Introducting+TeaM+3J

= = = Flipped Classrooms =

TeaM 3J
= =
 * Instructional Designers **

Melissa Ferry || Hola! I am currently the Spanish 2 and 3 teacher at Avon High school in Avon, Ohio. I have my Bachelor's degree from the University of Akron for PK-12 education with my concentration in Spanish. I currently pursuing my Master's Degree from The University of Akron for Instructional Technology. This has helped me during my first two years of teaching because there are many technology opportunities available in my school, which my students really enjoy. I hope to soon be a technology advocate for the other teachers in my building. || Terri Golden || I have been a Librarian for 29 years, for the last 18 years I served as a Library Media Specialist in a public school district. I have a Bachelor’s of Science degree in Communications from Ohio University, a Master’s of Science degree in Library & Information Science from Case Western Reserve, and a Master’s of Science Degree in Secondary Education from The University of Akron. I am currently pursuing an Endorsement of Instructional Technology. Instructional Technology is a natural career change for me. Librarians like Instructional Designer, locate sources of information, access and organize those sources, and use technological tools to engage learners. I plan to meet the needs of digital aged learners as a project facilitator in a digital world, guiding Teachers and Students through the research process on the internet for scholarly and useful information to meet their instructional needs. || Jaclyn Hawkins || Hi! I am currently a Title 1 Math teacher at a charter school in Cleveland. I have a Bachelor's Degree from the University of Akron in Middle Level Education, with a concentration in Mathematics and Science. I am currently in the Instructional Technology Master's program and am really excited to work in our team! I like to try figure out ways to incorporate technology in the school I work at, but we have very limited resources available. One day, I would like to be a technology teacher or a Math teacher in a middle school. || Jennifer Lanza || Hello. I have a Bachelor's Degree from the University of Akron in Middle Level Education, with a concentration of Mathematics and Social Studies. I also have a K-12 Reading Endorsement from the University of Akron. I am in my 3rd semster in the Masters of Instructional Technology Program at the University of Akron and I hope to graduate next semester. My dream is to be a 5th Grade Mathematics and Social Studies Teacher while helping teachers to integrate technology in their classroom. || Jenna Ward || I have a Bachelor's Degree in Middle Level Education from Kent State University with a concentration in Language Arts and Science. I currently teach fifth grade at an elementary school in Kent, and I am about halfway through the Masters of Instructional Technology program at the University of Akron. I absolutely love where I am, and I am fortunate to work in a supportive, technology savvy district. This degree will help me to push my students to the next level when it comes to technology! ||
 * Meet Our Team: **
 * Name: || Description: ||
 * [[image:instructionaldesignspring11/Melissa Ferry.jpg]]
 * [[image:instructionaldesignspring11/Terri Golden.jpg]]
 * [[image:instructionaldesignspring11/Jaclyn Hawkins.jpg]]
 * [[image:instructionaldesignspring11/Jennifer Lanza.jpg]]
 * [[image:instructionaldesignspring11/Jenna Ward.jpg]]

Name: Dr. Cheryl Ward, IT Master’s Program, cward@uakron.edu. 440 417-2997 Department: Educational Foundations and Leadership-Instructional Technology· **What is the need for this instruction?** Our discipline is always changing and it is a struggle for me as a professor to modify content in classes to always keep current and provide the most recent information for students. Flipped classrooms is a new concept that is very popular and technology plays a big role in this new transformative paradigm for learning.· **Who is the target audience** (and other potential audiences) IT Master’s Students, teachers in school districts who want to be able to effectively integrate technology, instructional designers, anyone wanting to develop online learning· What is the anticipated size/scope of the project? –single lesson or sequence of lessons, learning module, a learning object that can be popped into a Springboard class for additional learning for students.· **Are there known delivery constraints?** No Team should be able to identify and define a target audience of peers or get IT Master’s students, fellow colleagues in a work environment to be the target audience.
 * Instructional Design Problem: Request for Flipped Classroom Design Problem **
 * Problem 5 **
 * Flipped Classrooms **
 * Assuming this instructional product is completed before the end of the semester, would members of the target audience be available so that the team could conduct a formative evaluation? **

Why we choose this problem: This problem intrigues our curiosity. We know that there could be a big push for using flipped classrooms in the future, so this would be great for us to experience it now. Our group enjoys the practical applications of meeting in a virtual space to work on projects, and we know that Dr.Ward would be able to meet with us in that way as well as the SME.

Why our team is best to solve this problem: A team member of ours is using the flipped classroom strategy in reading groups in her class, so we have some experience available with this problem. The rest of the team has briefly researched the topic of flipped classrooms and is excited to learn more about it and/or try it in their classrooms. Our team is familiar with how to incorporate the NETS Standards in practical applications for this problem.


 * Subject Matter Expert: Dr. Ward**

Survey Design || Design Phase Roles Assigned || Draft of Development Phase || Work on Final Paper & Presentation. || Presentation. ||
 * Team** **Collaboration Log:**
 * Meeting Date, Time || What was discussed ||
 * Oct. 15 with SME || Instructional Problem ||
 * Oct. 24 || Analysis Phase
 * Nov. 1 || Information Gathering ||
 * Nov. 7 || Survey Results
 * Nov. 13 with SME || Draft of Design Phase ||
 * Nov. 15 || Design Phase
 * Nov. 19 || Development Phase ||
 * Nov. 20 || Plan for Implementation Phase ||
 * Nov. 23 || SME approves implementation ||
 * Nov. 27 || Plan for Evaluation Phase ||
 * Nov. 29 || Finish Evaluation Phase
 * Dec. 3 || Finalize Final Paper &

Please click the link provided for our survey about Flipped Classrooms: @http://www.surveymonkey.com/s/29H89RY
 * Dr. Cheryl Ward will allow you to use the survey PLUS PARTICIPATION IN OUR FLIPPED CLASSROOM IMPLEMENTATION in your e-Portfolio as evidence of participation and evaluation of an online learning module. YOU NEED TO TAKE THE SURVEY THEN LET TERRI KNOW THAT YOU WILL EVALUATE THEIR LEARNING MODULE LATER IN THE TERM WHEN IT IS COMPLETED. To use this as a field experience, you will show evidence of participation in the survey and the evaluation of the learning module, plus write a reflection on Flipped classrooms and how this might be implemented in your classroom or work environment. These artifacts will be included in your ePortfolio under assessment and evaluation or leadership! This ID team will provide validation that you have participated in their implementation. **
 * Initial Status Report: || [[file:INITIAL STATUS REPORT update TEAM 3J.pdf]] ||
 * Initial Status Report: || [[file:INITIAL STATUS REPORT update TEAM 3J.pdf]] ||

Draft and Finalized Analysis Phase. Survey Questions drafted and submitted to SME for additions or corrections. || || Roles assigned for information gathering. Survey sent to IT students. || Team exchange information gathered on Flipped Classrooms techniques at various grade levels and adult educational settings. || Discussion of Survey Results to date. Roles assigned for Design Phase. List of Survey Participants to date using survey as artifact for ePortfolio and Field Experience. || || Discussion on Design Phase document. Finalized Design Phase. || || Nov. 19 Elluminate Live! Draft wiki for implementation. Finalized Development Phase. || || Finalized wiki planning for Implementation Phase. || Flipped Classroom Wiki || SME approves implementation. Wiki invitations sent to IT Masters students participating in the Evaluation of Flipped Classroom module, for ePortfolio and Field Experience artifact. Finalized Implementation Phase. || Wiki Reflections on Flipped Classroom learning module || Evaluation Phase. Reminders sent to IT Masters students to submit evaluations through Wiki Reflections deadline Nov. 30. ||  || Evaluation Phase. Shared work on Final Presentation using JING. Problem - Team members using PC and MAC conflicts with software transfer to one presentation document. || || Finalized Final Paper & Presentation. || Final Project Video ||
 * Team Progress Reports: ||  ||
 * 1.TeaM 3J working meeting, Oct. 24 Elluminate Live!
 * 2. TeaM 3J working meeting, Nov. 1 Elluminate Live!
 * 3. TeaM 3J working meeting, Nov. 7 Elluminate Live!
 * 4. TeaM 3J working meeting with SME, Nov. 13 Elluminate Live!
 * 5. TeaM 3J working meeting on team wiki and Development Phase,
 * 6. TeaM 3J working meeting to finalize wiki, Nov. 20 Elluminate Live!
 * 7. TeaM 3J working meeting with SME, Nov. 23 Elluminate Live!.
 * 8. TeaM 3J working meeting, Nov.27 Elluminate Live! Planning for
 * 9. TeaM 3J working meeting, Nov. 30 Elluminate Live! Finalized
 * 10. TeaM 3J working meeting, Dec. 3 Elluminate Live!

Flipped Classroom Wiki
 * Final Project: **


 * Final Paper: **

For our final presentation, we decided to create videos using Jing, which allows us to record what is on our screen a well as our audio. Jing only allows you to record 5 minutes at a time and does not allow you to put the videos together, which is why we have split our videos into 5 sections. Please click on the following videos to view our final project about Flipped Classrooms. Thank you and enjoy!
 * Presentation: **

Introduction to Flipped Classrooms:
media type="file" key="intro.swf" width="563" height="528"

Analyze and Design Phase:
media type="file" key="Final Flipped Classroom.swf" align="left" width="562" height="424"

Development Phase:
media type="file" key="hawkinsDevelopment.swf" width="549" height="470"

Implementation Phase:
media type="file" key="implementation_phase.swf" width="561" height="496"

Evaluation Phase:
media type="file" key="Terri's_Evaluation.swf" align="left" width="565" height="426"

__//**Please Leave Questions or Comments Below:**//__ actually do the assignment but could see many applications where this would fit. I still think that students might need more support but I could also see this being done on-line or in a lab to get them started. As I explored the site I found some of my reservations being dispelled or answered. Good overall coverage. || When it comes to learning disabilities, I think that would depend on the situation. It sounds like you are talking about a student on an IEP. If that is the case, the teacher would still have to follow the IEP as written, so the flipped classroom may not work the same for them. The teacher could possibly have the students watch the lesson at school, so they can monitor and make sure the student is paying attention to the lesson. -Jaclyn ||
 * Name: || Question: || Comment: || Team's Response ||
 * Sharon Caine || Can supports for students be provided that teachers and students could accesss when overcoming learning disabilities? || I thought the idea of a flipped classroom would only work for more advanced committed students.I changed my mind about this as I explored your sight. I started to see the advantage for all students. Some would need more support than others or could support each other and benefit from this approach. The added resources helped me understand the approach in a broader sense. I didn't
 * Barbara Hornick || I liked the idea of students creating a flipped lesson plan. Do any of your team members have experience with that yet? || Excellent presentation of an exciting way to change the classroom. I especially was interested in the statistics of more students passing in a flipped classroom and fewer discipline incidents - maybe due to less boredom? || No, none of team members have actually used this in the classroom, however I recently created a website for my classes and I have uploaded videos for students who are absent in my class so that they can do the work at home, so in a way it is like the flipped classroom. -Melissa

I agree that students may feel less bored in the flipped classroom approach. If teachers work ahead, they can include upcoming lessons and activities for those students that are working at a different pace then the rest of the class. I would like to try the flipped classroom approach in the future, it seems like it would be helpful for many students. - Jennifer || -Jaclyn || If you are going to implement the Flipped Classroom, it is vital to the success of this method to have follow activities. Depending on the age of your students, you may require them to turn in notes or write a paper pertaining to the videos. We believe the Flipped Classroom is perfect for mini lessons. Yours truly, Terri Golden || Thank you! You were a great mentor (and SME) :) Jaclyn Thanks Dr. Ward! Jennifer Thank you so much Dr. Ward!!! - Melissa Ferry ||
 * || I think the flipped classroom is an interesting idea. Do you think socio-economic status has an effect on the flipped classroom concept? || This was a very cool concept your group got to work with. I think your group did an excellent job educating us more on what a flipped classroom is and ideas on how to implement this style of teaching. The wiki was very well presented as well. || The socio-economic status of the students families is definitely a concern of mine as well. I think it does effect how the Flipped Classroom can be implemented. If students do not have internet access at home, they will have to make an effort to access the lessons in some other way. It is more realistic when you think of the fact that this would not be an every night lesson. This would probably be one or two nights a week. Teachers can be very creative in the way that they assign these lessons as well. They may be able to assign a video to watch on Monday for an activity that will be done on Thursday or Friday. In this way the parents will have a few days to figure out a way for students to see the video. Public libraries all have free internet access, so it would be understandable for me to think that a teacher could assign one video a week and still expect all of their students to watch it. Another option for some schools, would be to open up their computer lab for half an hour right after school, so some students could stay after school to watch the videos. This situation would need to be monitored on a per school basis based on the needs of the families and students.
 * Chris Pashke || I really like the theory of flipped classroom and Career and Technical education has been doing it in similiar ways for years now. You information is excellent and very informative. || My major question goes to the idea of core subject areas and the idea of the student doing the instruction on their own and then the teacher being more of a facilitator instead of giver of material, was their a concern or any apprenhension to giving up the teaching? || I do not believe that any member of my group has fully implemented the flipped classroom approach in our classrooms. However, I feel that it would be helpful to start a little at a time. For example, maybe try to flip one lesson, see how it goes and the problems that come up, and then go from there. I think that it may be tough at first and that it may be a challenge for students to get used to the idea that they need to learn the content at home and that they will complete an activity at school.- Jennifer ||
 * Sherry Hendershot || I was wondering, maybe it is just my screen, but I only see half of your presentations. Can you either resize or have it come up in a popup window? || I saw where the flipped classroom is based on a podcast type presentation of the teacher based on that days lesson with the possibility of taking online quizes (and maybe even partaking in a discussion board. What about practicing the information learned in the online environment before the student attends the days activities at school? || Sorry I am not sure why you are unable to see them. I checked on two different computers and they are all the same size so I am not sure why it is not working sorry. Personally I think asking them to do practice work at home and watch the podcast may be asking too much of them.I think they should go through examples but I do not think they should have to watch a podcast as well as have to do homework with it, that sort of takes away from what the flipped classroom is because "homework" is done more in the classroom. -Melissa Ferry ||
 * Teresa Potter || As you were creating this project, did you think of ways that the flipped classroom model might work in your classrooms as well? Do you plan to use this model for yourself in the future? || My school used an entirely flipped model for our Chemistry and Physics classes, so it is something I am very familiar with. I think you did a really good job capturing the strength of this model. || It really did get me thinking about using it in my classroom. After reading about a lot of the success of other teachers it made me want to give it a try. I recently created a page on my website that gives absent students the work from the day and occasionally we will do a listening activity or watch a video and I plan to have the absent students watch/listen at home and complete the work with it. So in a way I am going to use the flipped classrooms, however maybe one day down the line I will implement it more, but for now I do not think enough of my students have the necessary resources. -Melissa Ferry ||
 * Cassie Neumann || In education, we often see a lot of new teaching methods come and go quickly. Do you think this method of teaching will come to replace current methods? Or will we simply see this fade away and be replaces by something else in the future? || Great resources- definitely going to try some of these techniques in my own classroom! || Thats great Cassie. I hope that you have much success in trying the techniques in your classroom. I dont see that this method will fully replace the current methods in the near future. I believe that some aspects of flipped classrooms will become more integrated in the school environment. For example, teachers can place lectures and other activities for the students to view at home if they are absent or for review for an upcoming test, for example. I hope that this idea will not fade away, I think that its a good idea and very helpful.- Jennifer ||
 * Lisa Temsey || I noticed that in the evaluation section on the wiki that there were some students who felt they did not have the technology needed to adequately provide a flipped classroom. What would you suggest to these students? Is there any way that this could be implemented in a very low income school where the students may not have access to technology at home? || I find this fascinating and think that it is a fantastic idea and a great way to make the most of class time. I think that we are headed more towards everyone having access to technology but we have to remember that there are those students who just don't have access. || A good article published by School Wired.com gives teachers, who want to implemnt the Flipped Classroom, suggestions for accommodating students without technology at home. Some of the suggestions were to copy the lesson onto DVDs and allow student(s) to check them out from the school library or public library. Another suggestions worth mentioning, is to have a copy of the lesson on DVD and place it on a computer workstation in the classroom as a learning center activity. I believe if lessons are missed by students or if a student has a need to be retaught a particular lesson again, the Flipped Classroom could be a solution. Particularly when the rest of the classroom is ready to move ahead. Teachers spend too much of their planning/prep and lunch time doing remedial F2F with students (who aren't on IEPs) because of absenteeism or lack of attention span during a lesson. Most times, the student just needs to hear the lesson again, the methodology of the Flipped Classroom can work for these types of students. Terri Golden ||
 * Leah Burke || As I was listening to your presentation, I kept thinking that flipped classroom holds much more promise in high school or higher education classrooms. How might teacher's confront using a flipped classroom at the elementary leve? || I think that flipped classrooms may become even more common as we move further into the digital age. I felt all of your resources, research, and wiki were very organized. I think your simple directions with friendly format made it easy for students to navigate. I also wonder if elementary teachers can use the flipped classroom idea in order to frontload for their students. || I know a teacher who has been using the Flipped Classroom methodology with her First Graders. This was before there was even such a methodology. She recorded lessons for students who were absent on days when she really didn't want her students to miss the instruction. (This was back in the VHS days :) The only difference today is the media formats we use. The Flipped Classroom really works for those visual and auditory learners. Yours truly, Terri Golden ||
 * Alzana Nuzzolillo || Now that you've studied flipped classrooms, do you feel it is a viable option for you? || I like your presentation and the resources you've used to discuss the concepts of a flipped classroom. The feedback you received was tremendous (what a nice thing to have!). Did you consider presenting the "dark side" of flipped classrooms-how they might not work for every situation, etc.? || The team will definitely use the flipped classroom and share the wiki we've created with our colleagues. As far as the dark side... One evaluator felt she couldn't use the Flipped Classroom methodology because her students are on IEPs. From my experience, particularly with students with Autisim, they tend to love watching videos. Videos are often a reward given by their teachers.
 * Dr. Ward || Wow...look at all the minds you have influenced just in this discussion! COOL! This team did a great job of checking in with the SME and following feedback to make changes and perfect their project! Flipped classrooms is a big concept that is not really just about students doing work at home. This team captured all the best resources here for everyone to feel free to use in your classes or with your teachers also. Great job TEAM! ||  || Thank you Dr. Ward. Terri Golden
 * Marlene Glennon || While this method does have many advantages, one disadvantage (not already stated here) comes to mind: Do you think the concept of students asking questions during classroom time will become eventually taboo? If a student still has a question about a concept he/she saw during a coursecast, do you think he/she will now feel intimidated to ask outside of the actual "teaching moment"? || I'm very impressed with your presentation - very organized, clear alignment with NETS, and great resources. Before I viewed your project, I did not know much about Flipped Classrooms - I knew about the concept of recording lectures, but I didn't know it had its own formal accompanying methodology as well. I like the concept of doing the learning at home, and doing the "home"work at school as I think students nowadays are too bombarded with homework in the evenings - which potentially becomes mind-numbing after a while and therefore not as beneficial to the learning process. So if they can just view a 30-60 min DVD lecture in the evening and then apply the learning to activities in the classroom the next day, that would be quite revolutionary! Teachers are already battling time constraints to cover as much material as possible in a 9 month school year, and having to devote more time to slower learners slows down the pace of the whole classroom. Therefore, if the students watch the lectures at home, they can always rewind over sections they did not understand, in their own time. || Classroom follow up activities or hands-on projects should alleviate any apprehensions students may have to ask questions after viewing the coursecast. One of the main objectives for orchestrating a Flipped Classroom is to give more time for teachers to delve deeper into the lesson from the coursecast (video). Normally, every student’s questions and problems are not addressed during class time because of time constraints. The coursecast frees up the time it takes to review content already taught. Review is a hard habit for teachers to overcome. We do it constantly. If the students are watching the coursecast, they are ready to apply the knowledge they've learned from the initial __in__ class instruction and video review of instruction. In short, in theory the Flipped Classroom methodology frees up time in class for more F2F hands on time for teachers to help students, particularly ones that are struggling through the lesson. Terri Golden ||
 * Dan McGee || Nice job, group. Where do you see the idea of flipped classrooms going in the future? Some people see this as a fad idea, so whether it is or isn't - how might it evolve? ||  || Hi Dan, I really believe instructors will utilize this methodology. Some school teachers already use it, recording lessons on CDs and DVDs for students in their classrooms who are frequently absent. With more and more teachers using the internet, I foresee the Flipped Classroom methodology expanding. I know our teams intends on using it! Terri Golden ||