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Flipping the Elementary Classroom: How to do an “in-class” flip with young learners

1/30/2015

 
Submitted by Ali Lederer
1st Grade Teacher, Joppa View Elementary
This post originally appeared in Creative Educator

As a first grade teacher at a “Lighthouse” school in Baltimore County, I work with young students who each have their own digital learning device. My colleagues and I are also working to create models of digital, personalized, and blended learning for students using these new tools. 

As I continue to research and study 21st century learning both at school and in my graduate program at Loyola University, I keep hearing about the popular “flipped learning” classroom model. Flipped learning happens when the teacher delivers a lesson to students via a screencast or video assigned as homework, allowing in-class time to be spent reinforcing or applying the skill that was learned.

Can you flip an elementary classroom?
As I started searching for ideas, I found it very difficult to find flipped lesson examples for elementary students. However, I thought this seemed like a fascinating idea and I was eager to find a way to incorporate this teaching method into my classroom in a way that was appropriate for my students. 

My main concern with attempting this type of lesson is the fact that my students are only six years old. Most of my first graders have little to no computer time at home in the evenings. I did not feel that I could rely on a video or screencast to effectively teach my first-grade students the foundational skills so crucial at this stage. I realized that the traditional flipped method was not going to work with my class. 

My solution to this problem was to try an “in-class flip” instead.

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During the second day, I noticed that some of the students were having difficulty thinking of words to use to search for pictures. In the screencast for day three, I included examples of useful search words for short /i/ and long /i/. This change seemed to help students who were having trouble and it was rewarding to watch students going back and re-watching that part of the video when they were having trouble finding images, instead of asking me! 

On day four, we invited our kindergarten tech buddies to our classroom to teach them using the lessons we made. My first graders used the first two pages of the Wixie lesson to introduce and explain the two sounds of long /i/ to their tech buddies. Page 3 was done by the kindergartners with assistance from the first graders. My students were simultaneously teaching their buddies about the letter /i/ while also teaching them how to click and drag pictures in Wixie. 

The students, both first graders and kindergartners, LOVED this time together. My first graders were thrilled that they got to “play teacher,” and the kindergarten students were excited to use Wixie. And, I must admit, I was ecstatic to see my students so proud of the work they had done. It was a win-win for everyone!
A huge amount of class time in primary grades is spent modeling an activity and giving directions. I realized that if I could deliver the modeling and instructions through a 5 minute screencast, I would have more time to give individualized attention to my students. Instead of me repeating the instruction, students who needed to hear the directions or see the modeling again could simply replay the video.

The “in-class flip”
For our first in-class flip, I chose to have my students create a lesson in Wixie to teach their kindergarten tech buddies about the sounds of the letter /i/. We had already spent two weeks learning about the long and short sounds of this letter. 

I wanted my first graders to apply what they had learned by teaching it to a younger student. Not only would this add meaning and purpose to my students’ learning, it would introduce the kindergartners to the wonderful world of Wixie. 

I decided to have my students create a 3-page Wixie project as the basis for their lesson for their kindergarten buddies. Students would work on one page of their Wixie lesson per day for three days. On the fourth day, the students would use their project to teach a younger student about both the letter /i/ and how to use Wixie. 

Normally, I would present this lesson with an ActivInspire flipchart to introduce the project and review the letter sounds. This time, I prepared the same flipchart and used Screencast-O-Matic to capture my voice explaining the directions on the flipchart and modeling how to use Wixie to build the first page of their lesson. 

On day one, the only instruction I gave to my students was where they could access the screencast. My students quickly gathered their devices and headphones and found a comfy spot to work in the classroom. They watched the screencast and then seamlessly began creating their Wixie projects. 

There was little to no confusion about directions or expectations. If a student was unclear or forgot the directions, they simply referred back to the video to listen again. Having the students working independently allowed me to begin pulling small groups with no interruptions.

Dividing this lesson into smaller parts helped in several ways. It allowed my students enough time to focus and put effort into each page of their lesson. It also allowed me to reflect on the experience of the flipped method and make changes to improve the following day. 

After day one, I realized that I actually had extra time to spend with students, even in my short Phonics block. So in addition to recording a screencast for day two, I was able to also prepare differentiated mini-lessons for small group time! 

A few of my students missed some of the requirements for the first page of their project, so I created a checklist for students to use to keep track of their progress and make sure they included everything that was expected.
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Reflection
This lesson was surprisingly easy to plan and teach. The only preparation required was the screencasts and Wixie template (available at the Trading Post). The devices were responsible for the implementation of the lesson. Incorporating a “flipped” learning experience, while using a program that my students are already familiar with, took a lot of pressure off of me as a teacher. 

My students use Wixie on a daily basis, whether they are solving math problems and explaining their thinking with the recording tool, or using their imagination to create a digital story. Their comfort with creating in Wixie meant that applying it as a teaching tool showed off their mastery of digital tools as well as content. 

As I continue to evolve as a 21st century teacher, I am realizing that students need to add purpose to the skills they learn in order to make the information meaningful. Prior to this lesson, the typical expectation after learning a new skill was to move on to the next lesson and trust that the students had mastered the skill. During this in-class flip, students were able to apply their knowledge about the sounds of the letter /i/ to teach a younger audience something new. 

The “flipped” aspect of the lesson allowed students to have access to directions and examples, which helped me work with individuals and small groups to address a range of learning styles and abilities. For example, visual and auditory learners were able to listen and watch as I modeled the activity. The screencast allowed students to rewind and review independently to monitor their understanding of the directions.
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Expanding Possibilities in Art

1/28/2015

 
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Submitted by Barbara Zelt
Art Teacher, Church Lane Elementary

The introduction of the new devices has expanded the possibilities for student learning in Art. They are a great tool in which the students have the opportunity in self directing their own learning. The children are engaged with interactive activities, thought provoking problem solving lessons and programs where the resources are readily available with a click or finger swipe. The students work together to navigate through the programs and share information in maneuvering the commands to land themselves onto the correct screen.  Watching how quickly they learn to manipulate the device for the desired outcome is a joy to watch. The children are excited, engaged and their joy of learning is evident in the new ways they are expressing their artistic talents.
While students use the devices other students may work in collaboration in small groups. I was teaching a lesson on Henri Matisse using the programs on Discovery Education and Symbaloo. These are  great resources where the children view a video about Henrii Matisse (Discovery Education) and create models for paper cut out projects.  The children determine the theme of their picture and then with the availability of numerous options (colors, shapes, patterns and the layout of the composition), design thumbnail sketches on their devices. These are the models the students will use to create their pictures.  Simultaneously a small group of students are gathered to manipulate materials and create a group mural on a theme of  the same project. This learning environment allows the teacher to work more closely with some students with a hands on activity while the other children are working independently on their devices. The groupings rotate throughout the class time. We are working within the best of two worlds; technology infused into our teaching environments. The devices have expanded further enrichment opportunities for student centered directed learning.
check out Church lane's s.ta.t. spotlight on mrs. zelt

Revisions to our Learner Centered Environments

1/28/2015

 
Submitted by Katie Schmidt
5th Grade Teacher, Rodgers Forge Elementary

Throughout the second quarter, many teachers at Rodgers Forge Elementary have been trying out different seating and room arrangements to see what works best for their students.  They have examined different options for the placement of carpets and tables, as well as other furniture in the classroom.  Here are some updates from a few classrooms!
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Fifth grade teacher, Katie Lark, has tried a number of different desk arrangements to maximize the classroom space for learning.  She states, “Traditional classroom arrangements were less conducive to student-centered learning because of the restrictions of space.  By removing furniture and opening up the space of the classroom, students have more choice in where they are working, and the classroom is more suitable for collaboration.”

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Melinda Osgood, first grade teacher, utilizes a “standing station” to offer an option for students who prefer not to sit down when they work.

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Third grade teacher, Geri Wills, has special tables instead of desks for her classroom that can be easily configured in a number of different ways. 

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Katie Schmidt, another fifth grade teacher, currently utilizes this room arrangement.  The organization of the desks helps foster interactive whole-group discussions, while leaving a large carpet space, a smaller carpet space, a computer lab space, and a small group table space for collaboration options. 

Learning from Elementary: Secondary S.T.A.T. Teachers Reflect on Lighthouse School Learning Walk

1/26/2015

 
After leaving each classroom, STAT teachers excitedly discuss how each activity promotes cognitive engagement, encourages the exploration of content, and allows for student choice.  It is encouraging to see in how many forms learning occur: books, paper and pencil activities, BCPS lesson tiles, manipulatives, digital resources, questioning, discussion and direct instruction. Sometimes the entire class learns together, then breaks into small groups.  Other times, students choose to work independently or with a partner. No matter the format, the teacher is integral in scaffolding the learning plan for children so they may access and meet the lesson’s rigorous learning targets.

Each classroom learning space tells a unique story of the learning the students are engaged in. The space is purposefully designed to encourage access to instructional materials and allow personalized learning for all students. In numerous classrooms, visitors would hear, “Find a place to work that is best for you,” or see students rise from their seats without prompting to retrieve materials to augment their learning experience. Teacher and student-created word walls and anchor charts that reflect the current unit of study, pepper the walls and provide a resource that students can always turn to to clarify and build upon their understanding on enduring concepts. Displayed student work resonates of authentic and relevant topics with a choice of products that allows for creative expression. Innovative stations and furniture arrangements encourage collaboration and comfort. Students sit on pillows at low tables, stretch out on colorful rugs, and research on their devices in cozy bean bag chairs. 

All of the STAT teacher visitors busily snap photos, ask questions, and take copious notes to capture the environment that is clearly a student learning space rather that a teaching space.        

STAT teachers on the learning walks are inspired by the transformation of space, but truly motivated by the apparent shift in student thinking.  The learner-centered environments create self-directed learners that routinely use collaboration and communication to facilitate their learning.  One enthusiastic group of STAT teachers coin these students as “collaboratively independent.” Students habitually choose activities that best meet their needs, but do not hesitate to help their fellow classmates.  They even earnestly call over visitors to explain what they are learning and why. Youngsters are thinking critically and analyzing deeply.  Rigor is not lost with the high level of engagement occurring in these purposeful instructional settings.
Submitted by Christine Roberts - S.T.A.T. Teacher, Dumbarton Middle & 
Maggie Toolin - S.T.A.T. Teacher, Perry Hall High

The Lighthouse schools have opened their doors and the STAT teachers couldn't be more excited to conduct collaborative learning walks! STAT teachers from elementary, middle, and high schools are making the rounds to experience firsthand the innovations that define these schools so they can begin to imagine the pedagogical and digital transformation in their own schools.

When entering a classroom, it is often tough to spot the teacher!  Teachers are redefining traditional roles and adopting a "teacher as facilitator" approach. By acting as a facilitator, educators are found at kidney bean shaped tables reinforcing core content with a small group of students or even sitting on a rug among their students as one pupil presents to their peers, while other small groups of students explore content using manipulatives or digital tools.  It is evident that this type of teaching takes a deep commitment to advanced planning and collaboration with colleagues.  In teams, educators craft meaningful lessons that encourage students to explore and construct their own knowledge through a variety of purposeful learning experiences that vary in structure and product.  What does not vary is the learning outcomes and high expectations for all children.

Throughout a lesson, students are grouped in a myriad of ways rooted in formative assessment data and learning preferences.  This approach allows for flexible grouping where students are not confined to one grouping structure, but instead shift seamlessly between constantly evolving combinations of students to ensure personalized instruction.  Between activities, one teacher quickly accesses BCPS One to review her students’ level of mastery on a particular assignment from the lesson tiles feature and adjusts her groups as necessary for the subsequent activity. Every student is deliberately placed based on their personal learning needs within seconds!
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As the learning walks wrapped up and the STAT teachers reconvene to debrief and discuss the experience with the Lighthouse school leadership, one take-away was evident: The school environment and culture is purposefully cultivated and does not happen overnight. Leadership touts the importance of ongoing job-embedded professional learning opportunities coupled with an open doors, open minds attitude.  When teachers are asked how they do it, they eagerly emphasized the value of procedures, routines, high expectations and a growth mindset.  

Phones packed with pictures, pages of notes and ideas, and huge grins, STAT teachers leave the Lighthouse schools with a sense of urgency to spread the word in their home schools and continue their work in the transformation teaching and learning.

Lighthouse Innovation at Joppa View Elementary

1/20/2015

 
Submitted by Michele Gugliotta
Kindergarten Teacher, Joppa View Elementary

Joppa View Elementary students, teachers, and administrators discuss the changes happening this year.
Video courtesy of Outraged Productions
Brian Gugliotta | [email protected] | 
443-506-1038

More Options This Year

1/18/2015

 
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Submitted by Morgan Robb
3rd Grade Student, Fort Garrison Elementary

Having devices in my class this year has been a blast! I have not just been learning reading, writing, math, and other subjects but it has expanded my knowledge of computers.

Another thing that I really like is that we get more choices. For example, when I read, I get the options of TumbleBook, eBooks, or just read a regular paper book. Personally, I like a paper book better because you do not get as many choices on eBook or TumbleBook.

Another thing we get to choose is how we write. My favorite is being able to type on Microsoft Word instead of writing on paper. It has helped me get my work done faster and it does not hurt my hand as much as writing on a piece of paper. Also, EduTyping has helped me improve my typing skills, which makes typing on Microsoft Word even easier!

In math, we get to use virtual manipulatives. It has helped me a lot because I used to not enjoy math because it was very tricky and it was confusing for me. Now, I am much better at math and more confident than I was before, all because the virtual manipulatives really helped me learn math better.

I know this might all sound perfect and everything always goes how it is supposed to go, but it really doesn’t. However, my teacher said this year’s theme is flexibility. This is the first year with computers and everyone is trying to figure out how to use them. Even teachers! When things do not go the way we want it to, we always find a way to fix it. We keep trying!

Serendipity

1/6/2015

 
Submitted by Yvonne Barhight
Principal, Hawthorne Elementary 

Going into this journey, I had preconceived ideas about which teachers would thrive with the addition of technology and additional professional development and which ones would struggle.  As I reflect on the change in teacher practice after only five months of the implementation of STAT, I am pleasantly surprised by the results.

To be honest, the change in teachers has had serendipitous effects.  I am surprised with the level of engagement by teachers specifically from some of the teachers that I least expected it.  Many “developing” teachers have grabbed hold of the new learning, thrived, and become leaders. They have been energized and rejuvenated as result of the technology and professional development.  Many of the once reluctant teachers are now willing to try new innovative practices and are meeting with success.

When planning for instruction, teachers are considering which of the best practices to employ in order to meet the standards. They are making decisions about instruction which may or may not include technology. They are thinking through- what’s the best way for students to learn this- tech is one of the options. Teachers are keeping the needs of the students at the center of their planning. Technology is providing them with resources that they have not had access to previously to meet the students’ needs.

One of our developing teachers, shared her insights regarding some of her students who are introverts.  This young teacher has embraced technology in all content areas and is especially thrilled with its benefits in writing. She is amazed at how the use of the computer has given her “quiet students” a voice. Using the app Lego Storybuilder, students are able to tell their story and are encouraged and motivated to keep writing.

How has the STAT initiative changed teachers? Without question, it has helped them to revisit the why and how of instruction in light of the 21st century learners sitting in front of them. This journey has been transformational both for the teachers and the students. Powerful.

BCPS Music & Technology Matters

1/5/2015

 
Submitted by Terri Iacarino
Vocal Music Teacher, Joppa View Elementary 

This being my first year at Joppa View Elementary for my tenth year of teaching, I approached the year with thoughts of just using my “tried and true” tricks of the trade with a new group of kids.  Knowing that Joppa View was a Lighthouse School for the 2014-2015 school year, I was excited to learn about the new technology access for students in Baltimore County Public Schools.  Little did I know how many connections I could make to my own musical world that would keep the students engaged in learning during my class and want to try even more on their own time!

My initial reaction to having students using devices in music class was that there’s no time or need to bring devices into the music room because students are already engaged in singing, reading, and creating music while playing instruments, and dancing.  I was also hesitant to have students bring devices to my room in fear of breaking the equipment in the process.

Regardless of my trepidation, I was determined to attempt my first lesson using devices by the end of October! It was amazing to see how much work the teachers had done with the students.  First grade students could log on, open applications, and use tools on their devices without much instruction from me as the teacher.  Students were able to record themselves singing a seasonal song and post it on the website Padlet to share with the teacher/class.  I was able to assess independent singing while students were all working at the same time.  What a time saver!  First grade students used their devices again in December to explore websites that create melodies and label instruments.  As the year progresses, problems that occur with one student or one device can usually be solved by another classmate.  It is quite remarkable that the kids are able to troubleshoot minor problems such as internet connections, login issues, etc.

Second grade students used their devices to complete a Wixie assignment.  It took a little time for me to create the assignment, but the students were easily able to access the program in order to label and manipulate rhythms to create 4-beat patterns.  The students then had to audio record themselves performing a composition of their own.  Seeing the smiles on their faces to hear themselves perform was priceless! Click here for a student example: https://www.wixie.com/p/UzEyNDE3ODc%3D/wixie.html.  Devices were used again for independent learning while playing an interactive website called “Carnegie Hall Listening Adventure.” 
In my attempts of “going green” I attempted a quiz with a second grade class to get their opinion on the day’s lesson and to find out what they learned.  I was able to create a Google Form and assign the survey as an activity on their BCPS One tile for Vocal Music class.  Students completed the form and entered their names to record their performance.  This was the easiest “Exit Ticket” I’ve ever created and assigned!  Since the devices were already out, clicking on the link was a piece of cake for the students.

While music is a performing arts class and students are still expected to perform in various musical ways, it is nice to have a new tool to bring into the music room and show the students how music technology is also a growing field! I look forward to creating music composition activities and utilizing recording options to share classroom performances.  Though it may take extra time and some trial-and-error, my “tried and true” music activities can easily be turned into technology integrated lessons!

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