Making a Flipped Learning Cake

"Why a cake?" you're wondering.  I'll get to that...

This post is my official "Final Reflection" for my Flipped Learning Class, but I am determined that it will not be my last post to this blog!  As I considered what I would like to write about for this last assignment, I found myself continually looking forward instead of looking back.  Due to a commitment I made last spring, I have the opportunity in August to talk about flipped learning with a handful of teachers in my district and other nearby districts.  I keep pondering how I'm going to sum up everything I've discovered about what it means to flip a classroom in a short, workshop-style conversation.  It is becoming a huge weight on my shoulders.  As I reflect back on my experiences teaching in a flipped classroom last year, being a student in the Flipped Learning Class this past month, and supported by my newly-formed PLC, I know there are at least 3 things I must present in my upcoming workshop.

#1:  Flipped Learning is more than just the videos.
I recall that I entered the world of flipping with this overwhelming idea that I needed to make tons of videos to cover all of the content of my class.  I cringe when I think of my 30-minute videos on Cellular Respiration my students watched last year.  Hassan Wilson, one of my fellow Flipped Classmates, has a great blog post about this exact topic.  The central question to Flipped Learning is not "How do I make the videos?" but, "What is the best use of my classroom time?"  Teachers need to parse out the pieces of their class that are low-level, content-driven activities (which are well-suited to video), and those that are high-collaboration/creativity/inquiry/application type activities (which are much more effective in a classroom environment).  Yes, making the videos is one flashy, technology-based facet of the flipped classroom, but the more revolutionary idea is that this tool frees up time in class to actually engage students in research-based teaching strategies that guide the process of learning.  In a podcast interview Carolyn Durley agrees that the first thing teachers new to flipped learning usually have the most questions about is, "How do I make the videos?"  Through her flipped-class experience she learned that more time needs to be put into "classroom renovation."  What will the teacher do with all of that time the videos free up?

A lot of Ramsey Musallam's Explore-Flip-Apply ideas have influenced my growth in this area as well.  Educators need to understand that the videos are only one ingredient in the "flipped learning recipe."   This ingredient can take on different forms (white flour or wheat flour?), and it can be added to the "batter" at different times (before or after the eggs?).  Also, teachers might use different ingredients for their recipe.  Which leads me to my next revelation...

#2:  Flipped Learning will look different for every educator.
While interacting with my classmates this past month, I have seen a huge diversity in the types of content that video can cover, as well as the formats of videos.  Video can be used to provide a hook for a lesson or explain how to use a calculator, to introduce a new class project, or for iPad training.  Teachers can incorporate mainstream movie clips and images into their video, use a graphing interface, or even create their own characters for a video.  The possibilities are truly endless.  This is where the true craft of being a teacher enters the picture.  Each teacher needs to decide for himself/herself at what point in the learning cycle video would be most appropriate.  This will most likely vary according to student age and the subject taught.  I'm in the process of collecting lots of examples for my district teachers who teach Math and English.  For example, in a podcast interview with Lisa Highfill, she describes some amazing flipped lessons for fifth graders on the topics of money sense and poetry.  Not only is a portion of each lesson based on video, but the meat of the lessons is based on Explore, Flip, Apply.

#3:  Flipped Learning is a Bridge to teaching in the Information Age.
Whether a teacher embraces or rejects technology in their classroom, our students are growing up in an age in which every fact they would ever want to know is at their fingertips.  To round out my "recipe" analogy, are we going to bake this cake in a traditional oven or a high-powered convection oven?  The day will come when convection ovens are the only option for bakers.  As Aaron Sams explained in a Flipped Learning Network Podcast over a year ago, we are in a new educational environment.  Not everyone is ready to take the leap over the chasm and frolic in this environment.  Flipped Learning can be a bridge for teachers to gingerly cross the chasm and begin to think about what a 21st Century Classroom looks like.  And by a "21st Century Classroom," I don't mean a classroom that uses the newest technology at every turn.  I simply mean a classroom that acknowledges that memorizing "facts" is no longer relevant for most subjects.  We need to focus our classrooms on those higher-order Bloom's categories, such as Analyzing and Creating.  We need to prepare our students for the future.

I still have a long ways to go in preparing my "Introduction to Flipped Learning" presentation for August, but I know that I have grown more in my understanding of flipping in the last month than I have in the past two years.  Much of this is thanks to the amazing connections I have made through the Google+ class community, the Flipped Learning Ning, and #flipclass on Twitter.  At some point during my viewing of the FlipCon13 archived sessions, one of the presenters made the comment that the Flipped Learning community is simply a group of educators that want to constantly improve their teaching.  When I heard that, I knew I had landed in the right place.  I feel buoyed by my PLN as I enter another year of exploring flipped learning in my classroom!

**If you have any great suggestions of items that I MUST share with my fellow teachers when I present in August, please respond via a comment or e-mail.  I'd truly appreciate any advice!**

"I want to teach really well."

At the suggestion of a fellow teacher in my Flipped Learning class, I listened to a podcast of an interview with Ramsey Musallam from last June (click here to connect) during my morning run yesterday.  Now, I knew that Musallam was onto something when I watched his FlipCon13 Keynote, but not until I listened to this interview did I realize how closely his educational philosophy matched with my own.  It was an epiphany (or maybe just my endorphins kicking in).  By the end of my run, I knew that I had to find a way to solidify my thoughts so I could keep things in focus.  Thus, this blog entry...

#runningepiphany (you saw it here first!)

Now, before I proceed, I have to make it clear that Musallam is a high school Chemistry teacher, so the fact that his ideas mesh so well with mine, as a high school Biology teacher, is no big surprise.  What was truly revealing to me was that I don't have to completely redesign my classes and abandon my principles as a science teacher to delve further into the world of flipped learning.  What follows is an examination of Musallam's points that truly resonated with me.

The traditional mastery model has the potential to weaken inquiry.
I have tried mastery learning in my classroom on a couple of occasions.  I've redesigned complete units, provided the students with access to all labs, assignments, and content, and let them go at it with flexible deadlines.  Doubtless, I was missing some key components of a true mastery classroom, being that I was new to the whole idea, but I still felt as though things just weren't clicking as I'd envisioned them.  Students rushed through each of the tasks, just to get them done, and didn't slow down if something was particularly engaging.  The class self-divided into small groups of 2 to 4 students based on their pacing, and they rarely interacted with classmates outside of their small group.  I was not convinced that my students were learning science better as a result of this model, but I was not sure why this was.

Fast-forward to yesterday and Musallam's interview.  In his discussion of mastery learning, Musallam states, "The mastery model does not guarantee that inquiry comes before content."  This was a huge eye-opening moment for me.  Here was the reason my mastery units seemed so odd to me - my students were not engaged in inquiry.  The focus of my classes has always been the process of science, thereby inquiry.  When I attempted mastery learning, that focus got fuzzy.  Also, as Musallam suggests, it's difficult to control the sequence of inquiry in a mastery environment, and this is key.  Assimilation and accommodation must come before content in a true inquiry learning cycle.  I would also add that conversations during that assimilation and accommodation phase are essential as well.  When students are allowed to make their way through a mastery-based unit, it is more difficult to control the timing of the inquiry cycle and facilitate the conversations that need to take place.

In my mind, I compare these two processes to different dining experiences.  What would you prefer...a buffet at which you have a huge variety of foods to choose from and can eat your dessert first, or one masterful meal that has been planned out by a James Beard Award-winning chef who knows just the right time to introduce particular flavors into the experience?  

or 

????

I think my inner foodie just exposed itself, but I would argue that most people would also choose the second option.  I still hope to incorporate facets of mastery learning into my classroom, but this time understanding more about how the two modes of learning may conflict with each other.

Video should be responsive to student needs.
From Musallam's FlipCon13 keynote, I had a general idea of his "Flipped Bloom's" paradigm, but listening to this podcast really fleshed it out for me.  Musallam described this thoughts that traditional classrooms tap into lower-spectrum Bloom's during class time and reserve higher-spectrum Bloom's for homework.  He believes that this is where the true "flip" in flipped learning needs to originate.  Musallam suggested teachers classify their learning standards by Bloom's taxonomy.  Tasks that are at the lowest levels (Remembering, Understanding, some Applying) become video content, and those tasks associated with the higher levels (Analyzing, Evaluating, Creating) should take place in the classroom.

This concept isn't revolutionary to most flippers, but Musallam took the idea further.  He suggested that video is your chance, as a teacher, to differentiate for individuals.  The videos should be made in response to the questions and misconceptions that become obvious in the classroom during the Explore phase.  Therefore, different sections of classes might even need different videos.  (This also highlights another issue with mastery learning, which assumes that all of the videos can be made ahead of time for students to access at their own pace.  Therefore, the videos can't be responsive to the various learning stages of the students.)

The idea of using video to provide content for students when and how they need it truly opened up doors in my mind.  My videos don't have to be multimedia masterpieces or prepared in advance...they simply need to give my students the tools they want at that moment in the learning cycle.  Entering this summer, I had a goal of redoing many of my videos from last year to make them more engaging.  I'm finally now realizing that the videos will be more engaging if I create a need in my classroom for the students to access them - and by ensuring that the videos fill that need.  A huge weight has been lifted off of my shoulders.  The idea also fits right in with all the work I've been doing with formative assessment in my class, once again reminding students that learning is a process and I'm here to support that process.

What finally crystallized this approach to video for me was Musallam's discussion of using Educreations in his classroom to record his interactions with students.  When students are working in groups and have a question, he records his discussion with the students, along with any "whiteboard" work he does, on Educreations on his iPad.  He then sends the file to his library of Educreations videos and alerts the other students in the class that he has just posted another tutorial.  Genius!  I am constantly in this position in my classroom, and what I typically do is grab some scratch paper and a pen and sketch out some diagrams as I work through a question with a group.  I ask the group if they'd like to keep my sketches when I'm done - and they almost always want them AND make photocopies of them to share with others in the group.  Now, I've had an iPad for two years...why have I never thought of doing this on Educreations instead?  Not only could the discussion and diagrams be easily shared with other groups, but those original students could also go back to that video at a later date to review the conversation.  I am SO excited about using this in my classroom.

Teachers shouldn't be a slave to our set pedagogy.
During the interview, Musallam was asked a question about the word "flip" and why it has negative connotations in some circles.  His answer evolved  into a broader discussion about pedagogies in general and the danger in becoming a fervent disciple of one or another.  He said that no method is a silver bullet, and some methods are more appropriate than others for particular topics.  To me, this means we need to be careful about jumping on the flipped learning bandwagon simply because we see it as the method that will cure all that ails us in the educational world.  Instead, we need to understand any teaching method, be it flipping, mastery learning, project-based learning, inquiry, or others, has its time and place.  This is where the true craft of being a teacher comes into play; we need to determine what method works best for our students for a particular unit, lesson, topic, or class section.  Forcing the use of a method just because you're a "flipped class" removes the teacher's connection to his/her students' needs.  I flipped all of the units in my Biology classes last year, except for the unit on Molecular Inheritance.  I had some really effective whole-class kinesthetic simulations I'd used in the past to deliver content, and I wasn't ready to leave those in the dust yet.  I have to admit I felt a bit of discomfort that I wasn't making any videos for the unit, though, because my class was supposed to be flipped.  Listening to Musallam tell me that I shouldn't allow a label to define my teaching made me realize that I had been limiting myself.  I have put a lot of effort into developing some truly great methods of helping my students learn content.  If it works well, I don't need to trash it just because I have the label of a flipped classroom.

This point made by Musallam also made me consider interactions that I have been delving into on social media platforms recently.  In becoming more involved with my PLN in the last month, I've been experiencing this surging feeling that there are so many flipping experts out there that know so much more about the process than I do.  As a result, I've been on a crazed hunt to find as many resources as I can to supplement and organize my class before the school year starts, because one of these people or methods or tools must be THE WAY to FIX EDUCATION.  If I only search long enough, I will find it.

In reflecting on what Musallam had to say about labels, however, I realized that this thing we call teaching isn't about the next great fix - employing the latest buzzwords or techniques or wowing our students with the newest technology.  It's more about constant reflection of how well your students are learning and what you can do to help them.

I already employ a lot of techniques that help my students as learners.  Flipping is simply another tool that I can adapt to my students' needs.  Musallam argued that labeling any teaching method can dissuade teachers from even trying it because of their internalized conception of what that method involves.  I would agree, and then further elaborate that labeling teaching methods also limits the creativity of the teacher in utilizing that tool.  There is no one set procedure for flipping a classroom, and teachers need to be reminded that there are hundreds of ways of incorporating flipped philosophy into their teaching.  We will continue to use labels, because we need to employ some type of language to discuss these methods, but I will attempt to stop seeing these labels as THE WAY to FIX EDUCATION.

When I reflect back on my development as a teacher, my evolving teaching philosophy, and all of the strategies that I've picked up over the years, I can truly say that this statement by Musallam sums up my experience:  "I want to teach really well."  Because when it comes right down it, we as teachers need to be satisfied with never being satisfied.  Our students are always changing, always different, always demanding more of us.  There will never come a time when we've solved every educational roadblock in our classrooms.  What we can do is maintain our desire to strive to be better.  We need to have confidence in our own journey, open minds to gather new tools along the way, and the creativity to use them in a way that best suits our students.    

My Own Personal Mystery Box

After watching the two FlipCon13 keynotes, I was definitely in a mindset primed for discussing teaching pedagogy.  Here was the downside of watching the sessions in an archived format...missing out on all of those great conversations that must have been taking place at the actual event.  A couple of the other sessions I've watched so far touched on pedagogy a bit, though, thereby contributing to the evolution of ideas for face-to-face time in my classes.  The session on Peer Instruction led by Faulkner and Warneke focused on methods these two math teachers use in their classroom to facilitate group problem-solving connected to new concepts introduced in their homework videos.  Their model is based on the work of Eric Mazur, who I'd actually first heard of via a podcast by American Radio Works last summer.

Here's the link to the transcript and podcast if you're interested...
http://americanradioworks.publicradio.org/features/tomorrows-college/lectures/rethinking-teaching.html

I remember being excited at the time about the possibility of creating powerful questions for my students that could elicit their misunderstandings, but I needed more concrete examples regarding what this would look like in my classroom.  The presentation by Faulkner and Warneke helped a bit in this area.  These gentlemen begin each math class with concept quizzes constructed of mostly multiple choice questions.  Their students use clickers to answer the questions on their own first, discuss their answers with their "pod" of classmates, and then change their answers as necessary.  They have seen substantial gains in student test scores since adding peer instruction into their classes.  Faulkner and Warneke also shared what I thought was an ingenious idea:  Embed questions within your videos and use the student answers as a "pool" of distractors to draw from when designing your question sets for peer instruction.  I currently use peer instruction in my classroom in a limited and somewhat casual manner.  I can see how being more intentional in its implementation could fit in with Musallam's "mystery box" approach to learning.  Peer tutoring would allow for more student exploration and learner-directed discovery.

Ellen Dill's presentation about student choice also helped me to consider part of Musallam's presentation regarding Explore-Flip-Apply, this time in the context of learning styles.  Dill teaches foreign language classes in which her students choose seven projects throughout the grading term to "show what they know" for the objectives in each unit.  The project might be cooking a favorite meal, writing and performing a song, or simply completing the standard worksheets that go with the unit.  The main idea is that the students have a CHOICE.  Dill presented all of these choices as options in a menu of learning styles.  I have seen research stating that teaching to various learning styles doesn't necessarily help students learn better.  An example of one of these studies can be accessed at the link below:

http://chronicle.com/article/Matching-Teaching-Style-to/49497/

In Dill's presentation, however, what resonated with me was the idea of student choice, which can be independent of learning styles.  This would fit perfectly into the "Apply" stage of Musallam's Cycle of Learning.  Once students have explored the problem and gathered information to explain or answer the problem, they are ready to take their newly-acquired knowledge and transform it into something personally meaningful.  It seems to me that this is when they transition from simply learning to remembering.  We all know that students remember new information better when it is relevant.  I feel like I could use a version of Dill's learning styles projects to inspire students to create in-class artifacts that redefine their new learning in a uniquely individualized way.

The remainder of the sessions I watched were less about learning pedagogy and more about the tools of the trade.  I ended Chris Koder's session thinking more about if I want to give students guided notes to fill in while they watch my videos.  I learned that Marc Seigel is the guru of Google Apps, and although I have been using Docs and Forms for awhile in my classes, he convinced me I need to take the plunge and integrate them into my videos.  Knowing that my students will all be getting iPads soon motivated me to watch the presentation by Malatlian and Porazzi-Sorrells, and although I wasn't looking for a new way to make my videos, I can definitely envision using Explain Everything instead of Camtasia for select lessons in the future - thanks to this session!  

**One side note regarding technology: Although I love using it and know that it can be very powerful in the classroom, sometimes I'm overwhelmed by all the options out there. I want someone to tell me, "This is THE BEST software for creating your videos, so use this one." I don't want umpteen million choices for screencasting apps - please just give me ONE that does everything I want!**

In summation, I finished watching these sessions with more questions than answers: How is my classroom going to run on a daily basis? Should I continue to give my students quizzes on the videos? Should those quizzes be incorporated into peer instruction? How am I going to write high quality questions for those peer review quizzes? What will my videos look like if I'm taking the "mystery box" approach? What are some science mysteries that could get my students excited and curious? Could personalized student projects truly be designed to hit on the course objectives, yet be flexible enough to adapt to student interests? And, most importantly, what would be the best way to get all of this great information to my fellow district teachers and administrators so that I'm not the lone "crazy" at my school? I'm starting to feel like my future classroom is my own, personal mystery box right now. Following Musallam's Cycles of Learning: I've got lots of questions and motivation - now it's time to take what I know and make it personally relevant.

Miyagi and Me

Before watching Jon, Aaron, and Ramsey give their keynote speeches for FlipCon13, I was entering this summer with the goal that I would improve the videos I have created so that students would be more motivated to watch them.  I flipped all of my classes (Biology, Ecology, College Biology) for the first time last year, and although the students were initially excited about and appreciative of the the new learning format, by the end of the year the novelty had worn off and some stopped watching the videos all together.  I had this idea in my mind that if I could make really exciting, funny, engaging videos, all of my students would be glued to my lessons and learn everything they needed to know.  I guess I was channeling Field of Dreams...

*From http://artgluttony.wordpress.com/2012/12/06/dress-for-the-job-you-want/

My thoughts were, "If you make those videos really, really awesome, those students will WANT to sit down at their computer, iPad, or phone and watch them every night."  But I couldn't fit that on my picture above.

Then I watched Keynote #1 of FlipCon13 (via the archive), and I started to get an inkling that flipping my classroom wasn't all about the quality of my videos.  Jon and Aaron's presentation focused mostly on their evolution of thought through their years of flipping.  They too simply started with videos, which then became more professional, which gave them more flexible time in class and started them thinking about mastery learning, and now their focus is tying differentiated learning into the flipped mastery classroom.  I am starting to realize that videos are simply a tool to open more time in your classroom, at which point you can really start making headway with your students' learning by incorporating various learner-centered strategies.  The videos themselves aren't meant to get your students excited about your class content - your class time can now be used to get your students excited about your class content.  Imagine that!  

During the presentation, Aaron did a short demonstration that really resonated with me.  He pulled out his phone and asked Siri (or something similar) to find the electron configuration of oxygen.  In seconds, he had it available on his phone.  He explained that once this would have been a question he'd ask students on a test, but questioned if this type of information should be the focus of education anymore since "facts" are now so widely accessible.  My own classes have already been slowly evolving away from the memorization of facts to an emphasis on the process of science.  However, this part of the presentation brought things back into focus for me.  How can I balance the expectations of standardized testing, which are predominantly based on discrete facts, with a need for my students to be problem-solvers in the unknown future in which they will find themselves?  As Jon and Aaron stressed, we are giving our students tools that can be applied to a variety of situations - not training them for a specific job.

More foreign to me was Jon and Aaron's discussion of mastery learning.  I've tried to incorporate mastery learning into my classes in the past, but it hasn't been very successful.  Mostly this has been due to low student motivation.  Jon and Aaron reminded me of the power that these strategies can have if implemented successfully.  They described how their classrooms revolve around standards-based objectives, and students show their mastery of these objectives according to a rubric.  I think I'm only a few steps away from a mastery approach for my classes.  I already rely heavily on formative assessment in my classroom.  Also, students don't get a grade on a science notebook assignment until they have reached 100% correct, and all students are required to make corrections on their quizzes and tests.  Finally, all the teachers in my district (including me!) have created learning objectives for each of the units that they teach.  I order to fully implement a mastery classroom, however, I just need a little more help with the organization of the process.  I remembered that I own Jon and Aaron's book and should probably reread it this summer to help with this!

Because I have been "attending" FlipCon13 by watching the archived sessions, I was able to watch Ramsey Musallam's presentation immediately after Jon and Aaron's.  This is when my thoughts on flipped learning were transformed the most.  Ramsey delved into the murky world of student motivation, which I realized has been the missing piece from my classes over the years.  He challenged teachers to think of our content as a "mystery box" that has the potential to excite our students as they uncover its secrets.  Ramsey played a TED clip of J.J. Abrams describing how all great movies hold back secrets at the very beginning and slowly reveal them to the audience as the movie progresses.  Ramsey suggested that this is should be a model for student learning.  At that moment, everything clicked in my mind.  I don't need to make amazing videos to engage my students in the content; rather, I need to facilitate student access of the content as they develop their own questions in regard to these "mysteries."  I am fortunate as a science teacher to work with content that naturally lends itself to "discovery learning."

I especially connected with the example that Ramsey gave from The Karate Kid.  Mr. Miyagi allowed Daniel to  flounder for awhile before jumping to his aid.  He provided Daniel with some instruction in karate after the need had become apparent to Daniel, and then Daniel took those tools and transformed them into something all his own.  Ramsey described this cycle of learning in his own classroom as "Explore, Flip, Apply."  I need to be a Mr. Miyagi in my classroom, instead of a Kevin Costner (another reference to Field of Dreams...just in case I lost you there).  I'm going to put a lot of thought this summer into what "Explore, Flip, Apply" is going to look like in my classroom.  Maybe I'll even tape a copy of this photo by my desk to remind me where my focus needs to be...