INNOpod 2

Making Learning Personal in a Flipped Classroom

This INNOpod introduces just a slice of the work from a partnership between the Center on Innovations in Learning, the Michigan Department of Education, and the Great Lakes Comprehensive Center. work. Michigan established expectations, structures, and services to support its districts and school to make personalized learning a reality for every student. CIL is excited to showcase and build upon their work.  We would like to give a special “thank you” to Tara Maynard, whom you will hear from later, for lending her time and expertise to this INNOpod.

Start by clicking "1" if you're here for the first time or jump to any segment.

INNOpod Outcomes

1

2

The Framework for Understanding Personalized Learning

What is this FLIPPED CLASSROOM I Keep Hearing About?

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Tara Maynard Demonstrates How She Flipped Her Classroom

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Tara Shares It All:  Flipping A Classroom

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Additional RESEARCH, RESOURCES, and SOCIAL

INNOpod Outcomes

1

Trusted, reliable, and informative content that will:

  1. Give you the vocabulary and a framework for understanding how personalized learning works so that you can organize what you’re already doing and where you can make improvements
  2. Provide you with video examples of teachers and their SPECIFIC practices for personalizing learning
  3. Connect the practices with specific how-I-did-it insights directly FROM YOUR COLLEAGUES who are doing it
  4. Stock your resource library with high-quality, CIL-vetted articles, research, and action steps related to the practice
  5. Finally, show you where people are sharing about it on social media (if you’re curious), and show you how to join in the conversation (if you’re interested)

Click Here to Scroll to Segment #2

We first introduced these indicators of effective practice in INNOpod #1: Personalized Learning, but they’re worth reintroducing. These Personalized Learning Indicators of Effective Practice, developed and published by the Center on Innovations in Learning, provide you with a framework for organizing your understanding and practice of personalized learning. We’ve converted them into a checklist for ease of documenting what you observe throughout this INNOpod and in your own schools and classrooms.

 

Spend a few minutes reviewing them and then pay attention to their application throughout this in-depth focus on one teacher’s use of the Flipped Classroom to make learning more personal for her students.

 

The Framework for Understanding Personalized Learning

Vocabulary to Talk About It, Plan for It, Implement It, and Assess It

Scroll to Segment #3

2

Before we begin, reflect on these questions: What comes to mind when you think about personalized learning? How would you describe personalized learning? Have you heard about flipped classrooms before? What do you think it is meant to do?

TOP

The first personalized learning practice that we will examine in this series is categorized under the umbrella of

Also known as Flipped Learning, the specific blended learning approach examined here is referred to as

You can watch this video, or you can read about the origins of the flipped classroom, the WHAT and a little bit of the WHY, and some ideas about “the best use of face-to-face time with students” in this article.

Hosts: Jonathan Bergmann & Aaron Sams | Web Video Producer: Christian Amundson | Editor: Daniel Jarvis | Graphics: Cait Camerata | Web Video Strategy Coordinator: Keyana Stevens | Senior Manager of Video: Amy Erin Borovoy | Production Services: Scrappers Film Group

What Is This FLIPPED CLASSROOM I Keep Hearing About?

Scroll to Segment #4

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That brief overview is just a taste of what Tara Maynard, a middle school mathematics teacher at Creekside Middle School in Zeeland, Michigan explains.  Tara shares a webinar that shows how she created and implemented a flipped classroom. There is also an in-depth interview with Tara further down in the INNOpod.

*Note: There is an audio glitch between 34:30 and 34:59.

Tara Maynard Demonstrates How She Flipped Her Classroom

Tara Maynard Was Peer-Pressured Into Flipping Her Classroom. She Demonstrates How She, Her Students, and Their Parents Are Better Off Because of It

RESEARCH, RESOURCES, and SOCIAL MEDIA

Now that you’ve heard Tara talk about the benefits of her flipped classroom, listen to this interview in which Tara explains more in-depth how she planned, implemented, and assessed her flipped classroom’s success. We picked her brain about where to start, what needs to have attention, and what not to do. Listen closely for what Tara was THRILLED to discover about this approach that she had not expected.

Tara Shares It All: Her Tools, Her Process, and Her Must-Do’s for Flipping a Classroom

Scroll to Segment #5

Scroll to Segment #6

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The Michigan Department of Education developed a series of live, Personalized Learning Webinars led by school-level educators to demonstrate and share their personalized learning practices. This webinar is presented by Tara Maynard (beginning at approximately 6:50 on the recording).

Use the indicator checklist to mark what you see or hear that sparks your interest or that you would like to try in your classroom.

You can listen to our conversation by clicking on the Soundcloud recording below, or you can read the conversation here: Tara Maynard + the Flipped Classroom.

More From Tara: A printed version of the interview as well as a Q&A sheet is also available.

We've provided you with a LOT of information.  Take a moment to use the Next Steps + Planning Guide to reflect on what you've learned and how to you can use it.

  • Click to view highlights from this episode:

    • 1:30: Tara talks about a good kind of peer pressure that nudged her to flip her mind and eventually her classroom
    • 2:00: Tara’s gratitude for her student teacher who led the way and gave Tara the push and the confidence she needed to take the leap and keep going.
    • 4:10: Tara’s greatest motivation for using a Flipped Classroom model was to increase student engagement, which she achieved INSTANTLY.
    • 7:00: Tara shares some of the early challenges that came with the new approach and giving students more in class flexibility over their learning.
    • 10:00: Listen to the completely unexpected but absolutely AMAZING outgrowth Tara has discovered (hint: she’s not just teaching middle schoolers, she’s teaching their parents…and they LOVE it).
    • 13:00: Yes, it’s as good as it sounds, but Tara doesn’t gloss over the challenges. Listen to hers, her students’, and how they continue to address them.
    • 18:10: Tara shares the process she uses for planning a unit and a lesson in her Flipped Classroom. You can learn more about it in More from Tara, below.
    • 23:30: Tara’s advice for any educator on the fence about flipping.
    • 28:10: Tara reminds us why the teacher is so important, what the technology has allowed HER to do more of for her students, and how much better she knows them now.
    • 32:00: Tara lets us in on what’s next for her.

Writing, organization, and structure of INNOpod Series by Maureen M. Mirabito for CIL

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