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Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,0:01\NI've been teaching math the last 5 years\N0:03\Nand this is why I flipped my classroom.\N0:06\NThis is what my classroom used to \Nlook like.\N0:13\NI was teaching to the middle group \Nof the class,\N0:16\Nthe students they could follow along \Nwith what we were doing\N0:20\Nand we were going through the \Ncontent. While I got higher level students\N0:24\Nnot challenged, bored with \Nthe information,\N0:27\Nready to move forward, I had a \Nstruggling group students\N0:30\Nthat were not receiving enough \Neffective remediation.\N0:33\NThey didn't have the basic content they \Nneeded to be working on the content\N0:37\Nwe are currently covering\N0:38\Nor they needed more help in order \Nto be successful.\N0:42\NThis leads to a 90% use of class time \Nbeing spent on\N0:47\Ndelivery and review of content. \N90% of the time I was \N0:51\Nat the front of the classroom\N0:51\Nlecturing to a group of students and \NI wasn't meeting all their needs\N0:55\N10% class time was actually spent on \Napplication\N0:59\Nwhich led to depending on students\N1:02\Nto do the application needed to be \Nsuccessful and to go home or outside of\N1:06\Nclass and work on applying the concept\N1:08\Nthat I was giving out in class. This constant \Nbattle of\N1:12\Nnot reaching the needs of all students \Nand feeling the need to differentiate\N1:16\Nfor all my learners\N1:17\Nlet the teacher, allows teachers to \Nfeel overwhelmed\N1:20\Nand ineffective because we see the \Nneed for differentiation\N1:23\Nbut there's just not enough time \Nfor effective\N1:27\Ndifferentiation. This called for drastic \Nchanges in how we teach.\N1:35\NThis is where flipping the classroom comes \Nin. Now the students outside of\N1:39\Nclass preload the content.\N1:41\NThey get the information they're \Ngoing to need for class. They can pause,\N1:45\Nrewind, and rewatch the videos as \Nmany times they need to.\N1:49\NThey can post questions online to \Ntheir classmates or to the teacher.\N1:53\NAnd it's a self-paced program where they \Ncan be mediated by going back and\N1:57\Nreviewing former topics\N1:58\Nor they can work ahead when they've \Nalready mastered a concept\N2:01\Nand are ready to look forward. They \Nget the content here\N2:05\Nbefore class so that when they come \Ninto class. My whole classroom\N2:09\Nhas shifted where I'm at the center \Nof the class working between these\N2:13\Ndifferentiated groups\N2:14\Nfocused on different pieces of \Napplication. I can now\N2:19\Nwork between each of these groups \Nthat are moving at their own pace.\N2:22\NThis has created a 90% use of class \Ntime spent on\N2:27\Napplication of the content and 10% \Nof class time\N2:31\Nis spent on delivery of content when \NI can answer questions that have been\N2:34\Nposted\N2:35\Nor take any other questions \Nthat come up from applying\N2:39\Nthe content. Now in my classroom\N2:46\Nall students are engaged and \Nchallenged.\N2:50\NI have time to work with each \Ngroup giving\N2:53\Nindividualized time and instruction\N.2:56\NAnd I can actually work between each \Ngroup\N3:01\Nto provide effective differentiation \Nfor all my varied groups of learners,\N3:05\Nmy struggling students, my middle \Ngroup of learners\N3:08\Nand I can now extend and expand on \Nmy higher level students' prior\N3:14\Nknowledge and challenge them in\N3:15\Nin the classroom. \NTo learn more about flipping the classroom\N3:23\Nvisit the Friday institutes website.
Dialogue: 0,9:59:59.99,9:59:59.99,Default,,0000,0000,0000,,