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.

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.

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.

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!

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!

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.

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 | Brian@outragedproductions.com | 443-506-1038

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!

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.

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.”