FLIPPED
LEARNING
Teaching for the 21st century
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Now that you've thought about your learning environment, it's time to consider the content.
Our Staff
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For your consideration...
How do my lessons fall into the revised Bloom's Taxonomy?
In 1990, Lorin Anderson, a student of Benjamin Bloom's, worked on a panel to revise Bloom's original taxonomy for learning in order to better suit 21st century learning. Below is what they developed. The pyramid is also inverted to show how much time SHOULD be spent on content. Higher levels means more active thinking about content, which also means higher student engagement. Studies show that flipped learning affords students to operate at these higher levels on a more frequent basis. How do the various elements of your current lesson/unit fall into this taxonomy?
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Creating:
Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing.
Evaluating:
Making judgments based on criteria and standards through checking and critiquing.
Analyzing:
Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing.
Applying:
Carrying out or using a procedure through executing, or implementing.
Understanding:
Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining.
Remembering:
Retrieving, recognizing, and recalling relevant knowledge from long-term memory.
(Anderson & Krathwohl, 2001, pp. 67-68)
Creating Content
How can I make my content consumable outside my classroom?
You've identified what parts of your lesson or unit are considered lower levels, but making those consumable outside of class may take a little work. Most teachers who flip their learning environment create videos to explicitly teach front-loading concepts that students need in order to reach the higher levels of Bloom's Taxonomy. But when creating videos, follow these tips based on the studies reviewed:
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Flip Your Content
What parts of my lesson are lower level Bloom's Taxonomy?
In order to properly flip, it is imperative to identify what parts of your traditional lesson are considered lower-level Bloom's Taxonomy. This is the most important step to flipping your learning environment. Use the following downloadable activity sheet to help guide you through this process.
Explanation
Video
Keep videos <15 minutes. Less than 7 minutes was considered ideal.
The reduction of unnecessary "um"s was favorable among students. Either edit or do another take.
Use a verbal or visual cue to draw special attention to certain ideas.
Students were more likely to watch a video if some kind of formative self-assessment was include (i.e. quiz). However, these quizzes should not be graded.
Create your own videos although there others out there. Students felt more connected with the teacher inside the class if their face and voice were in the video.
Video Creation Tools
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What you use to create your front-loading content depends on...well...your content.
Capture your iPad...
Capture
YOU...
Katie Gimbar, flipped Math teacher.
Capture your computer...
Have other apps to recommend? Drop me a line.
add quizzes
to videos
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching and assessing: A revision of Bloom's Taxonomy of educational objectives: Complete edition, New York : Longman.