Tuesday, November 12, 2013

Questions For Chapters One Through Three

Chapter 1
What are the benefits to flipping one subject in your classroom? How do you as a teacher benefit? How do the students benefit?

Chapter 2
What are some things you need to consider or do in order to plan a flipped lesson?

Chapter 3
This chapter deals with all the positive reasons for flipping a classroom, especially the fact that we are a digital culture today. What connections did you make with either the positive or negative reasons for flipping your classroom?


  1. Ana Vazao Respond to Chapter 1

    Benefits of a flip Classroom

    Reflecting the our first chapter the following are benefits of a flipped classroom ( in no particular order)

    Flipping on subject:

    For Teacher:

    Classroom teacher may individualize instruction to meet immediate need of students
    No more whole lecture style of teaching .
    I am not an expert but facilitator on student learning
    Teachers effectively individualize/personalize the education of each student
    Instruction time may be used more effectively

    For student:

    Student may view videos at their own pace and time schedule(sport, extra curricular activities will not interfere)
    Students may view videos multiple times to reteach themselves misunderstood concepts
    Students come prepared with questions /concerns the following day for the teacher to pull small group discussion and target their needs more effectively
    Students can go deeper into learning a concept ( rigor and relevance)
    Absent Students can easily “catch up” on missed lessons and concepts by viewing lessons on own time
    Master concepts at their own pace

    Questions to ponder:
    From a teaching standpoint , how much initial time will be required to begin the flip classroom.
    How much time will be required to prepared the videos in order to meet the diverse needs of students?
    Will there be a “library of lessons “ available on a server for all to share and use?
    If students are at varied units of study , how can teachers adhere to grading guidelines/ Timelines

  2. Chapter Two

    Chapter Two- Ana Vazao

    After reading this chapter, I kept wondering what was the Cornell note taking method. So I goggled it. As a first grade teacher , I would initially have to provide parent training about flipping the classroom. Parents of primary children would also have to feel a sense of “ownership” of flipping for this method to be successful. Has this method been used in the elementary level or just the upper grades? I agree with the author's belief that teachers are not experts but mere facilitators to student learning. Creating this classroom environment would empower high performing students to motivate themselves to further their learning; but at the same time also provide classroom teachers with more EFFECTIVE time to work with their most struggling learners. I would first try this method for my math instruction. In regards to reading , I would still have to use the traditional style of teaching, as I feel reading requires an immediate feedback/gradual release for children learning to read.

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  4. AnaNovember 17, 2013 at 1:47 PM
    Ana Vazao- Chapter 3

    This chapter is very similar to our first one! Its true,we must ask ourselves how much time do we spend on technology a day :)

    Positives of flipped classroom:
    1. Children learn at their own pace( view video, pause video, rewind and advance lessons to meet individual needs of students)
    2. Helps Teacher differentiate instruction
    3. Provides an accurate model to teach lessons for parents and substitutes
    4. Provides children with background information on the internet
    5. Easy Access for all partners of LEARNING (teachers, parents, students) so that all are on the same page
    6. Decreases classroom disruptions/ behavior problems
    7. Accommodates a variety of learning styles and paces
    8. Fosters student /teacher relationships- This caused me to reflect why. We are spending more time interacting by promoting discussions. When children must explain learning they understand it more. As teachers we must provide that time for reflection. This was a WOW moment for me.


    1. It's still very new to me. Would like to see examples of videos? How elaborate and detailed are they?
    2. How much initial time would be required? Sorry but I keep going back to the same concerns? Must read further, I guess :)

  5. Belinda Henry
    Question 1:The benefits of flipping a subject in your classroom allows for students to view direct instruction as homework and provides for more time spent on projects/practice related to the direct instruction.
    Teachers can benefit by allowing more time for personalization, assisting with small group reteach and/or enrichment, and rich discussions related to the instruction.
    Students can benefit by having the ability to watch the direct instruction more than once, rewinding and forwarding, as needed, to recapture information, and the ability to come to class with a preview and understanding of the lesson where all students can feel they are on level footing moving into the discussions, projects, etc.
    Question 2:Some things to consider when planning a flipped lesson is the grade/ability level of your students as well as the TEKS that are being covered. In addition, consideration would need to be given to ensure all students have access to a computer and internet connection at home. If not, our school librarian can check these things out to the students so that they can complete the flipped assignment at home.
    Additionally, thought would need to be put into how to structure the flipped lesson and ensuring that students watch the video the night before with systems in place when a student doesn’t watch the video.
    I also think that searching for the right videos that teach the concept as fully as you would teach them in the classroom would be a huge consideration making sure the videos are aligned to the TEKS.
    Question 3:Some positive connections that I made to flipping a classroom include:
    1. When a teacher is absent flipping allows for a day of school not to be missed by students because the teacher is not present to provide the expert instruction.
    2. When a student is absent the teacher does not have to spend additional time reteaching an entire lesson to the student who was absent. The student can “catch up” by watching the videos of the lesson.
    3. More time can be spent with students in small groups to individualize instruction and provide needed acceleration and/or enrichment.
    4. Students will be more engaged in discussions/projects that classroom management issues will be minimized due to the interest and activity level of the students.
    5. This is how students learn…they are being brought up on electronics, internet, You Tube, etc…we need to reach them in the mode that they respond to best.

    The only negative that I can think of is getting parents on-board with the new way of teaching and learning utilizing the flipped classroom approach.

  6. Chapter 1 Questions

    I enjoyed teaching math and science using a flipped-type approach, but I am struggling to see how this method would benefit my reading and writing students. I am hoping to find a way through this book study.

    Possible teacher benefits:
    - Increased time in small group/individual attention
    - For teachers who teach more than one block, this could be an effective way to maintain levels of enthusiasm throughout the day!
    - This would be a good way to save your lessons, year after year, to reflect upon or add on to future lessons.
    - Sub plans
    - See first and last bullets below

    Possible student benefits:
    - Students receive immediate feedback on assignments. They are able to correct mistakes/misconceptions before they become engrained.
    - Can learn on their own time, at their own pace
    - Can review lessons at a later time
    -Absent students (mentally or physically, ha!) don't miss the lesson -Places learning in the hands of the students-they get out of it what they put in to it-good lesson on natural consequences

    Chapter 2 Questions

    Things to consider:
    - There will be a learning curve. Teachers might need to train elementary aged students how to benefit from video learning.
    - This might be easier to tackle with another teacher.
    - Consider starting with pre-screened videos made by other teachers to get a feel for which types of videos meet the needs of your particular population of students.
    - How is this method aligned with PDAS or the rigor and relevance framework?

    Chapter 3 Questions

    - I like the potential of creating a mastery system of learning.
    - Reaches a diverse set of learners
    - Family members can benefit from your lessons through clarification of concepts/vocabulary, language exposure, or simple memory refreshing

    - What is the difference between video preparation and text preparation?When I give a reading assignment and expect students to come prepared to complete work, isn't it the same idea? Does the video method discourage reading...or should I look at it as another tool, and not a replacement for reading?
    - I am still concerned about how this could affect relationship building at the elementary level. I am not buying into the texting relationship mentioned in the book.
    - I keep going back to the language arts concern. Is this the best method for teaching reading and writing? Maybe...

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  7. Chapter 1 (pasted from edmodo): Nov 12, 2013
    Benefits are definitely more time to hopefully allow for mastery. By flipping, your "instruction" takes place on the students' time which places responsibility on them for their learning, allows them to work at their own pace (slower/faster), repeat when needed, and class time can now be focused on fine tuning, remediation, challenge/extension, further research...Teachers can more easily individualize learning for students.

    Chapter 2 (pasted from edmodo): Nov 12, 2013
    Length of the lesson: for 4th grade, video lessons are apparently only supposed to be in the 8-15 minute range (least amount of time to pushing it); How you're going to make your videos: borrowing from an already made source like YouTube, Khan Academy..., make your own which would then mean are you just using screen capture software or are you filming yourself present the lesson, software like iMovie/Camtasia which allows you to edit in a variety of ways; how will you share your lessons with students- hosting site like YouTube, via personal website, Google docs, what will Length of the lesson: for 4th grade, video lessons are apparently only supposed to be in the 8-15 minute range (least amount of time to pushing it); How you're going to make your videos: borrowing from an already made source like YouTube, Khan Academy..., make your own which would then mean are you just using screen capture software or are you filming yourself present the lesson, software like iMovie/Camtasia which allows you to edit in a variety of ways; how will you share your lessons with students- hosting site like YouTube, via personal website, Google docs, what will kids be doing while thy watch your lesson to hold them accountable.

    Chapter 3 (pasted from edmodo): Nov 12, 2013
    My connections were definitely in regards to the kids taking more responsibility for their learning so that they are prepared for whatever will take place in class the next day. This is what we want from kids. Negative for me will definitely be losing in some ways the whole class discussions that happen as a result of a live class lesson and the kids feeding off of eachother and whether or not kids/parents will support this model.