Flipping is really not about the videos: a post FlipCon13 reflection

CC courtesy of No videos on Flickr, Please
by Muhammad Ghouri on Flickr

As a baby flipper, I was intrigued by the “it’s not about the videos” talk during FlipCon 13. In protest, I thought “it’s easy for you to say; you already know how to make videos!” I still have remnants of that protest feeling, especially after realizing I’ll have some important edits to my first Camtasia video. But after FlipCon 13, making my first Camtasia video, associated MentorMob playlist and observing that the video was only one in twenty steps of the playlist, I’m convinced that flipping the class is definitely not about the videos!


Demonstration:
Below is a video I made about Punnett Squares. It is about 11 minutes long.

As a novice, this video took me days to create and edit and it still has some important flaws that need to be reworked. I expect the editing time to decrease as I gain more experience. This 11 minute video is the only time that I provide planned direct instruction. It is the bulk of the Flip phase of the mastery learning cycle of Punnett Squares. The students also have to record guided notes from a template handout. After watching the video, they have to complete a google form, which contain understanding-level questions and allow students to pose questions. All of the responses get sent to me prior to class, which can help me plan accordingly. Students see the answer key for the video questions by submitting their responses in the google form. So even within the Flip phase of the learning cycle, the video is accompanied with guided notes and google form questions.

The Flip phase only makes up a part of the learning cycle. In fact, the learning cycle begins with an engage and explore phase, which are conveniently combined into the Explore phase imaged in the learning cycles below.

Mastery Learning Cycles - inspired by @Ramsey Musallam 

In the exploration phase, students are first met with the mastery objectives for the unit. Students are expected to keep track of which objectives they have "met" and which level of mastery they reached. They are also responsible for providing evidence for their perceived level of mastery. After seeing the objectives, they are engaged with a controversial question about designing babies. They complete a poll and participate in a virtual discussion online. The second half of the exploration phase is an activity in which they simulate making babies with a classmate. They use their traits, which were inventoried in a previous lab, to make deductions about their genetic makeup. Once they have ascertained their genetic makeup, they "reproduce" with a partner and make predictions about their offspring using the rules of genetics introduced in the baby making activity. After making two offspring, they answer questions which culminate with an application task to make statistical predictions about future offspring. I expect that some students will be able to derive a way to tackle this application question but most will have some difficulty. This is where the flipped video comes into play. They'll learn about Punnett Squares while reinforcing and introducing vocabulary and seeing a sample problem solved in the video. 

After watching the video and completing the other requirements of the Flip phase, students enter the Apply phase. They apply what they learned from the video (and explore phase) to complete different activities. There are several choices (a problem set and two online simulations) but they all require creating and solving Punnett Square problems. Students get instant feedback. They then return to the application questions from the baby making activity. At this point, they should easily be able to make generalized predictions about their offspring. 

Once students finish the Apply phase, they can demonstrate different levels of mastery. In my current version of this learning cycle, they can choose assignments aligned with the higher order thinking levels of the revised Blooms taxonomy: analyze, evaluate, create. Completion of the mastery task allow students to take a Moodle quiz, which gives each student a different version each time. Students who are unsuccessful on the quiz, can enter a remediation phase. Once students successfully complete the quiz, they complete a mini project where they research a genetic disorder and create a presentation, which must include a genetics problem incorporating the disorder.

All of the steps of the learning cycle are captured in the MentorMob playlist below. Hopefully, through this demonstration, you'll be convinced of one of my major understandings from FlipCon13: flipping is not just about the videos!"

Create your own Playlist on MentorMob!

Climbing Pyramid Bloom's with the FLIP Pillars: Creating

CC Image courtesy of New Blooms Pyramid by Andrea Hernandez on Flickr

My final blog post of the "Climbing Pyramid Bloom's with the FLIP Pillars" series will culminate with the "creating" level. After evaluating the FLIP pillars in my last post, I thought a helpful challenge would be to create my own pillars but keep the F.L.I.P. acronym. Below is my attempt as a novice "flipper."

F: 

Freedom - when I flipped part of my class, I felt instant freedom. By offloading direct instruction, I was free to do all of the things I value in a science class: inquiry, problem-based learning, interdisciplinary projects, reflection and mastery. Flipping frees up class time, allows for the freedom to shift to student centered instruction and will gives the freedom to make future unforeseen changes.

L:  

Leveraging technology -  this flipped class movement stemmed from a significant advance in technology. The ability to record and share video lessons can be seen as a prerequisite and an important entry point to the flipped classroom. (Although one could theoretically “flip” without the video.)  Screencasting videos, randomized testing features of learning management systems and collaborative documents are important technologies of the flipped classroom.  

I:  

Independent & individualized learning -  a flipped teacher values the individual student. The flipped class can allow for student “voice and choice.” Whether students pause and rewind videos from their mobile devices on the bus in the morning or from their home computers at night, content is always available. Students can demonstrate their learning through projects geared to their learning style. Whatever the case, the individual student is at the heart of this paradigm.

P:

Personal relationships - the instant switch that occurred after flipping was that I spent a lot more time with each individual student. Flipping the class can lead to stronger personal relationships with students because there is more time for one on one interactions.

Climbing Pyramid Bloom's with the FLIP Pillars: Evaluating

CC Image courtesy of New Blooms Pyramid by Andrea Hernandez on Flickr

For my penultimate blog post in the “Climbing Pyramid Blooms” series, I will attempt to evaluate the FLIP Pillars by ranking them in order of importance to me.

Rankings

4th place: Learning Culture - to clarify in a seemingly hypocritical way, I think the learning culture has the most potential to transform education. However, it is possible to have a flipped classroom and a satisfactory education even in a teacher centered classroom (I know - blasphemy!) In fact, according to Jon Bergmann and Aaron Sams, first versions of the flipped classroom WERE teacher centered. And yet, It was an improved version of the traditional “sit and get” models. For my purposes, I’ve ranked learning culture as the least important, for now, because it is not an urgent change. Eventually, my plan is to create a student-centered (and maybe even student-directed) classroom. But I repeat, changing the learning culture, while not urgent, has the greatest potential of all of the pillars.

3rd place: Flexibility - my thoughts about flexibility mirror those of learning culture. I see flexibility and learning culture as intimately intertwined, more so than the other two pillars. They both hold the greatest potential to individualize learning. However, a flipped class can exist with a minor amount of flexibility.  

2nd place: Intentional Content -  when Jon and Aaron began to flip their class, it came out of their ability to film and share lectures. I’ve heard experienced “flippers” say that “it’s not about the videos.” I suspect I will say the same as I gain more experience. However, for a “baby flipper” it IS all about the videos; especially considering that I don’t really know how to make videos. I’ve made 5 or 6 videos on my iPad using Explain Everything but I would like to make future videos using Camtasia. So for me, figuring out which content to put into videos, and how to do it, is the key.  The video lesson is the entry point to this world of flipping. I plan to make my first quarter videos during the summer to give me some wiggle room as I create more videos and delve into creating flexible assessments and shifting to a student-centered learning culture. I’ve wanted to do more problem solving, case studies, projects and inquiry but the direct instruction took up a major chunk of time. Creating the videos will open that time for the real goodies!

1st Place: Professional Educator - it might be a cliché that a teacher ought to be a lifelong learner but it is true! I would venture to argue that the professional educator should not a one of the four pillars but should be the base at the bottom of our flipped paradigm. Considering that education has traditionally been teacher centered, rigid and content-driven, there is a lot of learning for us to do. In a world with our educational history, the other three pillars can not stand without having a base in teacher education and professional development. I learned of the flipped classroom from a colleague. I became aware of FlipCon13 from a blog, learned Camtasia from FlipCon13 and became aware of the graduate course from an email sent to those registered for FlipCon13. Improvements in my class will stem from my Personal Learning Network and future studies.

Climbing Pyramid Bloom's with the FLIP Pillars: Analyzing

CC Image courtesy of New Blooms Pyramid by Andrea Hernandez on Flickr

For the "analyzing" demonstration of the Flip Pillars, I created a concept map showing connections between the four pillars. Inside the concept map, I included an image that I thought represented the essence of each pillar. Below the concept map, I described additional connections. I think these are appropriate ways to demonstrate "analysis" because this level of learning includes making connections between concepts.


Make your own mind maps with Mindomo.


Additional Connections between the Four FLIP Pillars

• Between F & L: flexible space, pedagogy and assessment transform the learning culture and make student centered learning possible. A student centered culture requires a flexible teacher. The teacher has to let go some of the control.
• Between F & I: flexibility should not be confused with complete lack of control and lack of planning. Instead, the strategy of flexibility is an intentional choice to allow students to learn in their own way and to demonstrate learning in their own way. All students are held accountable. Even if students are given choices, all of the choices are approved by teachers; in fact, most are deliberately designed and catered to different learning styles, and intentionally address different levels of Blooms taxonomy. Since teachers are intentional in their content, they have the freedom to allow for flexibility. If you can set up learning opportunities to ensure specific standards are met, why not let students acquire and demonstrate learning in their own way?
• Between F & P: flexibility has to be learned and developed. It's important to reach out to others who are doing similar things so that the skill can be enhanced. A professional educator seeks to enhance ways to improve their space, pedagogy and assessments.
• Between L & I: a learning culture in which the student is the center can only be successful if there are intentional decisions made about content. In other words, the integrity of the course must remain. Students must be held to certain standards.The difference in the flipped classroom is that the students meet standards by owning their learning, instead of being force fed.
• Between L & P: teachers need to learn more about developing more student-centered classes. Since education has been teacher centered for so long, most of us will need to learn (or unlearn) certain habits of mind.
• Between I & P: even though "it's not about the videos," there are certain characteristics of successful videos. As someone new to video production, teachers ought to spend the time learning how to make effective videos and other learning objects.

Climbing Pyramid Bloom's with the FLIP Pillars: Applying

CC Image courtesy of New Blooms Pyramid by Andrea Hernandez on Flickr

[Update: links and references have been added to this version.]

For the "applying" learning demonstration of the FLIP pillars, I submit my daily reflections organized by the pillars. In the "understanding" demonstration, I submitted my notes organized the FLIP pillars. My original thoughts about the presentations and notes are a good way to apply my learning of the content and the FLIP pillars.



Reflections organized by the 4 pillars
(both conference days combined)

F

• Day 1:  I learned from the Flip or Flop - Moodle and the mastery classroom session that I can leverage technology to differentiate. If students get to work at their own pace and are allowed to take multiple assessments, then test/quiz integrity can be ruined. I can’t allow students to see tests and quizzes before others. The test bank, random question feature and calculated question types in Moodle allow students to complete assessments before classmates and let students have multiple opportunities to demonstrate mastery. 
• Day 2: Serendipitously, I experienced something during the Embracing failure - Flipped project based learning session that convinced me that I needed to adopt some type of mastery model. My group had a wonderful discussion about the task, which might have taken longer than other groups. In addition, we had some technical difficulties. As time was running out and the anxiety levels rose, we stopped working as a group and relied on an individual to solve the problem. We became "free riders" as outlined in a paper (Börjesson, Hamidian, Kubilinskas, et al) I read about group work. It was frustrating - we did not want to be free riders. Had we been allotted more time and continued our process, we would have produced a far superior product. Eureka! When I rush my kids through assignments, I rob them of meeting their potential and inadvertently create free riders. Moving direct instruction out of the class will help with creating more time but a mastery model will encourage students to meet or approach their potential.

L

• Day 1: The student ought to be at the center of the class and the concentration should be on learning, and not teaching. I’ve always cringed when I heard teachers say “I’ve taught that.” I would argue that teaching implies learning, as John Dewey argued. So if kids did not learn something, then we did not teach them. We might have covered something or said something but we did not teach something. We may have taught something to a few students. The trick is finding out what works for each student so that we can teach them all.
• Day 2: Student “voice and choice” are important to me. It’s unfair to expect all students to learn in the same way and to demonstrate learning in the same way. Equity is not about everything being the same, rather equity is about giving each student what they need. When I think of the learning culture I want to develop, the folks at James H. Bean Elementary School describe in their promotional video exactly how I feel.

• With that being said, I need a way to make sure all options are equally rigorous. I don’t have that figured out yet but it is an important issue to tackle. In order for this model to work, I need to be willing to let go of some control. There is a psychological element to the success of this model.

I

• Day 1: Intentional withholding of content can be a powerful motivator. Our brains crave resolution, which is why cliffhangers are frustrating but entertaining. As @mrsebiology contended in a recent blog post, I need to create a “need to know rather than a nice to know" before letting students watch my videos. I’m wrestling with either an “Explore-Flip-Apply” or problem-based model. Ramsey has criticized the mastery model because it could encourage students to “plow through” the content without engaging in the process of inquiry. My brain is trying to resolve the conflict between allowing students to work at their own pace in the mastery model, while engaging students in learning cycles. So far, I’m envisioning a blend of approaches: Mastery Learning Cycles (best name I’ve come up with so far.) Why not create learning cycles in the “Explore-Flip-Apply” mode but insert a mastery check after/during apply phase and let kids work through these cycles at their own pace? I think I’m onto something!
•  Day 2: Flipping the class is not the magic bullet. It is the vehicle that will allow me to make problem-based learning, inquiry, case studies, projects, differentiation and mastery a greater part of my classroom. All of the things that teachers wish they can do but can’t (because class time is dominated by direct instruction) are now possible.

P

• Day 1: It was great meeting fellow flippers at the Spotlight on Science session. I exchanged emails addresses, twitter handles and got some neat resources and ideas. I even met a teacher who volunteered to help one of my colleagues who will teach Anatomy & Physiology for the first time next year. How have I managed to grow without having a strong PLN?
• Day 2: I need to develop a Personal Learning Network to learn more and to connect with others. Twitter, the Ning, blogs and Youtube playlists are great ways to learn more about flipped classrooms.  

Works cited
Day 1:

• "Moodle 2: Activities & Resources: Quiz Question Types." LSU GROK, 7 May 2013. Web. 24 June 2013. <http://moodle2.grok.lsu.edu/Article.aspx?articleId=16626>.
• Kapunan, S. C. (1975), Teaching Implies Learning. Educational Theory, 25: 362–378. doi: 10.1111/j.1741-5446.1975.tb00700.x
• Engelbrecht, Terie. "PBL in the Math & Science Classrooms." Web log post. Crazy Teaching. N.p., 2 June 2012. Web. 21 June 2013.
• Sams, Aaron. "The Flipped Class: Shedding Light on the Confusion, Critique, and Hype." Thedailyriff.com. The Daily Riff, 11 Nov. 2011. Web. 21 June 2013.
• Musallam, Ramsey." CUE13 - Ramsey Musallam - Explore-Flip-Apply: Empowering the Learning." Online video clip. Cueinc YouTube, 26, Apr. 2013. Web. 22, Jun. 2013.

Day 2:

• Free-riding in Group Work - Mechanisms and Countermeasures In Journal of Management (2006) by Per O. Börjesson, Ali Hamidian, Eligijus Kubilinskas, et al.
• "At their own pace: Student voice and choice." Online video clip. MaineDOEComm. YouTube, 21, Jun. 2012. Web. 22, Jun. 2013.
• "Resources for Growing Your Professional Learning Network." Edutopia. N.p., 3 June 2011. Web. 21 June 2013.
• Murray, Tom. "Personal Learning Networks: Advice from the Trenches." Web log post. SmartBlog on Education. N.p., 23 May 2013. Web. 20 June 2013.
• Kamentez, Anya. "8 Ways to Build Your Personal Learning Network with Twitter, Google Plus, and More." Web log post. Fast Company. N.p., n.d. Web. 20 June 2013.

Climbing Pyramid Bloom's with the FLIP Pillars: Understanding

CC Image courtesy of New Blooms Pyramid by Andrea Hernandez on Flickr

For the understanding demonstration, I submit a copy of my conference session notes organized by the four pillars. I argue that this is a great way to demonstrate understanding because the presenters  organized their presentations based on their own constructs and experiences. As far as I can tell, none of the sessions were intentionally (or at least, overtly) organized by the four pillars. So reorganizing content based on the FLIP construct demonstrate understanding of both the content and the construct.

Below are my session notes. I deleted images since they are copyrighted. I've highlighted my thoughts and questions wherever possible.

Tuesday, June 18

9 am Session Title	Keynote
Presenter	Jon and Aaron
Flexible Environment (Pedagogy, Assessment, Space)	Pre-Flip Flip Space - Focus on front (central location/ whiteboard Pedagogy - “one size fits all”, one person delivering the content and one method of teaching Assessment - one test on one day Space - Change chairs and tables into groups & stations. Chairs & tables moved when needed, no focal point of room (hard to do when limited by architecture, may have huge tables and may share room.) Pedagogy - time-shift videos to maximize time in class, flip blooms taxonomy and use class to focus on Hot (high order thinking) tasks Assessment - informal formative, projects, student choice, can still take tests multiple times or decide on another option. (need a large test bank and a lot of choices)
Learning Culture	Transfer ownership of learning from teacher to kids, let go of control (need a high threshold for change, # to a counselor?!) Change conversation about what should happen Standard based grading....learning objectives with rubrics (even with exams). Focus on meeting objectives rather than grades (are teachers trained to use SBG?) Teacher becomes the Curator and filters the content
Intentional Content	Move to Learning Objects - include Videos, phet simulations, podcasts, websites, readings. Make learning objects interactive by using google forms - students can summarize, answer questions, ask questions Think about what's the best tool for the goal, is it your learning object Teacher becomes the Curator and filters the content - actively evaluate learning objects (a lot of content online to choose, a lot of work, a lot of time evaluating and finding)
Professional Educator	Don't do it alone! Find a partner, even if in a different school (will my students go for that?) Be reflective Blogging, Ning, twitter Ask yourself what will you do in the next 5-5-5-5 (Days, weeks, months, years) to solidify learning?

10:45am Session Title	Flip or Flop - Moodle
Presenter	Chris Luker
Flexible Environment (Pedagogy, Assessment, Space)	Students can finish the course early - provide extension opportunities Even let kids work on other courses if demonstrated mastery Moodle - LMS perfect for mastery Can create unique tests/quizzes in moodle on same topic - keep assessment integrity & allows for retakes Randomized questions, choices within MC questions, even plug in different numbers for calculated questions Need large question bank -  ExamView or Google XML view to import pre-existing questions into moodle (need to learn about examview) perform item analysis, password protected, time stamps
Learning Culture	Mastery stems from Bloom and Keller research Data: 1 standard deviation higher in mastery environment but was overwhelming to implement. All students should be forced to learn, which questions the idea of the bell curve distribution. Bell curve based on a random sample but our students are not a random sample. Should have benefited from our instruction, should lean towards high performance. With mastery, kids held to high standard. Can’t move on if not mastered Now we can implement mastery by leveraging current technology Chris’s model (better to be standards based but live in a grade world) 1. Moodle Quiz then mastery check (paper and pen--2 to 5 questions) Mastery check focus on about processes, lab based, should be short and graded on the spot. Instantaneous feedback 2. Exams two questions but brings concepts together Shift in focus--need to set a Mastery benchmark. what score? 80? 85? Could depend on the Expectations of your community Need to communicate expectations: Mastery checklist - tell order of assignments expected timeframe*  (hadn’t considered this--good tip) objectives Give video and book (with time in video) and associated book pages
Intentional Content	Assignments only 3-10 questions, just factual info, post keys, Use of pogils (love these!!!)
Professional Educator	* Check out book  by Kelly Morgan - Mastery Learning in Science Classroom

1:15pm Session Title	Offering student choice
Presenter	Ellen Dill (website)
Flexible Environment (Pedagogy, Assessment, Space)	Is standardizing really fair? Same task for every kid really fair? Choice board & tic-tac-toe for project based learning (I found a great site with templates & examples) Use choice board to differentiate by Blooms & Learning styles (But I asked Ellen, how do we ensure each project/choice is equally rigorous? didn’t really get an answer I found satisfactory) Can set up choices in deliberate way to ensure certain tasks/skills are mastered Cartoon from Ellen’s ppt sums up rationale for student choice (Hilarious but so true, this is standardized testing!)
Learning Culture	Choice allows for shifting of teacher at center and puts child in the center--based on student skills and interests Kids are more motivated
Intentional Content	Can set up choices in deliberate way to ensure certain tasks/skills are mastered especially with tic-tac-toe board:  eg, every task in top row can be a verbal or writing component. Just set up rules to allow for controlled choices. (three choices for tic tac toe seems like a lot. how many ways do we need students to demonstrate learning?) * Ellen’s model: Beginning of class is a modified do now, then complete flipped hw, then work on project.
Professional Educator	In preparation for Back to School Night: Have parents complete a flipped lesson, give feedback and answer questions.

2:30pm Session Title	George of the Jungle
Presenter	Kathryn Lanier & Dena Leggett
Flexible Environment (Pedagogy, Assessment, Space)	Video decisions - others? Yours? Choices? Mandatory?
Learning Culture	Teacher No longer the king of the jungle,  Let go of control ( similar to a blog post by Terie Engelbrecht about making it less about me and more about students. Shift kids in class from listening to doing Role of videos: -Do not reteach, only clarify/answer qs -Student Questions about videos in email, blog, form, etc - Creative chaos -Video - exposure While Class - practice -Issues with watching - DVDs, library, before or after school, etc
Intentional Content	Video Yours or other? Make sure cover goals- understanding not mastery Right length - not too long but long enough to convey key info Prepare kids for class Make them serviceable but not perfect Chunking  - aid in future edits (and processing of info) Google form to ask qs video for exposure Copying hw happens - do you want copying lower level or high level
Professional Educator	Flip Chat on Mondays! twitter #flipclass or #flipsci. (Time?) Plc and pln Multiple year flip Parents Communicate - parent night flier, video Explain the why (link to opposite argument) - this blog post argues the opposite, telling folks makes your course stand out and people are resistant to change. if kids don’t succeed, it’s because of the flip- so don’t make a bog deal about it. ---Not sure what I think.

e

Wednesday, June 19

8:30 am Session Title	Spotlight on science
Presenter	Chelsea Campbell and Sharon Geyer
Flexible Environment (Pedagogy, Assessment, Space)	Someone shared the free Canvas LMS Sexy interface and free!!! Quick reflection appears to be a pretty version of moodle Could be useful - won’t have to worry about taking my course with me if I leave my current school *Erin- teaches in CT, has flipped for a few years with another colleague.  Her model is a blend of  mastery and traditional flip. Her units have a deadline but students are self paced within the unit (I’ve tried this with some success but I wonder if I forced the slower kids to go too fast. maybe accept that not all kids will go through the entire curriculum)
Learning Culture	* Erin - uses learning stations with student unit folders. Exchanged contact info. Need to see samples. *Dan - uses EFA (Explore-Flip-Apply) Exchanged contact info        “Grades should measure learning.” Quote of the day!!!!
Intentional Content	*April - uses Problem Based Learning - she revised case studies from U. Buff site and removes some content to transform into a problem.
Professional Educator	Dan Lipin - created a site showcasing teachers who flip in the tri state area

9:45 am Session Title	Embracing failure - Flipped project based learning
Presenter	Andy Pathan and Matt Weyers
Flexible Environment (Pedagogy, Assessment, Space)	Allowed kids to come up with own project as an option. (hard to know if their choice is a good one.)
Learning Culture	Highly engaging projects - Ultimate Frisbee player ranking and draft project to learn stats Scratch project (Want to learn how to use that program. I dream of having kids create their own simulation demonstrating natural selection instead of just using one.) Moved away from the textbook. Easier to do because the stats course was an elective - states standards to worry about.
Intentional Content	My group had some technical difficulties and didn’t finish the frisbee project on time. Had a teachable moment:  Be careful about setting time restrictions. When in time crunch, groups tend to rely on one person - that’s what we did! Scratch project- kids figured out how to use.
Professional Educator	Took Andy’s card. Will pick his brain about projects.

11:00 am Session Title	Keynote
Presenter	Ramsey Musallam
Flexible Environment (Pedagogy, Assessment, Space)	Students have different intrinsic motivation/focus - need to provide a hook for all students
Learning Culture	Explore-Flip-Apply - Student centered - inquiry model based on reduced 3 E model (which stems from the 5E model) Explore - hands on, hook, generate need to know = “I need some tools” Flip - video with lower bloom’s content = “Here are the tools” Apply - HOT task, applications = “Use the tools” Analogous to a Walk around Blooms - start with HOT task, generate Q’s - Create dissonance, let students struggle slide down to lower tasks (FLIP - video) = just in time teaching now that they have the tools, apply & move up blooms
Intentional Content	Cognitive load theory -  but what about unmotivated, unfocused kids? Need a hook to bring attention to and motivate Create dissonance, let students struggle Intentional withholding of info - create a  “need to know” during explore  phase
Professional Educator	Be open to criticism Anonymous surveys - google form Cycles of learning blog - very useful site, he also shares his google drive folders under the tools, resources tabs on the site. Also has a research page.

1:15 pm Session Title	Explore Flip Apply in Social Studies (Even though I’m a science teacher, I attended because I wanted to hear more about EFA)
Presenter	Ramsey Musallam and George Phillip
Flexible Environment (Pedagogy, Assessment, Space)	Could assign project but have some choice within the model Students can skip “flip” part if ready for application Also possible to flip without videos
Learning Culture	Ramsey shared link to video hooks for explore phase (I shared during session that I can make a hook but how do I do it in a way in which students actually need and want my/a video without contriving the situation?) Students at the center of George’s class - debate & role play
Intentional Content	The flip video = just in time teaching, intentionally withheld info Students can skip “flip” part if ready for application
Professional Educator	George found Ramsey online and asked about the EFA method

2:30 pm Session Title	Implementing a flipped mastery
Presenter	Lisa Karpovich and Laura Shifflett
Flexible Environment (Pedagogy, Assessment, Space)	Optional assignments, alternative assignments, indiv. pacing Kids like flipped mastery because they don't have to stop everyone's lesson in order to ask a question. Own unit pace but set test dates Space redesign (jealous - love them
Learning Culture	21st century skills - communication, collaboration, creativity, critical thinking Comfy learning spaces (jealous!!) Asking questions - better connected Gave up control to kids Own unit pace but set test dates Student started to abuse quiz retakes but then set 2 quiz limit then alternative assessment
Intentional Content	Learning opportunities
Professional Educator	Plan, do, study and act as a reflective practice Why do I have unsuccessful students? Look at data. Item analysis, what am I doing wrong? Ning, twitter, PLC, PLN, seek help of instructional coach, was connected to Bennett who also struggled flipping during same time Apply for learning grant Invited admin into discussions epitomizes professional educator, what a role model