Note of thanks for inviting us to present. Introduction of staff participating in the presentation.

1,860 students. Geographically located 6 miles west of Rochester, MN. Approximately 200 staff. Proximity to Rochester encourages many partnerships with STEM. Highly motivated staff that embraces change and how we need to transform education to meet the needs of the 21st/22nd century learners.

the first e-in Byron's classrooms transformation is e-Curriculum What: textbook free curriculum, directly aligned with state standards and our data Why: perfect storm-no books, no money, want improvement Challenges: time, internet access, HW (Kuta), public opinion/educating parents-kids Wins: data on growth (mixes with flipped though)

(smooth this out) 2010-our turn to write curriculum, but no money, old books, desire to improve...began brainstorming solutions. Alg 1 and Geom had been an integrated curriculum which was not meeting our needs...

Our solution: throw out our textbooks and write our own curriculum--a daunting task, but when you take into consideration that only 70% of any textbook addressed MN standards, it is much less so

we decided we could write our own curriculum which would be directly aligned to state standards--wrote Alg 1 and Geom from scratch. Kept Alg 2 books, but aligned the material to state standards.

In this process we were able to essentially create a living curriculum which could easily and quickly be adjusted to changes in student data and/or state standards.

(smooth this out) Combined our new curriculum with several key components... Challenges: Unblock Youtube, SMART for recording, Moodle for housing, Kuta for HW, quizzes;

$$ savings-off the cycle, minimal cost (copies), minimal replacement Can change with standards changes, student needs/data

Accel Alg 2 Data--best comparison as the curriculum didn't change, just access to online materials.

Once our work was underway with writing our curriculum, creating videos and creating Moodle sites, an idea we had seen suddenly became a real potential...the flipped classroom

It use to be that if you wanted to teach a larger group of people in an efficient manner that you had to stand in front of all of them and lecture to them but the whole dynamics of learning is changing with numerous videos on the internet. Students are able to learn how and when they want verses being locked into learning from only one person.

Education is a two step process. First, transfer of information.

Second, assimilation of information. We must make ourselves available as faculty to help students with assimilation. After all, information is everywhere now. Educators need to realize their role in the classroom is changing for the better, from a source of information to a guide in how to use it.

We are all familiar with the traditional lecture where students are passively sitting there while I am actively doing math on the SMARTBoard. Students often think that they are understanding the material until they get home where they try to do the homework problems. They often struggle and get frustrated because they have no help or resources. Also the internet is changing the way students are thinking and learning, so is the traditional lecture the most effective way to help students learn? or ...

Where in the learning process to students most need me face-to-face? Pause From my experience, it is not lecture since they can access videos to learn what I would say during my lecture. My students need me face-to-face during practice, application, discussion and remediation.

This has lead us to the flipped classroom. The flipped classroom is basically where students watch the video lesson and learn the material outside of class typically this is at home then come to school and freeing of time in class to help students assimilate that information where there is the teacher and fellow students to answer questions.

There are many different types of the flipped classroom and there is no right way to do the flipped classroom. The flipped classroom is versatile model that can be adapted to many different levels and content areas. The flipped classroom has been used from second grade through graduate level college courses in many subject areas. But the flipped classroom will look different in a math or science or English classroom and it will look different at each age level. The flipped classroom is a powerful tool.

Calculus proficiencies are up on average 7% with the flipped classroom.

Here we are comparing two types of the flipped classroom with lecture. The traditional flipped classroom is up 6% compared to lecture while flipped peer instruction is up 11% compared to lecture.

Our failure rates down. On January 18th, 2012 CNN did an article on the flipped classroom about Clintondale High School in Clinton Township, Michigan. This is a financially challenged school near Detroit. The principal stated our attendance rate has increased, our discipline rate decreased, and our student failure rate dropped by 33% in one year.

Students like the flipped classroom since they can get help with math problems in class and 84% of our parent prefer the flipped classroom approach to instruction compared to lecture.

So what are some of the challenges of the flipped classroom?

One challenge is the upfront time to record all your lessons but there are some long term benefits like students having 247 access to your curriculum, students being able to rewatch the video multiple times to better understand the material and even use the videos to review for their tests. I use to spend a lot of time before school tutoring students but that has dramatically dropped since the students can get help in class from me hence freeing up time for me to focus on ways to improve student learning.

Our biggest challenge is to make the videos interactive so students are active in the learning process rather than passively sitting and watching the videos. For teachers to embrace the ideas of making their videos interactive, the process needs to be easy.

Our main goal with bidding adieu to textbooks and flipped classroom was to improve student learning.

So we were very surprised when Intel to awarded the Byron High the Intel School of Distinction winner for high school mathematics. Intel is looking for math and science programs that promotes student problem solving, critical thinking, and collaboration skills in math education and can be easily replicated across the cross.

Tara's story (hybrid/online) Hybrid-Fall 2011 piloted with 3 classes, successful, so have moved forward with a process for any teacher to offer a hybrid course

Smaller groups to help struggling students Push through content - develop curriculum - NROC Digital and F2F

elearning space Content - state development would be helpful

Our hybrids have moved from the upper AP-type classes to required courses, and we have noticed some significant changes in those students. Students who, in previous classes, were not motivated to keep grades above a "C" and to turn in assignments, are now extremely motivated by the carrot of getting out of class two days a week. We know the benefits.... spilled water graph?

Exciting stories Transformative Use Leaders

Google apps, Moodle, BYOD, iPads Gaps Widening Needed to develop better PD for staff

2 Models

eCertification - must have to teach online experience online learning as a student 6 wks - f2f (1st and last) Not just about content Truly training to teach/facilitate students

Sample of a typical week online National Standards for Quality Online Courses as well as ISTE tech standards Where will you be 8 weeks from now - create the Unit

5 modules introduce to flip - and other web.20 technologies to support collaboration/assesssment Module 5 - iNacol online learning standards

Great job preparing teachers to teach - but what happens when implement? Where is the support then?

Typcal PD Sit and get - Excited about the WHAT Where is the help HOW, Not all teachers have ability or adequate time to plan

Need someone to help teachers find their way in the HOW The digital learning coach - no integrationalist Utilize many of the concepts you have heard - being used in the classroom (flipped PD, ePortfolios) (stillwater) Coach teachers in the integration/implementation/evaluation phases of educational technology

Highly personalized Teacher chooses Goal Complex/Easy meet where the teacher is. Online Individualized Learning Plan (via Google Apps) Communication and Progess Buy In Coaches develop videos to support goals work with teachers on the hard stuff district provides time - IN the day - to coach staff (small group) no 1:30 Teachers reflect, Coaches reflect - spread the ideas around - learn from one another.

Thank You!