1. Today, we explore:
1.Can ELA be
flipped?
2.Scary flipping
myths
3.What flips best?
4.Technology tips &

2. **CAWP DISCLAIMER**
What we are NOT discussing:
- Whether or not we SHOULD give kids
homework
- Whether or not lecture is valuable
I ask you to:
- Have a “what if” attitude instead of “I can’t”

3. BRIEF OVERVIEW OF FLIPPED CLASSROOM
Flipping is:
- Reversing the typical classroom: instead of direct instruction in
class and practice at home, receive content at home and practice
together in-class
- Lower-level Bloom’s at home, higher application WITH the teacher
- A way to gather formative data
- A springboard for differentiation (mastery AND learning styles)
- An opportunity to prevent confusion, frustration, or bad habits.
- A way to use your time differently
Flipping should NOT be:
- Outsourcing or exporting (no follow up in class to what was
watched)
- Optional or “pointless” because it will not be checked/assessed

4. SO… CAN ELA BE FLIPPED? (1/2)
Did the grammar house
cup unit help your
understanding of
grammar?
Yes, I felt that watching videos (and being
able to watch them more than once)
helped me a lot.
25 38%
Watching the videos was fine. 19 29%
I feel neutral about the videos. 9 14%
I did NOT like the videos and strongly feel
that another method would have been
better for me.
3 5%
I didn't love the videos, but I prefer that
over another teaching method/program.
6 9%
Other 4 6%

5. SO… CAN ELA BE FLIPPED? (2/2)
YES, because…
1. Common core can justify it (collaboration, technology, etc.)
2. Fosters technological literacies
3. Fosters independent learning skills
Yes, BUT it depends mostly on 3 things…
1. What is being taught/assessed
2. Student responsibility/accountability for the flipped work
3. Having reliable, fair materials/technology*

6. CCSS STANDARDS THAT SUPPORT FLIPPING (GR.8)
CCSS.ELA-Literacy.RI.8.7 Evaluate the advantages and disadvantages of using different mediums (e.g.,
print or digital text, video, multimedia) to present a particular topic or idea.
CCSS.ELA-Literacy.W.8.5 With some guidance and support from peers and adults, develop and
strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach,
focusing on how well purpose and audience have been addressed.
CCSS.ELA-Literacy.W.8.6 Use technology, including the Internet, to produce and publish writing and
present the relationships between information and ideas efficiently as well as to interact and
collaborate with others.
CCSS.ELA-Literacy.W.8.7 Conduct short research projects to answer a question (including a self-
generated question), drawing on several sources and generating additional related, focused questions
that allow for multiple avenues of exploration.
CCSS.ELA-Literacy.W.8.8 Gather relevant information from multiple print and digital sources, using search
terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the
data and conclusions of others while avoiding plagiarism and following a standard format for citation.
CCSS.ELA-Literacy.SL.8.1a Come to discussions prepared, having read or researched material under
study; explicitly draw on that preparation by referring to evidence on the topic, text, or issue to probe
and reflect on ideas under discussion.
CCSS.ELA-Literacy.SL.8.2 Analyze the purpose of information presented in diverse media and formats
(e.g., visually, quantitatively, orally) and evaluate the motives (e.g., social, commercial, political)
behind its presentation.

7. 1. WHAT IS BEING TAUGHT/ASSESSED
- Some concepts are more suited to passive lecture/direct
instruction / modeling than others.
- Some concepts DO NOT HAVE ONLY ONE RIGHT
ANSWER.
- How tough will this concept be to understand the first time, if
you’re not there? Will they have too many questions? (If so,
is it because the concept shouldn’t be flipped, or does your
video need to be better?)
Do the students need you WITH them, or
do they only need to HEAR it from you?

8. 1. CONT’D- WHAT IS BEING TAUGHT
Things that CAN flip well:
- “One right answer”: some grammar, vocabulary, literary terms, introducing characteristics of a new genre
or author, etc.
- Watching a performance and taking notes on it to bring to discussion (watch poetry? Speeches?)
- “How to” technology and/or research videos: Use Easybib.com, format a doc in MS Word 2010, format a
works cited page, navigate any other website.
Things that MIGHT flip well:
- Modeling a reading skill (annotating a text? Reading strategies?)
- Modeling a writing skill (editing, critiquing a sample, writing a specific type of sentence or paragraph) and
then students bring in THEIR attempt to do the same
Things I would have concern over:
- Modeling a text and “interpreting” it FOR them (does a novel really have one right answer?)
- Modeling a text and implying that your way is the only way it can be done
Do the students need you WITH
them, or do they only need to HEAR it
from you?

9. 2. STUDENT RESPONSIBILITY/ACCOUNTABILITY
• What can they understand by themselves?
• What supports do these students need to understand?
• Can they be trusted to complete the home piece? If not, when else can they
get the material?
• Can they fairly and independently access the material at home? (< Next slide)
• Have you given enough time for them to watch/interact with it? (Min. 2 days?)
• Do we need to be teaching students to interact with information they find
online?
• Do we need to teach technological literacy (programs, annotating, etc.),
especially if online learning will continue to be part of their future?

10. 3. RELIABLE, FAIR TECHNOLOGY
• Make info available on multiple operating systems (OS) –
Mac AND PC
• Make it viewable on multiple devices (iPad, iPhone, android,
laptop, etc.)
• Put on the internet in a safe , controlled place (YouTube?
CMS?)
• Put it in a free place
• Keep videos short (2-10 minutes)
• Video file types (.mp4?)

11. BEFORE YOU START A UNIT:
1. Survey of student technology access
2. Do one “practice”/test run week, if not more, to find and fix
bugs
3. Make procedures, routines, and expectations clear
4. Put accountability in place the first time
5. Make the content “Google-proof” the first time
6. Make the content “copy-proof” if possible
7. Create videos/content that can be assessed more than one
way/file type

12. MYTH #1: VIDEOS HAVE TO BE 1) LECTURES 2) THAT I MADE
1. They don’t have to be lectures.
- Can students watch you model a skill?
- Can they be other forms of presentations or performances?
2. You don’t have to be the one to make them.*
- Students can be the teachers!
- Can find good ones made by other teachers
*This depends on the assessment though and if it should be your
wording
3. They don’t have to be videos.
- Online review quiz/game?
- Scavenger hunt?
- Online reading/writing, individual or collaborative
(Show student grammar video)

13. MYTH #2: FLIPPING TAKES TOO MUCH TIME
- It takes time AT FIRST to develop content
- It takes time AT FIRST to make student
expectations
- It CAN save time during the school year
IF you are prepared and IF you use
routines

14. MYTH #3: FLIPPING CAN ONLY BE DONE FOR
QUANTIFIABLE TOPICS/CONTENT AREAS.
1. That may be easiest, but there are other ways 
2. Some things ARE “quantifiable” in ELA

15. MYTH #4: FLIPPING CAN ONLY BE DONE WITHIN A CMS.
You do NOT need to have Edmodo, Schoology, BlackBoard, or any other formal
course management system.
Other options:
- All on YouTube, TeacherTube, SchoolTube, etc,
- Save videos onto flash drives, CDs for an entire unit/quarter in advance?
- Google Drive (free) – Google Apps for Education?
- However, a CMS has its perks: closed environment, teacher control, low
cyberbullying, quizzes that grade themselves, ability to “see” who turns
something in and WHEN.

16. MYTH #5: FLIPPING REQUIRES TECHNOLOGY
Who says you have to watch a video to flip activities to outside the
classroom?
- Kelly Gallagher: “First Draft” reading (or writing?)
- Read an MLA manual and format a document
- Read a short story, looking for ____
- Prepare your thoughts on this topic to bring to formal discussion
- Looking up definitions for vocab words to then verify connotation or
denotation in class discussion
- Find real-world examples to bring to class

17. SAMPLE UNIT: GRAMMAR “HOUSE CUP”

18. SAMPLE ROUTINE: VOCABULARY
1. Pass out guided notes (vocab chart) on Friday
2. Chart due on Tuesday (must watch video to get info)
3. Quiz on Friday
Sometimes: formative quizzes online , in-class activities
My next goal: online quizzes that grade themselves!

21. SAMPLE LESSON: LITERARY SYMBOLISM
1. Video: Direct instruction, PowerPoint slides
with screencastomatic.com
2. Watched the video on Edmodo
3. Guided Notes
4. Follow-up activity (in class) identifying symbols
in The Giver
5. Appeared in an essay question on summative
assessment
Show Lit Symbolism example

22. MAKING VIDEOS
M A K I N G T H E V I S U A L S
PowerPoint
Google presentation
Popplet (only free to a
point)
Google docs
Websites: easybib, etc.
R E C O R D I N G ( F R E E )
Screenr.com (5min limit,
tricky upload)
Screencastomatic.com
(15 minute limit, long
upload)
Audacity?