides are in the file folder. Students are to write on these and staple them into their journals. Muscle Mania Lab: Students will need a bowl of warm water and a bowl of ice water and towels. Instructions are in file folder and on flash drive. Grade the groups quickwrites, Microscope Bone drawing, Skeleton Sheets, and Lab. 2.       Work on the Sec 2 Muscular System Sheet and Muscular system reinforcement worksheet. Both sheets are in the file folder. Answers go in the students’ journals. 3.       Students need to choose a topic and begin working on their RAFT. The options and rubric for the RAFT are in the file folder and on flash drive. This needs to be written in their journals. 4.       Blinking Lab. Students in this group will need to pair up. Instructions are in the file folder. Give each pair one set of instructions. They need to make a chart and answer the questions in their journals. Next they will do the online muscle activities. Use one computer per pair. The list of activities are in the file folder and on flash drive. When students are finished with their day’s work, they must first look at the muscles in the microscope (by printer) and draw what they see in their journals. Next, they can work on one of the “dessert” options on the board: Science world, Skeleton Games online, Muscle Activities online, Muscular Wordsearch Video for Homework: https://www.youtube.com/watch?v=j7Ir1kiH2uk
Comments/Reflection:

Brainstorm

I have stumbled across this library of videos. I really like them, and they are great for me to use when I don't make a video for the subject. You may want to check them out. You can make a free account, or you can view videos without making one.
www.brightstorm.com

Saturday's meeting

So MU is hosting the championship at noon on the 6th. We have a meeting the 6th (right?)  I am clueless when it comes to football games.... is this going to seriously impact parking?

Schoology

I have been setting up my class with the use of Schoology, in my opinion it's by far the best resource for an online classroom. I know for myself, I was looking for a way to be able to use the Examview test questions or another resource so that I didn't have to individually type each question. Below is a video on how you can do this with your class.

There is also a way to randomize questions, example being that if you have a quiz that's 15 questions, the questions can be randomized and selected from a bank of questions. I have posted a video down below.

As soon as I am able to completely understand the process, I will try to make a simplified video on how to do this.

Screenr

Has anyone seen Screenr? Looks like free screencast site...

www.screenr.com

Scientific Method Unit

Flipped Video on Scientific Method. This served as a reminder for the students after we had already done work in class (they did this lab in groups). Their assignment was to correct their lab report with the information on the video.

http://www.youtube.com/watch?v=h02XxdPMs7A

Here is a sample of one day on my lesson plans for this unit. Every day the activities rotate groups.

Group 1 needs to finish the vocabulary assignment from yesterday. (writing the words and definitions and then a short story using the key words)

Group 2 will be watching mythbusters on the computers (3 desktops with headphones and 1 laptop). They need to go to http://www.dailymotion.com/video/x1d5zj2_mythbusters-2013-the-walking-dead-zombie-special-discovery-science-technology-documentary_tv

And watch the show. They must answer the scientific method questions in their journal. 

Group 3 will be working on the paper towel lab. Supplies are in the storage area. They need to write the lab out in their journals following the lab sheet guidelines. Students must check their hypothesis with me first before continuing on with the lab.

Group 4 will be working on the observation and inferences sheet. First, talk to the students to explain the difference between the two. Then have the students complete the sheets. They must show me that they have mastered this concept. I will be meeting with each one individually as they finish.

Group 5 will be finishing the observation and inferences sheet. Next, they need to take notes on the scientific method and the four parts of an experiment.

Group 6 will be quizzing on measurements and conversions. When this group is finished, they need to pick up a scientific method vocabulary sheet.

When a group is finished with their work , they can use a laptop to start working on the zombie questions using the CDC website.

Video used as a pre-activity:
http://studyjams.scholastic.com/studyjams/jams/science/scientific-inquiry/scientific-methods.htm

Podcast question

Does anyone know what program to use to make a podcast? I've got some teachers who need/want to make one and I've never made one before. Any help would be amazing! Thanks!!!!

I have been wanting to find a way to get some of the information from Office Mix on videos that I have already made.  I found a site called www.edpuzzle.com.  It looks like you can embed videos and track student activity in a way similar to Mix.  I will keep you updated on this.

Also, would anyone like benefit from a little tutorial on engradewv testing?  I can make a video if anyone would be interested in using that tool.

Flipping Tools

This link list below is a summary of the free or low cost tools that we have used so far for the Flipped Learning project:

Video production tools

Office Mix

Explain Everything

Screencast-o-matic

iMovie

Touchcast

Lensoo

ShowMe

Educreations

Video Delivery

YouTube

SchoolTube

Vimeo

TeacherTube

Google Drive

Google Hangouts

Dropbox

LMS-ish

Weebly

Moodle

Edmodo

Schoology

Polling/Survey tools

TestMoz

Socrative

Poll Everywhere

Geddit

Kahoot

Versal

I haven't spent a very large amount of time on the site, but versal.com looks pretty interesting.  It is an educational site that allows you to build interactive units.  You can embed your videos, there are a few interactive apps available, etc.  Right now it is in beta, and free. I don't know if it will remain that way.

Mason County Flipped Learning

http://www.mydailyregister.com/news/news/150363096/Flip-the-Classroom-project

Project Based Learning Resource

Since we began learning about the Flipped Classroom I have been searching for ways to transform my classroom. For me, the primary tool I am using is Project Based Learning or PBL. I have found many resources that address what is needed for a PBL and how to develop a PBL that goes beyond just another project. One such site is the Buck Institute for Education. They are a not-for-profit that seeks to help teachers prepare students for life through quality PBL development.


 Click on the image below for a PBL Essential elements Checklist.

PBL Essential Elements Checklist link

iPad Distribution

The iPad Mini tablet computers that were provided through a donation by the Women's Education Forum are being distributed to county school districts.  We are delivering the tablets on dates that are specified by each county.  The distribution schedule is below:
Wayne County - October 21
Mason County - October 28
Lincoln County - November 3
Cabell County - November 18

ELA Flipped article.

Found this. I was kind of lost for ideas on flipping my reading class, but this is opening my eyes and building ideas.

http://www.edutopia.org/blog/flip-ELA-class-with-blogs-brian-sztabnik
Hope the URL works.

Flipped Videos from CI 415 Course

Many of the students in the CI 415 course in Marshall's College of Education developed and submitted flipped videos for one of the course requirements.  These lessons are linked below:

• Whitney Chandler - Longitudinal and transverse waves
• Emily Chittenden - Identify oxidation numbers to determine electron movement
• Kristy Dillon – Introduction to Cells
• Kelli Dove - Composition of atoms
• Michael Harshbarger – Systems by graphing
• Austin Hoffman - Mitosis
• Tiffany Parker – Balancing chemical equations
• David Watson – Characterization in literature

These lessons were produced using a variety of free apps that may be of assistance to you in developing your flipped unit.

Explain everything toolbar video.
http://waynehighbiology.weebly.com/flip-stuff.html

WOO HOO! Love this!

I am playing around with a program called Reflector ($12.99) that works with Airplay to mirror to a computer.  This might be a solution for those that want to put their Ipad up on the Smartboard without having to purchase and use AppleTV.  This basically turns your computer that works the smartboard into an Airplay receiver.  Pretty cool.  It has several good reviews and I'm liking the trial version so far.

Has anyone looked into a program called Versal? Looks very interesting . . .

Has anyone looked into a program called Versal. It looks very interesting for flipping.

I'm teaching about ions and polarity (with Lewis Dots) right now in my Physical Science class.  This link will send you folder will take you to the repertoire of videos that I'm making.

Office Mix

This can be a game changer for many of us.

At our October 4 Flipped Learning session, Nikki Buchman demonstrated Office Mix.  I know I speak for our entire group when I say that we were blown away.  This suite of tools is available to users of Office 2013 and gives the capability to include many aspects of flipped learning to PowerPoint presentations and to export videos.  Since all educators in West Virginia are licensed to install five copies of Office 365 (including PowerPoint 2013) this is a great fit for us. 

Office Mix installs a plug-in on PowerPoint 2013 that allows educators to include screen clips, videos, quizzes, voice over and a plethora of tools specifically for inclusion in PowerPoint Mixes.  Once students have a k12 email address, you can tap some great statistics on student access.  Even now, students can take advantage of the Mix lessons although you will not get the analytics unless the students log in.

Many thanks to Nikki for bringing this to our attention and demonstrating it to us.  We can add this to our toolbox that already includes Screencast-o-matic and Explain Everything.  I would encourage you to try making a small flipped lesson with Office Mix.

Sig fig's

David and I collaborated on this lesson.


https://www.youtube.com/watch?v=PnafxXtBd10

Jonathan's "conversion" video

I did this the Sunday after our Sept meeting.  It got a very positive response from my students.
https://www.youtube.com/watch?v=btZgRsmNnco

Question about unit

When we complete our unit (currently working on it.. the kids are doing awesome! So proud :) ), how/where exactly do you guys want us to upload it?

Flipped Article

Hello everyone! I just wanted to send out an article that I found very helpful. It's about the 4 pillars of flipped learning. I hope you enjoy it! http://flippedlearning.org/cms/lib07/VA01923112/Centricity/Domain/46/FLIP_handout_FNL_Web.pdf
-Summer Dean

Flipping over Scores!

Awesome news story about Wayne county schools. Go Jason!!

Wayne schools

MU Flipped Learning in the Parthenon

9-6-Lchs team video for Flipped Classroom

First creation of the semester.  This is the rough draft version of the sig fig video.

https://www.youtube.com/watch?v=-jlf2fufLyw

Nice visual

This was one of the images that they showed us at Flipcon'14. It really made the whole thing just click that much more. I know we talk about how we are flipping the way things are done in the classroom, but to see it visually/graphically just made it hit home. 

To explain it a little bit... Traditionally the knowledge and comprehension gets the majority of the time in our classrooms. The rest is done at home.  When we flip our classrooms, the bloom tax triangle changes. The knowledge and comprehension portion is done at home, and the majority of our classroom time and interaction with our students is spent in the higher order thinking aspects of Blooms. 

2014-15 Professional Development Schedule

The training schedule for the Marshall University Flipped Learning Group is below:

Flipped Classroom Project

2014-15 Schedule

Session 1 – September 6, 2014  

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Topics:

o   What is flipping? How to gauge flipping - mastery, resource, etc.

o   Show examples of quality flipped units

o   Expectations of participants

o   Logging into the project blog and blogging requirements

o   Brief demonstration of Explain Everything, Touchcast, iMovie and ShowMe apps

o   Introduction to One Note

o   Google Calendar & Google Hangouts

o   Installing Office 365 on computers and devices

·         Mentor alignment

·         Assignment – purchase Explain Everything  & iMovie, sign up for free Vimeo and ShowMe accounts, collect school and district assessment data and content priorities

Session 2 – October 4, 2014  

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Topics:

o   Evaluate school and district data to determine relative strength and weakness in each content area

o   Review Next Generation and WVCSOs to set topics for first flipped lessons

o   Locating existing online resources for target skills

o   Developing video and web resources targeting weak content areas

o   Demonstration of Screencast-O-Matic

o   Setting up Lync and connecting to Lync meetings

o   Assessment with Socrative, PollEv, Testmoz and others

·         Assignment – record, edit and upload some sample material, review example flipped lessons on project blog

Session 3 - October 18, 2014  

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Topics:

o   Resources for flipping already available for content standards

o   Setting up accounts on TeacherTube, YouTube, Vimeo, Kahn Academy

o   Adapting video resources of other teachers for your class

o   Reflecting on the project blog

o   Saving documents and videos to OneDrive and sharing them with students

o   Use of Explain Everything, Touchcast and iMovie in preparing teacher generated content

o   Creating and sharing content with One Note

·         Assignment – locate lessons from one of the online video resources that apply to your course and adapt the lesson to your students’ needs.  Save the lesson to your OneDrive and share it with the flip group

Session 4 - November 8, 2014

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Topics:

o   Uploading to video sites (YouTube, Vimeo, Schooltube, TeacherTube and others)

o   Uploading and sharing Dropbox files

o   Uploading and sharing with Google Drive

o   Setting up Google Forms

o   Advanced techniques with Explain Everything and iMovie

o   Recording and editing teacher produced video resources with ShowMe and Touchcast

o   Issues/Problems/Solutions/Work Arounds encountered with flipping

o   Making a cohesive flipped lesson

·         Assignment – bring one small flipped lesson to next meeting

Session 5 – December 6, 2014  

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Topics:

o   CIPA requirements and protecting students

o   Accessing content on the web

o   Getting to YouTube through WebTop

o   Getting a YouTube video whitelisted by WVDE

o   Disabling YouTube comments and other options

o   Setting up a YouTube channel

o   Making content available to students (blogs, Google Sites, email, USB drives, DVDs, etc) - classroom viewing at alternate times

o   Setting up and monitoring a blog for student use

o   Demonstrate flipped lessons

·         Assignment – conduct a flipped lesson with a class and prepare to discuss successes and challenges and develop a flipped unit

Session 6 - January 24, 2015

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Showcase Celebration

o   Bring the flipped unit and discuss progress of implementation

o   Critique and suggest ways to enhance content and delivery

·         Meet with mentors

·         Assignment- Update flipped unit and begin development of a second flipped unit for second semester

§  Learning Goals

§  Standards/Common Core

§  Procedures

§  Assessment

§  Differentiation

§  Accommodations

Session 7 - February 21, 2015

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         One Note capabilities and uses

·         Using shared and online calendars with flipped classes

·         Embedding assessment in videos with Touchcast and other tools

·         Using Geddit in flipped classrooms

·         Modifying and updating video resources for second semester

o   Adapting prepared lessons for future implementations

o   Collecting data on student use of flipped resources

·         Types of flipped models

o   Blended delivery units

o   Embedded flipped lessons

o   Flipped mastery units

·         Assignment- Modify a video lesson prepared earlier to adapt to needs of a different student group

Session 8 - March 14, 2015

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Using Nearpad in the flipped classroom

·         Putting students in charge of creating lessons

o   Teaching students to use iMovie, Explain Everything and Touchcast and Powtoon to create lessons for peers or younger students

o   Collecting data on student use of flipped resources

o   Protecting student privacy in their creations

·         Assignment- Create a flipped unit using lessons or components created by students or student groups

Session 9 - April 11, 2015

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Bringing it all together

o   Putting teacher created video, student content, web content, assessment and other resources together into a cohesive unit

o   Making the completed unit available to any student, any place, any time

·         Assignment- Bring a complete unit to the May meeting that is ready to be uploaded to the project blog that can be accessed from any teacher or student via the web

Session 10 – May 9, 2015

·         Location: Drinko Library Room 349

·         Time: 10 am - 3 pm

·         Preparation of compiled set of units for statewide distribution

·         Sharing of completed units

·         Discussion of alignment of units to WV and Next Generation Standards in each content area

·         Assignment- Share the excitement and opportunities of flipped classrooms with other teachers

Flipped Classroom Day October 1, 2014

Image from http://flippedlearning.org/FLN

The Flipped Learning Network is promoting a flip your classroom day on October 1, 2014. They are asking participants to create or curate content. There is a form on the link below to notify flippedlearning.org of your intent to participate. More information is available at http://flippedlearning.org/Page/68

Example Flipped Lesson

As we look to kick off our 2014-15 cohort of the Flipped Learning group through Marshall University, I wanted to make a flipped lesson just to get me in the right mindset.
This first lesson isn't witty or slick.  I just wanted to put something quick and easy together to get us started.  I gave myself 30 minutes to prepare and record the five minute video on the light dependent reactions of photosynthesis.  I started with the assessment portion by identifying what students should know and be able to do by the end of the lesson.  I then tapped some graphics of chloroplasts and did a video narration of the two photosystems.  There are errors and I am OK with that.  Your students will be OK with errors as well.  I used a simple, free web tool (http://www.screencast-o-matic.com/) to record and export the video.  Since I used the free version, there was no editing.  I exported to an MPEG then uploaded to Vimeo.  The entire process (aside from the time it took Vimeo to make the video available) took less than 25 minutes.
The target audience for this lesson is 10th grade biology I students.
You can view this video in either of these two places:

Vimeo

Dropbox

25 Tools for the Flipped Classroom

Check out the list of apps and tools for the flipped classroom. Some have been mentioned in the project previously, but there are some new ones.

Best Apps and Websites for the Flipped Classroom

Apps

I found two apps that might be worth looking into.  I'm playing with them now, so I don't know much.  Thought you folks might want to take a look as well. 


One is Nearpod and the other is Geddit.  Both are free.  Nearpod seems to be a way to control what everyone has on class IPADS. 


See you soon.

Jason

Survey for 2014-15

Please complete the survey to help us plan for our 2014-15 activities.

We have taken your suggestions from our final meeting in April 2014 and have put a program together for 2014-15 that will expand our skills in preparing and delivering flipped lessons.

Flipped Classroom Conference

Flipcon14

Above is a link for a conference that is in Mars, PA this June. Just came through my e-mail from the science list serve, so most of you have probably seen this. Just in case, thought I would post it.

Apparently there is a discount for WV teachers of $50 bucks off of registration.

Socrative

I just found this and started to play around with it.  Thought you might want to check it out.

www.socrative.com

I have also seen that Kahoot lets you write equations now.

Hello all! Here is a link to a couple of flipped lessons that I just used in my Waves Unit:

Wave Speed Triangle Method

Sheep Eye Dissection/Parts of the Eye

Wind Energy

Modifying the Flipped Classroom: The "In-Class" Version 

This Edutopia article highlights the challenges and strengths of an in-class flip model. It is worth a read if current methods are proving not as successful as you would prefer. My current group of students has challenged me to think of new ways to "flip" my classroom. What works this year, may not necessarily work the next.

Students go to a station for the lecture.

Credit: Jennifer Gonzalez