Flipping with Kirch: Designing a Flipped Learning Environment - Webinar Archive

I had a great time presenting with Sophia.org on Tuesday for a webinar about the shifts in a flipped classroom and how to design a flipped learning environment.  For those of you who weren't able to attend, you can find the archive here.

For your reference the slides (including reflection and planning prompts), can be found here.

If you have any follow-up questions or need any resources I referred to in the presentation, please comment on this post.  There are a lot of resources linked on this document here.

Links from presentation:

• What the flipped classroom is NOT:
• bit.ly/flipisnot
• bit.ly/flipmyths
• My Student Websites
• kirchmathanalysis.blogspot.com
• kirchalgebra1.blogspot.com
• Sample Video Tutorial
• bit.ly/sophiasample
• Resource Sites
• bit.ly/chapmanflip
• bit.ly/wsqkirch

Reflection questions from throughout presentation:

• Which of the three Flipped Learning Shifts intrigues or excites you the most & why?
• Student-Centered
• Active Learning
• Higher Order Thinking
• Why is allowing time for inquiry, exploration, or hypothesizing before direct instruction important?
• What might this look like in your class?
• What Video Tip(s) resonate with you the most?  Why?
• How do you organize your content and expectations for your students?
• How do you hold your students accountable for watching and engaging with the video?
• How do your videos give your students structured processing time?
• How do you gather feedback from your students before they enter the group learning space?
• What activities could your students participate in to discuss and review what they learned from the video?
• How will you spend the “practice and apply” portion of your class time?
• How will you formatively assess your students in a variety of ways?
• How will you facilitate students creatively showing their understanding?
• Why is the “design of a teacher” so important for those implementing flipped learning?
• What is the best use of your face to face time?
• How can you make your group learning space more student-centered & get students more actively involved in their learning?
• What lower-level thinking activities can be moved outside of class?
• What do you want students to be able to do MORE of in class? (HOT)
• How will you leverage the use of technology to help support you fulfilling your answers?

Week 9 reflections - Proud of my students

Every week is just flying by - are we seriously 1/4 of the way through the school year already?

This was a crazy week; I took Wednesday off to present two webinars, which split the week nicely in half.  It was also really nice to have more time to spend with Grayson in the middle of the week.

If you want to check out the archives for both free webinars, please see the following links:

• Sophia.org Webinar:  "Flipping with Kirch".  Archive here.
• EdWeb.net Webinar:  Flipped Learning and the Common Core State Standards: Flipping the Math Classroom.  Archive here 

I am really happy with the progress I am seeing in my Math Analysis class.  Students took their Unit H Test this week and did super well.   Here are the results from 104 of my 106 students.

Something new I am doing this year is keeping track of student mastery on unit tests with a "Green and Yellow" chart.  Green means they have either an A or a B on the test, Yellow means they have a C.  It's nice to just have around so I can easily talk to students daily who need to be studying to re-assess on a certain unit.  I tell them that by the end of the semester, they have to have green or yellow for everything, so it's a modified version of mastery.  The only difference is they still move on with the class, but have to be working back on reviewing and studying old material to learn it and re-assess.

Students like it because they can check easily without having to go online the gradebook which units they need to go back to.  It's interesting also to have a quick comparison between classes (can you tell which class is my top class?).  I also like to make sure to congratulate students who got their first "green" of the semester, or even their first "yellow" for some of them.

Speaking of congratulating students, I also have "Club 95", which is for students who get a 95% or higher on any unit test (including reassessments).  They get a certificate that goes on the wall, and just gets stapled on top of each other as they gather more through the year.  I had a student who got her first Club 95 this week and she cried... it was seriously so awesome!  

I also have a student who has gone from a 40% to a 64% (almost passing - 65% is passing for us) in just about 2-3 weeks of focused work getting her missing work in and re-assessing on tests.  I am so darn proud of her!

One more thing about the green and yellow charts above.  Units A-D were the units students covered over the summer as "let's review Algebra 2 to get you ready".  They had about a week of review and then took a test.  Unit E was the first "flipped" unit of the year.  You can see that students struggled on Unit E, but check out how F,G, and H have been.  I really feel like a lot of that is due to them being adjusted to the flipped classroom and to the expectations and flow of the class.  Far from perfect, that's for sure, but it's a neat thing to see!

~~~~~~~~~~~~~~

My students' blogs are coming along quite well, and I am really happy with their Student Problems and Student Videos.  They have to come up with their own problems given specific requirements.  Here are some recent ones, for you math teachers out there (you can see all the instructions at bit.ly/blogpostdetails)

• Solving logs given approximations - Write a logarithmic expression that can be expanded using all three properties (product, power, quotient) of logs (they have to understand how using those properties comes about and what there needs to be in order to use them)
• Graphing exponential equations - Write and graph an exponential equation that does NOT have an x-intercept (they have to understand how to appropriately place the asymptote and how to choose the value of "a" in the equation to make this happen)
• Graphing logarithmic equations - Write and graph a log equation that has BOTH an x- and y-intercept. (they have to understand the asymptote of a log graph and where to place it so the graph touches both axes)

Please check out my students' blogs, and feel free to comment on their posts!  We haven't done much with commenting this year, but I'm sure they'd love to get comments!

ALL STUDENT BLOG URLs 2013-2014

~~~~~~~~~~~~~~

Hmmm not much else this week.  It was Homecoming Week so Friday we had an assembly and it was just a catchup day.  Monday we reviewed, Tuesday we took the test, Wednesday I was out (but class continued on like normal without me!!! I <3 Flipped Class!), Thursday was really our only normal day, we did some Peer Instruction on exponential graphs and their parts, and then just worked on practicing graphing.

Next week we will finish Unit I and the students have Friday off (day after Halloween, go figure!) while teachers have a half-day PD.

Looking forward to another great week!

Week 7 - students seem to be adjusted; good results continuing!

This was an insane but really good week.  

This was the first full unit after my "integrity" speech with my Math Analysis students, and I continually tried to emphasize "Do the work to learn and master the material, not to get the signature and the points."  I think it went fairly well.  I'm obviously concerned that students won't be able to self-evaluate very well at this point and will end up doing poorly on the test.  But, I think that lesson is best learned through experience.

They did have another test this week (Unit G) and did AMAZING!  See pie charts of my class results here.  It was a pretty tough test on analyzing the parts of rational functions, but students all said they thought it was easier than they expected because of the practice they did.

Looking at how my students have been performing this year, the last two units (F and G) have been VERY good. Units A-D were review units that they did over the summer, and E was our first "real" unit.  I chatted with one of my classes about it and they made a conjecture that F and G have been better because they were more adjusted to the flipped classroom at that point.  E was tough because it was the first real unit and they were still trying to figure out what to expect in my class.  Hopefully that conjecture is true and it will continue!

~~~~~~~~~~~~

On Wednesday I had the privilege of presenting at Chapman University in one of their Teacher Ed classes about Flipped Learning.  It was awesome to see so many passionate and excited teachers with so many great questions about the flipped classroom and its implementation.

~~~~~~~~~~~~

Speaking of presentations, I've got a lot coming up!  Please feel free to sign up and join me (both are FREE!):

1. Flipped Learning in Math and the Common Core - Webinar presented by EdWeb.Net and the Flipped Learning Network
2. Flipping with Kirch - Webinar presented by Sophia.org

~~~~~~~~~~~~

I wrote in a previous post about my explorations with Peer Instruction as a part of my WSQ chats (thanks to Troy Faulkner for commenting about his recent appearance on Jon Bergmann's podcast "The Flip Side" talking about Peer Instruction, find it here!).  I also tried a modified version of what I described on Friday.  Instead of doing it whole-class, each student was given a half-sheet of paper with 7 problems on it (w/ multiple choice answers).  They were given 2 minutes to solve them all (they were quick and easy log problems).  At the end of the two minutes, they all had to put their pencils down.  I had each group choose a group leader, whose basic role was to lead the group in going over the answers and then explaining the right answers to anyone who did not get it right.  I then went around and checked their "scores" and checked in with any student who didn't get 7/7.  I thought it was a nice change to the whole-class peer instruction method I've been using.

I came up with a tentative could-be inquiry activity for using the properties of logs to develop the properties for expanding and condensing logs.  It's too late to use as an inquiry this year (students are watching the video this weekend going over the laws), but I'm going to use it as a WSQ chat activity on Monday instead.  You can see the worksheet I made here.  We'll see how it goes.  I want students to see that using the properties they already know (converting from logarithmic to exponential form, change of base formula, etc) they can actual derive the product, quotient, and power properties used in expanding and condensing.

~~~~~~~~~~~~

I've talked over my ideas for flipping my "Course 1" (algebra 1) Common Core course with another teacher and think I have some better ideas for what I want to do.  Now I just have to find the time to record the videos!  Basically, I want to take any of the mini direct instruction lessons that are needed and put those on videos for students to watch during class time on our iPods or laptops.  I have enough devices for students to do this in partners (which I would pick for them, of course).  Then, instead of spending 15-25 minutes going over the instructions, directions, basics, etc, students could watch a 5 minute video which they could speed up or slow down to meet their needs.  I just feel like it is not effective at all standing up front delivering that instruction, even though I have smaller classes this year (35 and 28, respectively).  It goes against everything in my teaching philosophy.  However, there is still some instruction needed so I have to find a better way.  I will definitely blog as I am able to get started with it, which I really hope is soon...

~~~~~~~~~~~~

Some student comments from this week's reflection and feedback survey:

• The year so far is going great and I have adapted well to the flipped classroom. I even think I like it better than a traditional classroom.
• It is starting to get easier for me, know that I have gotten use to the flipped classroom.
• The year in the beginning was hard because I wasn't used to the flipped classroom but since I now have adjusted it really does help. 
• The best part of the week was being able to work on the assignments in class and being able to not only ask others for help, but give them help and answering their questions because it helps both of us. 
• My favorite part was taking the test and knowing that I was prepared for it. 
• The best part of the week was learning the chants for unit G which really helped for the test.

Upcoming Webinar: Oct 23rd, 4pm PST

Please join me in an upcoming webinar on the Flipped Classroom, focusing around structuring a flipped class for student success with the WSQ.  Free registration is here.  Register soon, as spots will run out!

Two Upcoming Webinars!

I have two exciting events coming up that I hope you are able to join in on!

Please share with your friends and colleagues!

Wednesday, March 20, 2013 - 1pm PST
Hosted by Schoolwires.com and the Flipped Learning Network
Engaging and Informing Parents in the Flipped Learning Process
Presented by Crystal Kirch and Katie Lanier
Free Registration here!

Wednesday, March 27, 2013 - 4pm PST
Hosted by Sophia.org
Flipped Classroom Webinar - Implementing the Flipped Classroom
Presented by Crystal Kirch
Free Registration here!

Wed March 27th - FREE #flipclass webinar

Sign up here for FREE to attend my webinar on the flipped classroom.  

I will be focusing on what the flipped classroom really is and how I implement it specifically in my classroom using the WSQ.  

Hope to "see" you there! 

Free Webinar with the Flipped Learning Network!

Check out the Flipped Learning Network's webinar series! 

This Wednesday, 11/14, at 4pm EST (1pm PST) I will be co-leading a Flipped Class webinar focused on math with the amazing Stacey Roshan (@buddyxo; techiemusings.wordpress.com)

Register for free here!

Update: You should also be able to access the archive of the webinar through the registration link.

10/9/12 #flipclass webinar - My classroom and the WSQ

Make Thinking Visible with the Flipped Classroom: Webinar by Alan November

I came across a webinar archive from February presented by Alan November.  Check it out here http://www.eschoolnews.com/2012/02/21/make-thinking-visible-3/2/

(Be warned... you can't rewind this webinar or it will start over. And if shockwave crashes - like it did for me twice - you will have to start all over!)

• 1989 - "The Age of the Smart Machine" - overwhelmingly, the majority of the time, if you just put technology on top of what you are doing, you don't see any improvement.  Unless you change the processes (the way that you work, the relationships that people have with one another, the flow of information), technology all by itself being added at best will only make incremental improvements.
• What fascinates him about the Flipped Model: The Flipped Model is serious process change.  It is making a fundamental change in the culture of teaching and learning.
• "Someone is going to have to come up with a much better description than the 'flip'" :)

These thoughts remind me so much of what I've heard in the last six months.  You can't just "tape" technology to what we are doing and expect amazing change.  (See "Three Little Pigs" analogy from  Jennie Magiera here). It also reminds me of the quote I have on my Prezi about the Flipped Classroom by Rushton Hurley:

You can be a good teacher and never use technology, and technology won't turn a bad teacher into a good one. However, a good teacher, using technology well, can make great things happen.

 I don't think I did that good of a job when I presented the Flipped Classroom to my staff in January... heck, I had only been "flipping" for a couple months at that point, and even though I kind of "got it"... there is still so much I was missing at that point!  A lot of my focus on the Flipped Classroom at that point was still on the technology/watching video lessons, etc and not on the fundamental shift in focus from a teacher-centered classroom to a student-centered classroom... from passively receiving content to actively working with, questioning, and discussing the material with peers and teachers.  If I presented the flipped classroom again, my emphasis would be so different!  I guess that's why we transition from "Flipped Class 101" to "201", and so on! Constant growth and learning!

• The "flip" is much more than doing classwork at home and homework at school.
• Dr. Eric Mazur (Harvard) - comprehensive and data-supported model - starting the 80's. He called it "Peer Instruction".

Mazur's "method":

• The "flip" has serious impact in students deeply learning content
• Students prepare for class by watching video, listening to podcasts, reading articles, or contemplating questions that access their prior knowledge
•  The whole transfer of knowledge that used to be in the classroom is now done online.  There is no need for a student to go to class to just hear a lecture anymore.

Key point: Transfer of knowledge done OUTSIDE of class!  This frees up class time for actually applying knowledge in a supportive, active environment where students can work with each other and the teacher.

• Students are asked to reflect upon what they have learned and organize questions and areas of confusion.
• "Teaching by Questioning"
• when kids ask questions, it provides information that teachers normally didn't have...
• gives teachers insights into where a class has confusion/misconception
• Teachers used to just get students' answers to their homework... and then have to figure out by looking at their answers what the source of their confusion/misconception was
• Lesson plans are based on student questions 

I guess my WSQ model isn't so new :). As I've been reading and learning more about the Flipped Classroom all year, I've come across more and more teachers using methods similar to mine, they just didn't put a super-cool acronym to it.  Students don't like to ask questions sometimes because asking good questions is actually pretty tough!  However, having students ask questions opens us up several positive things:

• Students have to think critically about what they've heard/read/learned in order to ask a good question
• Students have much deeper and more engaged discussions in class because there are lots of questions to answer and they are their questions, not just some questions posed from the teacher.
• Seeing students' questions allows the teacher to see exactly where the students need help and where misconceptions may lie

With the WSQ, I also think the summary (or guided summary, which is where I've headed with it) allows me as the teacher to see misconceptions.  I try to ask HOT questions, but there is always a foundational aspect to some of the questions and if a student can't answer it correctly, I know they are completely missing something (or simply didn't pay attention!).  So, I try to get some of the basics covered in the Guided Summary Questions and then have them think a step deeper as well. 


For example, one of the summer WSQ questions simply asks: "What does it mean to 'evaluate' something in math?".  This was supposed to be a very simple, non-HOT, check for understanding/listening question.  The answer, which I said multiple times, wrote down, highlighted, had a call-out in the video for, etc was "Plug in and simplify".  I had a student say "to ascertain or set the amount or value of". (copied from Dictionary.com).  

Asking them HOT questions is a great way to model for them how to ask questions (a skill I think needs to be taught!), but also clearly shows me their misconceptions before they even come to class.  I am able to skim through their responses submitted via the Google Form and be prepared to lead the group discussions and pose follow-up questions for the students so they discuss what was confusing and not focus on the "easy" stuff.


So, having a WSQ with non-HOT and HOT questions allow me to do two things:
1. non-HOT questions: Accountability - check for basic comprehension, paying attention, etc
2. HOT questions: Address Misconceptions and Confusions and open the door for their own HOT questions

•  The instructor sorts through these questions prior to class, organizes them, and develops class material and scenarios that address the various areas of confusion.  The instructor does not prepare to teach material that the class already understands.
• "The more you know about a subject, the less you understand a first-time learner's approach"
• In class, questions and problems are posed
• Students think and then respond (Mazur uses clickers, cell phones, etc).
• This happens at the BEGINNING of the period, rather than at the end like many teachers use
• Teacher can provide feedback and then students can discuss with their peers!  The teacher doesn't give the answer... "There's some confusion, I'd like you to talk to one another".  They defend and question each other.
• The instructor listens, prompts, and helps students address misconceptions 
• Socrates - the role of a teacher is not to give answers, but to ask the most interesting questions

I find it funny that the students that hated the flipped classroom the most wanted just that - they wanted me to give them all the answers.  That is what their "definition" of a teacher was - one who "teaches and gives us the answers". Oh, what a paradigm shift...

• Mazur has collected over 3000 questions that students have asked - what an amazing database!!!

I want to do something MORE with the questions my students pose this year.  I want to collect them somehow, keep a database (maybe they will become questions I end up asking the next year on the Guided Summary part of the WSQ!).  When we don't do much with their questions in class, they end up writing crappy questions.  So, ideas... hmmm... Maybe having them do a weekly blog post with the questions they posed that week along with the answers they discovered?  That might be a good way to hold them accountable, as well as to publish them (because we all know when things are public/published there is that extra level of accountability and "want" to do well).

I know for sure that even though I am going to have my students submit their WSQs online, they are going to have to handwrite the question part.  Near the end of this last year, that was just the last blank on the WSQ... and then sometimes we never really got to answer them in class and the students never went back and actually answered them fully - only if they remembered what their question was come class time.  So, I do like having their questions on the online WSQ because then I can see them before class... however, weighing the pros and cons, I think I am going to have the question be the one thing they bring to class handwritten in their notebooks.  Then we can discuss them in class, they can write notes about their answers, and then at the end of the week they can blog about all of them?? Still a work in progress, but I like the thought.

• One of the most difficult things to teach teachers is how to ask the right questions! 

• Misconceptions about the Flipped Classroom
• Implementing the Flipped Learning method makes me, as the teacher, much less important
• (they said the same thing when books were invented...)
• (books made it MORE important to have a teacher!)  
• The real skill [of teaching] is not transferring the knowledge, the real skill is diagnosing each student's unique learning style and personalizing instruction and understanding the sophistication in the questions they ask.
• Kids do not want to sit at home watching boring video lectures on the web.  This is just a lot of excitement over bad pedagogy
• Eric Marcos - mathtrain.tv - kids making the tutorials!
• Most of my kids do not even have internet access at home.  There is no way they can watch all of this video.
• We can make it work!
• Where is the accountability? How do I even know if kids are watching the videos?
• As a teacher, I don't have the time or expertise to produce all of the videos required to teach like this.
• Shoutout to Jon and Aaron! :)
• Says students picked the teacher they didn't have

Hmmm I always thought it was the opposite - I even feel like I heard Jon/Aaron say so... but maybe it has changed?  I feel there is HUGE value in the students watching videos made by their own teacher, and most of my students seem to feel the same. Yes, it takes time on the teacher's part, but it's worth it.

• YouTube video: From Questions to Concepts: Interactive Teaching in Physics http://www.youtube.com/watch?v=lBYrKPoVFwg
• Can a student get high test scores and not really know how to apply their knowledge? Yes! (unfortunately!)
• The acquisition of knowledge alone is not sufficient.  That will give you high test scores.  We want to get past high test scores... we want to get to the application of knowledge!

I think a lot of our students these days are okay with high test scores and not really understanding the material, because they are so "grades-focused".  They want a good GPA, they want to pass the class, they want to get into a good college... so, whatever it takes for that to happen.  Forget about actually understanding what they are doing - they just want to get the A!  
I see this struggle mostly with my Math Analysis Honors students because so many of them come into my class being used to "playing school".  Just that example I talked about above with the student giving me the Dictionary.com definition of "evaluate" rather than just paying attention and taking good notes from the video lesson.  He wants to avoid extra thinking and effort and just rush through the assignments.  
I think this will be one of my biggest struggles at the beginning of next year - helping my students understand that it's not about just getting the work done, it's not about passing the tests... it's about truly understanding and learning the concepts and being able to make connections between the material they are learning now and the material they have learned in the past (and material they will be learning in the future!).  I hope I do a better job of making this clear to my students than I did this past year...

•  YouTube video: Taking a Risk on At-Risk kids (Clintondale HS) http://www.youtube.com/watch?v=y2QgtPyk_Gk
• When you are doing homework at home and you make a mistake, the brain records the mistake.
• "Practice does not make perfect. Practice makes permanent"
• Kids make the same mistake on the exam that they made on the homework.  The brain already recorded the incorrect process of solving the problem.
• You need to give learners the most immediate feedback possible in order to be the best they can possibly be.

 Another great reason for "the flip", especially in math!  When students practice problems wrong, they are engraining that in their brains whether they mean to or not!

• Parent Complaints
• Greg Green invited parents to come into class to see what was going on.  Once they came in, they saw what was really happening and wanted it to continue.

What a great idea!  I think I will put that in my toolbox for next year - any parent is welcome to come in and see what is really going on during class time.  Open the doors, keep the conversation open.

• Quote from Alan November: "Highly successful kids in the traditional model may well push back because they are so used to teachers just giving them the answers... because they don't want to be responsible for solving problems in class... they are 'working too hard'."
• "Who is working harder during class? Is the teacher working harder, or are the kids working harder?"

Overall, this was a great one hour webinar and well worth my time.  I would highly suggest you check it out!

#flipclass chat from 6/11/12

Four random tweets to add to my summer to-think list :)


Standards-Based Grading
@crystalkirch @Mr_Driscoll @tcockrum Agreed #sbar and #Flipclassare like peanut butter and chocolate!

Class time activities

Jonathan Bergmann ‏@jonbergmann

@a_mcsquared Lots of our presenters will focus on gr8 activities they do with greater time in class. #flipcon12 #flipclass

ISTE tips

Troy Cockrum ‏@tcockrum

@crystalkirch Accept that u can't do everything or u will be overwhelmed. Keep eye on twitter too for all the impromptu stuff.#flipclass

Troy Cockrum ‏@tcockrum

@crystalkirch And if you run into someone like @jonbergmann and he has a few minutes to talk, do it! Don't say,"I have to go to a session."

#flipcon sessions all have google doc via MM playlist

Kristin Daniels ‏@kadaniels

@crystalkirch @runfardvs in @mentormob playlists. It makes sense for each of us to create a google doc with session description, all edit

#flipclass chat thoughts (from Mon 6/4)

So this post is incredibly late, but I never got around to finishing it last week :)

I'm just posting it now with my favorite tweets separated into categories so I can refer back to them later this summer. 

My biggest reflections from this chat are:

• Students still must feel fully supported in a Flipped Classroom... even though we are trying to limit spoon-feeding and wean them off what they have been used to for so many years, we need to expect that it is going to be hard for them and they are going to struggle with it at first and need our continued reminders and support as to why we are doing what we do.
• Continue to work on my questioning techniques and ways to help students really think through the content and come to conclusions themselves (with my support and guidance, of course!)
• I want to teach my students to use the internet as a resource more next year... the content and resources does not always have to come straight from me... I want them to learn how to find great stuff online, because once they get out of my class and into a non-flipped class, they are going to need those skills!  (And in life, too!)
• Continue to encourage and find ways to model/teach good collaboration skills, especially at the beginning of the year.

 
How do you discourage and work against the "spoon-feeding" mentality of students in a flipped class? (via @guster4lovers)


When students just want us to give them the answers:

• Link to book I referenced in #flipclass chat tonight. http://www.amazon.com/Why-Wont-Just-Tell-Answer/dp/1571108122/ref=sr_1_1?s=books&ie=UTF8&qid=1338863554&sr=1-1 

•  Carrie Ross ‏@MsRossEnglish I struggled w/ this. Students wanted me to spoonfeed "What is the right answer your want us to say?" Tough to stay strong #flipclass 
  Dan Spencer ‏@runfardvs @msrossenglish It is hard but it gets easier. Keep asking "What do you mean by __?". Ss get used to it. #flipclass 
  GS Arnold ‏@arnoldscience @MsRossEnglish I generally respond to that, with, do you really want me to tell you what to say, are you a puppet? #flipclass
   
• GS Arnold ‏@arnoldscience@MLanghans410 Yeah, that will never end, sometimes I post answers to simple stuff online, that way they still have to seek it #flipclass   
• Stacey Roshan ‏@buddyxo.@arnoldscience @MLanghans410 I like posting solutions & letting ss work through those. Lots of good learning there, too #flipclass
  
  

   Brian E. Bennett ‏@bennettscience @buddyxo @arnoldscience @MLanghans410 That works for me as well. Sometimes show the "what," they do the "how." #flipclass

Supporting yet not spoonfeeding:

• Stacey Roshan ‏@buddyxo Closing note: we need to be careful not to go too extreme anti spoon-feeding. Support is key & it's imp ss know ur there for them #flipclass
• Dan Spencer ‏@runfardvs
  It's important to understand that not spoonfeeding Ss doesn't mean we stop answering their questions. Guide > Tell #flipclass 
  
  
  
  
   Tom Driscoll ‏@Mr_Driscoll
  Students need to know that you are still supporting them throughout #flipclass process. Scaffolding and guidance a must to build trust. 
• Stacey Roshan ‏@buddyxo
  .@Mr_Driscoll Exactly. Support, trust, organization, clarity of expectations, consistency. These r crucial in the way I do things #flipclass
   

Teaching students to collaborate:

•  Audrey McLaren McG ‏@a_mcsquared one key to successful non-spoon feeding must be good collabrative groups and activities #flipclass - make it a viable alternative

Dan Spencer ‏@runfardvs@a_mcsquared Helping students understand the power of collaboration is huge! #flipclass

Teaching students to use the Internet correctly as a resource for their learning:

• Dan Spencer ‏@runfardvs I've always admired people like @jrsowash and @kithard who take time to teach their Ss how to do Google searches the right way. #flipclass  
• Stacey Roshan ‏@buddyxo.@runfardvs @jrsowash Agree. Nxt yr I will teach skills I take for granted that they know ex: adding hyperlinks, embed vs linking #flipclass 
• Crystal Kirch ‏@crystalkirch @bennettscience @runfardvs @jrsowash @kithard What do you mean by "google search the right way"? would love to hear #flipclass 
• Dan Spencer ‏@runfardvs @crystalkirch For example: teach them about key words/ideas rather than just typing in the entire question (aka #AskJeeves) #flipclass 
• Audrey McLaren McG ‏@a_mcsquared @runfardvs I like Dan Meyers idea of showing them a situation, then asking what the question is #flipclass

 Getting students to show their work and thought processes:

Crystal Kirch ‏@crystalkirch@buddyxo @Mr_Brett_Clark Same here. Most eventually get it, but I still have a few reluctant work-showers #flipclass

Stacey Roshan ‏@buddyxo @crystalkirch @Mr_Brett_Clark I never said it was easy! Esp frustrating for some of the really smart ones who like to hold all in their head

Brett Clark ‏@Mr_Brett_Clark @buddyxo @crystalkirch For those who "do it in their head", I always tell them, "I can't grade your brain". #flipclass

Stacey Roshan ‏@buddyxo.@Mr_Brett_Clark @crystalkirch (Side rant) I thnk it goes back 2 earlier levels when "carrying the 1" in ur head = ur "smarter" #flipclass

Dan Spencer ‏@runfardvs@mr_brett_clark Classic! #flipclass

Flipped Class Room Set-up

• Tom Driscoll ‏@Mr_Driscoll anyone configuring #flipclass rooms into separate "instructional" and "task/project" spaces? I know science does so with labs... @Mr_Driscoll I"m going to do that with "work", "watch", "quiz" and "create" areas...if I find the furniture #flipclass

Random stuff:

•  Brian E. Bennett ‏@bennettscience
  I find my kids went thru 3 cycles. Excitement (novelty), anger (frustration…spoon feeding was coveted), appreciation. #flipclass
   
• Brian E. Bennett ‏@bennettscience ProTip: If you get written evals from kids, wordle it. You might see an encouraging trend. http://bit.ly/JCs7PI #flipclass

• Michele Langhans ‏@MLanghans410 I think trust is the bottom line in creating independent learners.We must cultivate trust & then Ss begin asking better questions #flipclass

• Brian E. Bennett ‏@bennettscience  What have you had to change about your approach to work in your #flipclass?  JD Ferries-Rowe ‏@jdferries @bennettscience learned: once they value class time, they want it/demand it. that means less "overview" even when more efficient #flipclass

•  Jasper Fox Sr. ‏@jsprfox instead of writing essential questions yourself, have students write their own for each lesson #flipclass