Tech Talk: What's Happening at Episcopal?

What is "flipping" the classroom?  

The "flipped" classroom has become a new buzzword in education in recent years.  This strategy became popular in 2007 when two science teachers, Jonathan Bergmann and Aaron Sams, began recording their lessons using screen capture software. The purpose of these videos was for students to access when they were absent or out of school for extra-curricular activities.  As Bergmann and Sams posted their videos, they noticed that students who had not missed class were also accessing the videos for reinforcement.  Thus, the flipped classroom was born.  Both Bergmann and Sams began assigning their videos for homework, and using the class time, formally spent lecturing, in discussion, labs, and other activities.  Among the many benefits of the "flipped" classroom, they believe increased student engagement to be the most important.  Rather than students being passive learners while listening to classroom lectures, the students are engaged in activities that allow the teacher to interact with the students in a more meaningful way.  

Charles Compton also sees the benefits of "flipping" his classroom.  In his AP Biology class, he uses videos, such as Paul Andersen's Bozeman Biology on YouTube to introduce new topics and concepts.  He believes by assigning the students these videos for homework he meets the needs of the visual learner, and the students come to class with background knowledge and an increased level of understanding.  He hopes to expand "flipping" to his other Biology classes in the future.  

Interested in learning more about the "flipped" classroom?  Follow the links below:  

How the Flipped Classroom Is Radically Transforming Learning

The Flipped Classroom 

How are interactive simulations being used in the Middle School?

The eighth grade Physical Science classes continued working on their simple machines project.  To understand the physics behind amusement park rides, the students accessed an interactive online tool, called Amusement ParkPhysics.  Through simulation, the students were able to "build" amusement park rides and gain understanding of how the principles of physics allow these rides to work. 

The sixth grade Math classes gained a better understanding of the process behind multiplying fractions by viewing a Learn Zillion video that described how the use of area models can create a visual representation of the fractions. They then used the Smart Board technology to interact with a simulation and manipulate their own area models.  

Katie Robinson