Flipped learning handbook by Barbara Gardner

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Flipped Learning Handbook

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P. 05 - What is Flip p ed Lear ning? P. 06 - Why Fl i pped Le ar ning for our inter nat ional st ud ent s? P. 08 - How do es Flip p ed Lear ning help t he teac her ? P. 13 - How do es Fl i pped Lear ning cont r ib ute to st ud ent lear ning? P. 16 - I wa nt to flip - where d o I st ar t ? P. 18 - How to prep are st ud ent s for Flip p ed Lear ning P. 20 - Fl ip p ed Lear ning exam p les P. 26 - Pre - cl a ss t asks & c lassroom ac t ivit ies P. 31 - Ti ps for Flip p ing t he c lassroom P. 32 - Vi deo tools for Flip p ed Lear ning P. 35 - Th e technic al sid e: how to c reate vid eo P. 38 - Appen di x A : Fl ip p ed Lear ning: From Cynic to B eliever o n l i n e ar t ic le by Penny Humm P. 39 - Appen di x B : M ore Flip p ed Lear ning lesson ex am p les P. 48 - Appen di x C: The D oâ&#x20AC;&#x2122;s and D onâ&#x20AC;&#x2122;t s of Flip p ed Lear ning o n l i n e ar t ice by Penny Humm P. 50 - Append ix D: Vid eo Creat ion Tools P. 55 - Appen d ix E: How to c reate QR cod es

How flipping the classroom can help Study Group Students

I nt ro duc t io n

View t h e wh o le in fo gra p h i c at http: //w w w. k n e w to n . co m/f l i ppe d - c l a s s ro o m/ We h ave b een ta l k i n g a bo u t Fl i ppe d Le a r n i n g a l o t i n t h e e - lea r n in g co mmu n i t y. I n f a c t, Fl i ppe d Le a r n i n g i s c u r rent ly o n e of th e mo s t d i s c u s s e d e d u c ati o n to pi c s o n so c ia l m ed ia , a s we l l a s o n e o f th e to p re s e a rc h to p ics o n t h e web. Th is is why we h ave c re ate d th i s te a c h e r â&#x20AC;&#x2122;s g u i d e to flip p in g t h e c la s s ro o m. We h o pe th at yo u w i l l f i n d i t u sefu l, interest i n g a n d i n s pi r i n g.

What you will learn from this guide Th is gu id e p res e nts ex a mpl e s o f f l i ppe d l e a r n i n g a n d o ffers t ip s fo r s u cce s s. I t o u tl i n e s th e be n e f i ts o f f l i p p in g yo u r cla ss ro o m a n d prov i d e s a n a n a l ys i s o f c u rrent vid eo creati o n to o l s. I f yo u n eed fu r th e r i n fo r mati o n o r tra i n i n g, pl e a s e co nt a c t a m em be r o f th e e - l e a r n i n g te a m ( s e e ba c k o f b o o k let ) .

“ Continue to roll out the flipped learning project...towards developing students’ study skills and independent learning in lessons “

(Mock Ofsted inspection, Bellerbys Cambridge 2014, BW Consultants)

What is Flipped Learning? A Definition Stude nt s lea r n co ntent o u t sid e o f t h e cla s s ro o m v i a a v i d e o l e c tu re a n d c a r r y o u t a s s i gn me nts (ho me wo r k ) in t h e cla ssro o m wit h t h e tea c h e r a s a g u i d e i n s te a d o f a l e c tu re r. Pl e a s e s e e th e i n fo gra phic below fo r a visu a l d efin it io n .

M a ny pe o p le at t r ib u te t h e co n cep t o f Flip pe d Le a r n i n g to h i g h s c h o o l c h e mi s tr y te a c h e r s, J o n ath a n B ergma nn a n d A a ro n S a m s. I n t h is vid eo (http: //g o o. g l /s zo N 0 p) S a ms ex pl a i n s w hy h e c h a n g e d h i s tea ching m et h o d s. Watch t h is vid eo ( ht t p : //g o o. g l /V M 1 a W j) fo r a gre at d e s c r i pti o n o f h ow f l i ppe d lea r ning wo r ks.

Image . 2

Vie w t he w h o le in fo gra p h ic at ht t p :/ / w w w. k n e w to n . co m/f l i ppe d - c l a s s ro o m/

WHY FLIPPED LEARNING FOR OUR INTERNATIONAL STUDENTS? While our students are generally very enthusiastic about digital technologies and skilled in using them, we need to help them develop their application of these skills to their learning.

Pre - a r r i va l St u de nts c a n v i e w a n i n d u c ti o n v i d e o o r co u r s e i ntro d u c t io n f ro m th e i r h o me co u ntr y pr i o r to a r r i va l. St u de nts c a n watc h v i d e o s o n B r i ti s h c u l tu re ( a s i d e f ro m t h eir a c a d e mi c s u bje c ts ) w h i c h co u l d h e l p th e m ove rco me c u lt u ra l d i f fe re n ce s /h o me s i c k n e s s /i nte grati o n pro bl e ms. Late a r r i va l s c a n e a s i l y c atc h u p o n mi s s e d co nte nt t h ro u g h v i d e o l e s s o n s.

Th e B r i ti s h C l a s s ro o m I nte r n ati o n a l s tu d e nts n e e d mo re i n c l a s s s u ppo r t i n u nd ers ta n d i n g U K a c a d e mi c re qu i re me nts ( a n d a ppl y i n g k n ow l e d g e to th e i r wo r k ) â&#x20AC;&#x201C; f l i ppe d l e a r n i n g e n a bl e s th e m to d o mo re co l l a bo rati ve a c ti v i ti e s i n c l a s s, h e n ce a re s u p p o r te d mo re by te a c h e r s a n d pe e r s.

I nte r n ati o n a l s tu d e nts may n o t be u s e d to ce r ta i n c l a s s d y n ami c s s u c h a s s e mi n a r o r tu to r i a l s e t u p s o th e fo l l ow u p c l a s s a c ti v i ti e s w h e re s tu d e nts wo r k i n s ma l l gro u ps will gi ve th e m ex pe r i e n ce o f th i s. Watc h i n g v i d e o s ma d e by th e i r te a c h e r gi ve s th e m mo re ti me to a d a pt to th e i r tea c h e r â&#x20AC;&#x2122;s d e l i ve r y s t y l e. I nte r n ati o n a l s tu d e nts may be u s e d to d i f fe re nt t ype s o f exa m s s u c h a s mu l ti pl e c h o i ce o r s h o r t a n s we r qu e s ti o n s a n d th e re fo re may f i n d pl a n n i n g, o rg a n i s ati o n a n d ti min g a s tr u g g l e. Vi d e o co u l d pre s e nt g u i d e l i n e s fo r a s s e s s m ents, g o th ro u g h ex a m pa pe r s, ex a m te c h n i qu e s a n d tea c h e r ex pe c tati o n s. St u de nts may be u n a cc u s to me d to s o mu c h re a d i n g mate r ia l - v i d e o s c a n re d u ce th e a mo u nt o f re a d i n g th e s tu d e nt h a s to d o. I nte r n ati o n a l s tu d e nts may n o t be u s e d to be i n g re s po nsib le fo r th e i r l e a r n i n g â&#x20AC;&#x201C; a cce s s i n g v i d e o s a n d l e a r n i n g t h e co nte nt by th e ms e l ve s pre pa re s th e m fo r B r i ti s h s tu d y h a b i ts a n d i n pa r ti c u l a r, pre pa re s th e m fo r u n i ve r s i t y.

La n g u a g e Su ppo r t Watc h i n g th e v i d e o be fo re c l a s s ti me w i l l h e l p s tu d e nts u n de r s ta n d th e co nte nt i n c l a s s a n d h e l p th e m fo c u s o n t h e l a n g u a g e u s e d by te a c h e r s a n d pe e r s. St u de nts w h o s tr u g g l e w i th E n g l i s h h ave co n s ta nt a cce s s to v i d e o l e s s o n s a n d c a n re -watc h at th e i r ow n pa ce.

How does Flipped Learning help the teacher? â&#x20AC;&#x153;I have been using Flipped Learning for a year and I have found it eases the pressure of completing the syllabus and relieves the boredom for me from having to present the same skills every intake. My students enjoy learning in this way and appreciate having more time in class for exploration. Students like the fact that they can access the video at their convenience and watch it several times if necessary â&#x20AC;? Claire Chapman Bellerbys Cambridge

Te a chers ca n sp en d m o re t im e intera c t in g w i th th e i r st ude nt s R athe r tha n st a n d in g u p in fro nt o f t h e c l a s s d e l i ve r ing t he tra d it io n a l lec t u re st y le lesso n , te a c h e r s ca n spend m o re t im e fa cilit at in g; m ovin g aro u n d th e cla ssro o m aid in g st ru gglin g st u d ent s, set ti n g c h a l lenging ta sk s fo r t h e m o re ca p a b le st u d ent s a n d s e tting up co lla b o rat ive a c t ivit ies fo r t h e gro u p. Wh at i s mo re, in t hi s enviro n m ent tea c h ers c a n ge t to k n ow the ir st ude nt s b et ter. Te a chers do n o t h ave to keep p resent in g th e s a me thing Te a chers ca n reco rd a lesso n o n ce a n d u se it re pe ate dly rat he r than d eliver t h e sa m e lesso n yea r a f te r ye a r. G oo d for a bs en ce / Late a r r iva ls Provides cover fo r a b sent tea ch ers a n d abs e nt s tu dent s ca n watc h t h e lesso n at a later d ate. E a sie r to dea l wit h m u lt i- level Cla ss t ime ca n b e sp ent a id in g st ru gglin g s tu d e nts a nd set t ing c h a llen gin g wo r k a n d co lla b o rati ve ta s k s fo r mo re ca p a b le st u d ent s.

Te a c h e r c a n c h o o s e d e l i ve r y s t yl e Te a c h e r s c a n c h o o s e w h e th e r to a ppe a r i n th e vi d eo o r ju s t h ave a n a u d i o ro l e. Th e y c a n c h o o s e h ow to an n o tate, n a r rate a n d d e c i d e o n th e d e l i ve r y s t y l e then matc h th e be s t v i d e o c re ati o n to o l to f i t th e i r pu r pose. B e tte r fo r c l a s s ro o m ma n a g e me nt As th e te a c h e r i s mov i n g a ro u n d th e c l a s s ro o m, there i s n o l o n g e r a n a u d i e n ce fo r d i s r u pti ve s tu d e nts and a l s o fo r th i s re a s o n th e s hy s tu d e nts a re mo re l i k ely to a s k qu e s ti o n s. L a c k o f ti me Te a c h e r s a re mo re a bl e to cove r th e s yl l a bu s i f some o f th e co nte nt c a n be l e a r n e d o u ts i d e o f c l a s s ti me.

St u d ent s a r r ive eq u ip p ed with k n ow l e d g e Tea ch ers d o n o t n eed to sp en d c l a s s ti me d e l i ve r i n g n e w i n fo r mati o n a n d c a n s pe n d t h e cla ss t im e exp lo r in g a n d a ppl yi n g th e k n ow l e d g e a n d s tu d e nts c a n c a r r y o u t h igh er o rd er t a sks wit h m o re h e l p f ro m th e te a c h e r ( s e e d i a gra m) .

Based on Bloomâ&#x20AC;&#x2122;s Taxonomy by Jessica Pilgreen (Own work)(http://www.meandmylaptop.com/my-blog/simplified-blooms-taxonomy-visual)

WHAT OUR TEACHERS SAY

“ When students get used to Flipped Learning, they really seem to like it. I have noticed that they are looking online for their own videos to help them with things they don’t understand, and have told me that it is much easier to watch a video than to read the same thing in a book. More and more I seem to be checking understanding informally in class discussions. I can tell whether they have watched and understood by their responses to questions and their ability to grasp the next topic.”

Janet Smith, Bellerbys Cambridge

“I think one of the key benefits of using a Flipped Learning methodology is that it can give students more control over their learning. So often in learning situations teachers are in control of information flow, but the use of videos opens up a space where students can learn concepts at their own pace. They can review the videos as many times as they like, rewinding to specific parts that they are having problems understanding and even pointing these out to the teacher or peers for further clarification. Another thing I appreciate about Flipped Learning is that it can help students come to class with more confidence since the key concepts are already familiar to them when they walk through the door. I see the videos as a kind of primer where they learn the basics in their own time and then come to class to further explore and apply concepts in a collaborative and supported environment. In many situations in life we give ourselves a better chance of success by prepping ourselves beforehand - I don’t see this as being any different really. The more grounded students feel to begin with, the more they can participate with confidence and self-expression” Rui da Silva, Bellerbys Brighton “I have been using Flipped Learning for a year and I have found it eases the pressure of completing the syllabus and relieves the boredom for me from having to present the same skills every intake. My students enjoy learning in this way and appreciate having more time in class for exploration. Students like the fact that they can access the video at their convenience and watch it several times if necessary. “ Claire Chapman, Bellerbys Cambridge

I recently saw a student watching my video on her smartphone in the break – it was the third time she had watched it; the first time she watched it on the bus and gained a general idea of the content and what was expected of her, the second time was to carry out the pre-class task (by pausing the video while she worked) and the third time was for revision and to listen to the language. This opportunity is not available for students using the traditional lecture style lesson”. Claire Chapman, Bellerbys Cambridge

“It took some getting used to in the first lesson; however my fears that I might be side-lined were eased when the first hand went up for help. Because they’d already gotten to grips with the basics at home, students were asking me not for knowledge but instead how they could apply it. It was no longer “I can’t do this” but, “how do I do this?” The extra time afforded by getting the ‘boring’ bits out of the classroom meant more opportunities for student-teacher interaction and I had a far clearer idea of my pupils’ understanding and knowledge. The improvement in the pace of learning was remarkable, and very exciting indeed.” Penny Humm, Bellerbys Cambridge

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here: http://goo.gl/HNJl7V or via the QR code above.

entitled From Cynic to Believer. You can find the full article in Appendix A or link to it here: http://goo.

Claire has produced a short video introduction to Flipped Learning with her students. You can find it

This is an extract from an article which Penny has published on the Education technology website

How does Flipped Learning contribute to student learning?

Students can gain more control over input

Students are familiar with the technology

Students with difficulties can revisit material as often as they need and pinpoint specific areas where they are experiencing problems in understanding.

Students are part of the digital culture. They have their own mobile devices and enjoy accessing content on these.

Students can learn at their own speed

Increases student interaction

They can pause, rewind, review or fast forward.

Students are spending less class time listening to the teacher and more time doing collaborative tasks.

Students learn to access and learn by themselves

Students gain confidence

They become more responsible for their learning by actively watching the videos, formulating questions and coming to class prepared with the knowledge.

Rather than speaking in front of the whole class, students tend to be more vocal in small groups. They also learn from each other which enhances their knowledge.

Students have time to think about their needs Students can pause the video and note questions/queries to ask the teacher the next day.

â&#x20AC;&#x153;

WHAT STUDENTS SAY The following are a selection of comments that our students made in the Flipped Learning feedback surveys we carried out.

“I can play the video whenever and everywhere. That was the best reason why I like this type of learning” “I can understand the lesson in class more” “If we didn’t understand the lesson, we can re-watch the video at any time we want and also we can play the video to understand pronunciation.” “I like it a lot as sometimes I can’t drop every detail notes in class and I could replay as many times I want if I missed anything. Moreover, I think the information gets inside my head quicker than words”

“You can pause and repeat any complicated points” “I enjoy this way of learning because I can easy to learn again if I forget and easy to understand the concept” “It is new and interesting, and it can help my revision” “I think studying in this way is really interesting, interactive. I can be well prepared before I go to class as I have partly known what I will learn” “I really enjoyed it. Because time is flexible, and we can watch it as many times as we need”

“It is clear and prepare well but I think it is still important to have a lesson well-structured after the video” “Learning by watching video is more relax way to study. And if we making notes by ourselves, the memory of topic will increase”

“

“I like it a lot as sometimes I can’t drop every detail notes in class and I could replay as many times I want if I missed anything. Moreover, I think the information gets inside my head quicker than words”

START

I WANT TO FLIP WHERE DO I START? Take a look at the diagram on the opposite page. Use this as a starting point for your intergration of flipped learning within your classroom. What can you take from this? What could work? How could you use this to further the learning of your studentsâ&#x20AC;&#x2122;?

Students are part of the digital culture. They have their own mobile devices and enjoy accessing content on these.

How to prepare students for flipped learning

FLIPPED Be aware that international students may have certain expectations of a teacherâ&#x20AC;&#x2122;s role and may not be used to taking responsibility for accessing content and doing collaborative work. Some learner training will therefore be useful to ensure that the methodology has the best chance of benefitting a group of students. Watch the first flipped video with the class. Ensure they understand what is required of them while watching the video (pre-class task, note-making etc.). Show them they can pause, rewind and fast-forward. Teach students how to watch videos. Use class time to let students try out pausing or taking notes. Work with students on how to write questions about the video as they watch it. You may wish to show the first video in class, ask the students to complete the pre-class task and then compare answers together in class. Make sure students understand your expectations and the objective of the video lesson. You may find it useful to give students PowerPoint slides / lecture notes / reading material rather than video to study at home prior to the lesson and use that knowledge to carry out activities in class as a

first introduction to the flipped learning style. Provide a textbook or a hand out for reference. Although students are able to watch the video on their smartphones on the bus, advise them to find a quiet space without distractions, thus treating the learning environment the same as the classroom.

Sample flipped video lessons from Bellerbys teachers

In this section of the handbook you will find 4 example Flipped Learning lessons, including the pre-class tasks, links to the videos themselves, and the in-class activities. These are just a sample and later in the handbook you can read about many other ideas for activity types to use with Flipped videos. In Appendix B there is also a collection of many other Flipped video lessons, which you can have a look at to give you ideas for your own use of the methodology.

Flipped Example 1: Citation Skills (Claire Chapman) This lesson is aimed at Foundation students who are in their second term. It is intended as a follow up lesson to note-making skills and to precede a lesson on writing a synthesis essay. It focusses on citing sources using paraphrase, reporting and quotation techniques. It is also suitable for any subjects which require students to do research and use their findings to write essays.

Pre-class The video (made using Educreations)

http://goo.gl/4nrpGz

The task:

1. To watch the video and use the various skills to cite examples given in the

course book. Students have a copy of reporting verbs and are instructed to try all citation styles in their examples.

In-class 1. Teacher puts students into small groups and gives them several hand outs

from different sources relevant to their Foundation pathway. In their groups they discuss the documents and identify an idea. Students then individually make notes and write a paragraph, synthesising information and citing the source(s). Lastly, they compare their work and give feedback.

Flipped Example 2: Mathematical Modelling (Janet Smith) This lesson is aimed at AS students doing Mechanics 1. It introduces them to the idea of a mathematical model and the need to simplify a situation. It introduces them to basic assumptions and the vocabulary associated with these.

Pre-class The video (made using TedEd):

http://goo.gl/JqY1Sk

The task:

1. To watch the video and do the multiple choice questions on the TEDEd

website, using the vocabulary list in Chapter 1 from the Heinneman M1 text book as necessary.

In-class 1. Class discussion: build up a mathematical model based on the ideas in the

video. This task allows the teacher to check understanding, and to fill in any gaps as appropriate. 1. Students are then asked to set up a similar model for a new question in pairs. 3. ● A “tiles” quiz to check / reinforce vocabulary and the mathematical meaning of the typical assumptions (can be done at the beginning of lesson or at the end.) This class activity would be used as the introductory stage of a lesson to introduce the equations of motion.

Flipped Example 3: Marketing Mix: Price and Place (Julian Perdikou) This lesson is aimed at: Business Students of mixed abilities (differentiated questions) for Foundation 2- Marketing (can be adapted) .

Pre-class The videos (made using SMART Notebook software and recorder)

http://goo.gl/jZcXNw http://goo.gl/tb3UJB The task: Price

1. Research – choose three pricing strategies, identify which products use

these pricing strategies, and explain why these strategies are employed. 2. 1. Evaluate whether other pricing strategies may be more effective. Justify answer. 3.1. Make notes and get ready to present/discuss ideas in class (1 minute presentations). Place ● Place: Choose two products. Identify (a) where it is available, (b) when it is available, and (c) the channel of distribution . ● For (a), (b) and (c) explain why these choices are made by the firm. Evaluate alternatives and justify why these alternatives may be more successful. ● Make notes and get ready to present/discuss ideas in class (1 minute presentations).

In-class

● Place: Choose two products. Identify (a) where it is available, (b) when it is available, and (c) the channel of distribution ● For (a), (b) and (c) explain why these choices are made by the firm. Evaluate alternatives and justify why these alternatives may be more successful. ● Make notes and get ready to present/discuss ideas in class (1 minute presentations).

In-class

1. Quick 1 minute presentations of homework research – other students note 1.

1. ● ●

good ideas and examples to support application skills. Quiz questions/discussion pair/ group work– Differentiated Questions. (see below) Discussions as a class: As a class, choose either Q4 – PRICE, or Q4 – PLACE (more challenging). Make notes on your answers. Share ideas in class (can be done as informal discussion or formal presentation). Other groups make notes of the ideas. Decide in groups which ideas are the best and write recommendations on the board as a class.

Flipped Example 4: Marketing Trends (Rui da Silva) This lesson is aimed at introducing Media students to a number of key marketing trends; having them share real-life examples of these as inspiration for their creative projects and end-of-term exam responses.

Pre-class The videos (made using PowerPoint and Snag It)

http://goo.gl/HS9uPB http://goo.gl/nGAZFy http://goo.gl/r5WuFI http://goo.gl/BLr2es http://goo.gl/3JBcvl http://goo.gl/rDmDVK The task: 1. Students search online for an interesting real-world example of each of the marketing trends. 2. Post their findings on a Study Smart forum, adding links, images, videos etc. 1. 1. 3. Before the class, the teacher collates the best examples and adds them to Notebook slide .

In-class ● Teacher shows whole class the collated examples and elicits which marketing trend is in evidence in each example (testing their knowledge from the videos). ● Class and/or small group discussion of the examples – what makes them effective in engaging an audience? ● In pairs/groups students brainstorm how they can incorporate these marketing trends into their own marketing campaign projects . ● After the break, students collaboratively tackle a mock exam question, bringing in their awareness of marketing trends. Ideas discussed in whole class to conclude the lesson .

CLASS AC 26

Pre-class tasks Pre-class tasks are assignments or assessments which accompany the video. Pre-class tasks provide an incentive for students to watch the video. They also help students and teachers pinpoint an area a student is struggling with. They can help students clarify their thinking about a subject which leads to more productive follow-up activities. Ensure the pre-class task you set is something that only students who watch the video are able to answer. Matching Definitions Smart Notebook Lesson Activity Toolkit matching exercise Worksheet, students complete in groups/pairs Create a Matching or drag and drop matching quiz question on Study Smart, to be done with viewing and reviewed in class Students create Study Smart matching quiz questions (assign quiz creator role to students) to be done while viewing, attempted in class on IWB/data projector Completing Definitions Smart Notebook gap fill Copyright, Study Group UK

Pre-class tasks & in-class activities

Worksheet, students complete in groups/pairs Gap fill Study Smart quiz question, to be done while viewing and reviewed in class Comparing Notes Students practise note-taking while viewing the video and compare in pairs in class with question such as â&#x20AC;&#x2DC;what were the main ideas?â&#x20AC;&#x2122; Ask Questions Students come to class with one question to ask either teacher or fellow students related to video content

Pre-class tasks provide an incentive for students to watch the video. They help students and teachers pinpoint an area a student is struggling with. They can help students clarify their thinking about a subject which leads to more productive follow-up activities.

TIVITIES Complete a Diagram

Embed questions in the video

Smart Notebook diagram with key labels/parts missing

The results are automatically scored and sent to the teacher and the teacher can base their follow up lessons on the results

Worksheet, students complete in groups/pairs Study Smart Quiz Students complete while watching, review at start of class - could use quiz results block to show top 3 scores Students create quiz questions (assign quiz creator role to students), quiz attempted by all in class Jigsaw Task Students put into two groups; each group has a set of topics / questions to make notes about In class students get into pairs and explain their topics to the other person

Study Smart Glossary Students add a definition learned in the video to a glossary created by the teacher on Study Smart Study Smart Forum One student contributes an idea or forms a question in a forum and the next student has to comment on it. Their ideas can then be summarised and act as the initial content in class. Study Smart Wiki Students contribute ideas to an editable wiki Study Smart Choice Students answer a poll created by the teacher which can be an answer to a specific question or it can be an opinion.

In-class activities In-class activities promote a deeper understanding and increase the skill of using new knowledge. Activities should be an extension of the video lesson, and ideally a collaborative exercise.

Group discussions/debates

Problem-solving Task

Students can decide on the topic based on what they learned in the video or the teacher can allocate specific subject areas to different groups

Design a problem-solving task that allows students to consolidate and apply new knowledge and skills

Teacher can interrupt with questions/comments or simple be available to help, answer questions

Group work

Concept questions using Smart Response /Socrative

Create Something

Students can answer anonymously using ‘clickers’ and all data can be

Students work in pairs or groups Create something related to the topic e.g. design a marketing =mix Share/present to each other Write an essay/opening paragraph or a plan

shared with the class immediately. If a large proportion of the class answered incorrectly, the class can have small-group discussions while the teacher circulates to promote productive discussions. Teacher can then offer feedback and follow-up questions can be answered. Data analysis

Set a writing task related to the topic

Students analyse data with the goal of discovering useful information, suggesting conclusions, and supporting decision making.

Teacher is available to help where needed

Peer Assessment

Teacher can use the time to mark other work if not needed by the students

Students grade each other’s checking task and give feedback

Prepare a Presentation Students are given an aspect of the topic to research and prepare a presentation Teacher is available to help, answer questions Students create revision questions Students work in groups and prepare questions that can be shared on Study Smart (quiz) or the IWB (Lesson Activity Toolkit or Smart Response quiz) Q types: multiple choice, matching, short answer, True/False

Students create their own flipped video In small groups, students choose an area of the video to break down into a bite size lesson for their peers to view Demonstration Students perform a demonstration of their own based on instructions from the video Role-playing Students role-play using target vocabulary taught in the video Students adopt characteristics of those shown in the video

TIPS FOR FLIPPING THE CLASSROOM

TIPS

Content

Presenting to Students

1. Keep the video short (maximum 15 minutes)

1. Use visuals such as graphs for illustration

2. Keep to the topic

2. Annotate but ensure it is easy to read

3. Ensure the topic is clearly stated at the beginning of the video

3. Highlight key areas

4. Break the content into meaningful chunks

4. Be aware of copyright

5. Carefully consider if your topic is suitable for flipped learning

5. Ensure students are aware of your expectations

6. Discuss with your department which topics could be taught via video and ensure you do not all record the same one – build up a bank of video resources

6. Give students a few days to watch the video

7. Use material you have already created 8. Choose a main concept which rarely changes so that you do not spend time creating a video that may not be relevant in the future 9. Start small – create a video for your top few lessons and see how your students react.

Delivery Style 1. Animate your voice - a conversational style delivery is more effective

7. Set up the classroom for the follow-up activity to take place e.g. horseshoe/island for discussion 8. As with every delivery style, the teacher can decide which is the most effective for the class and this also applies to flipped learning - it does not work for every class, topic or situation – some students do not collaborate well together and there may be cases where some students have not watched the video, indicating it is not an appropriate learning style for that group or that more scaffolding is needed 9. Dramatic stories, pictures and background music distract the learner – keep it simple 10. Use the technology to increase, not decrease the interaction between students

2. Add humour/emotion/class familiarity 3. Don’t be a perfectionist (it is ok to make a mistake while you are typing or pronounce a word incorrectly). Students actually like it when it is more human and less perfect! 4. There is no specific methodology for flipping your classroom – use what works best for you and your students 5. Do not write a script (make it as spontaneous and creative as you do in the classroom)

Checklist 1. Ensure the pre-class task is based on the video 2. Track usage 3. Check your video: states and reaches the objectives, is accurate, balances education (content) and entertainment (energy), is of a good quality, has a conclusion/summary at the end Penny Humm has published an article on the Sec Ed website entitled The Do’s and Don’ts of Flipped the Classroom. You can find the full text in Appendix C or link to it here: http://goo.gl/i4IKk3

Video tools for Flipped Learning Recording screenshots Jing http://www.techsmith.com/jing.html Screencast-o-matic http://www.screencast-o-matic.com/

Snag It http://www.techsmith.com/snagit.html

The AP community has been trying out a range of tools for creating Flipped video lessons. Please find below a brief outline of the tools weâ&#x20AC;&#x2122;ve been using and what they do. In Appendix D you can find a more detailed summary of each toolâ&#x20AC;&#x2122;s strengths and limitations. Thanks to all the Advanced Practioners who contributed to this research. Please also tell us of any other tools that you come across. Please be aware that tools may change.

Adding multimedia to PPT slides Brainshark http://www.brainshark.com/ PowerPoint http://office.microsoft.com/engb/powerpoint/ Present Me https://present.me/content/ Projeqt.com http://projeqt.com/

Writing Smart Recorder http://smarttech.com/gb/Support/ Browse+Support/Download+Soft ware

Creating & annotating presentations on tablets Educreations http://www.educreations.com/

Explain Everything http://www.morriscooke.com/?p=134 Video Scribe http://www.sparkol.com/products/vide oscribe

Hosting videos YouTube http://www.youtube.com/

The technical slide: How to create videos Recording screenshots

You can download printable instructions for creating videos from the Flipped Learning Study Smart course: Shared – Professional Development – Training – Flipped Learning (or search Flipped Learning in Courses) URL: http://goo.gl/Sqbytg

Sharing your videos Hosting

Video hosting platforms like YouTube are the best options as students will be able to watch these videos on any device (e.g. on tablets and smart phones). They are also quite stable (i.e. they are likely to stand the test of time), so that your videos will be reusable for as long as you wish to use them.

Embedding into a Study Smart course To give your students a more integrated learning experience, embed the Flipped video lessons into your Study Smart courses. This also enables you to attach quizzes and other activities to the videos in a very accessible way.

Creating a classroom QR code poster A good way of making your Flipped videos easily accessible to students is to create a poster linking to the videos via QR (Quick Response) codes. These are codes which you can generate to link to any online content. They look like this:

“You want me to stop teaching in the classroom and switch to video? Really?!”

Appendix A - Flipped Learning: From cynic to believer - online published article by Penny Humm, AP and Science Teacher Bellerbys Cambridge http://edtechnology.co.uk/Blogs/flipped_learning_from_cynic_to_believer

This was my initial reaction when I heard that Bellerbys, the international college where I teach GCSE physics, was to trial flipped learning. I’d only recently adopted concepts from the Content and Language Integrated Learning (CLIL) programme to take on a more interactive style. Flipped learning – delivering my lessons via pre-recorded video before class and using class time to complete tasks that would normally be done as homework – appeared to reverse this approach. I could see some immediate benefits – international students, who are also contending with learning a new language, would certainly benefit from being able to pause and rewind material to gain a better understanding (something British classrooms, filled with students of varying abilities, would also benefit from). But I was also concerned that my role as a teacher might change to something more resembling a facilitator and that our students (who were expecting to be taught in class) would think we were asking them to do all the work themselves. Yet, despite this initial reluctance, my scepticism meant that it was important I took part in the trial. I would be able to provide more constructive criticism than someone who was already a convert. I also wanted to test myself with something new, and Bellerbys has always had a culture of innovation, which is an environment that I enjoy working in.

Putting flipped learning to the test Essential to trialling any new way of learning is its proper introduction to staff and students. We outlined the trial, explaining that it was compulsory but that we’d also be relying on honest feedback to get the most out of it. In the first lesson I showed students how to use the videos and explained that watching them was only part of their homework– at least an hour’s worth of preparation would be required

before class. We decided early on that creating our own videos would maintain the personal touch the college prides itself on. I had tried using a video from an external company with one class but it was a complete disaster! Although the video had a high production value, the students hated it precisely because it was missing the connection that only a teacher that works with them regularly has. However, trying to ‘teach’ to a camera was a completely alien experience to me and it took several retakes to get the first video right. I was concerned the students wouldn’t learn much because the video wasn’t good enough. In fact, they responded really well to it, preferring being given the most important information in bite size chunks, and being able to pause and rewind and learn at their own pace. A special mention must go to my colleagues who spent so long finding suitable software for video creation and training us in its use.

A noticeable difference It took some getting used to in the first lesson; however my fears that I might be side-lined were eased when the first hand went up for help. Because they’d already gotten to grips with the basics at home, students were asking me not for knowledge but instead how they could apply it. It was no longer “I can’t do this” but, “how do I do this?” The extra time afforded by getting the ‘boring’ bits out of the classroom meant more opportunities for student-teacher interaction and I had a far clearer idea of my pupils’ understanding and knowledge. The improvement in the pace of learning was remarkable, and very exciting indeed.

In reflection Ultimately, the flipped learning trial has been a success and we intend to continue with it for the foreseeable future. We’ve been proved right in our initial predications that international students would benefit from being able to pause and revisit any elements they may not have caught first time round. Another thing we’ve learned is that flipped learning isn’t suitable for every topic or lesson, but there are certainly times when it’s the best way to ensure students understand a subject. It’s a bit like decorating: priming the students with an undercoat of knowledge so that they’re ready to paint in class. It’ll never replace teachers but should instead be viewed as an addition to your box of

teaching tricks to engage your class and get them learning. My initial concerns have lifted and I’m happy to say that the response of students and staff has been better than I’d ever expected. Penny Humm is a physics teacher at Bellerbys College Cambridge whose pupils are all international students studying in the UK.

Appendix B: more Flipped Learning lessons from Study Group teachers Subject icons denote suitability, though lessons can of course be adapted to other subject areas. Lesson 1: Introductions Claire Chapman

Title: Introductions Focus: Introduce yourself to pre-arrival students/new students. You could embed on your VLE page or simply introduce a module or a concept

Video creation tool used: Brainshark Video link: http://goo.gl/pWZnmq Pre-class task: A Choice poll on Study Smart In-class activities: Discuss criteria and content

Lesson 2: Brainstorming

Claire Chapman

Focus: Putting ideas to paper in an organised manner to be used for further written/oral work

Video creation tool used: Paper Show & SnagIt Video link: http://goo.gl/eN0cI3

Pre-class task: Teacher gives students a list of topics to brainstorm In-class activities: Use brainstorm for class discussion/written work

Lesson 3: Organising Information

Claire Chapman

Focus: Structuring essays, thinking about paragraphing

Video creation tool used: SnagIt & Screencast Video link: http://goo.gl/pLtizQ

Pre-class task: Students use previous brainstorms to organise into groups / Teacher gives students a table to organise In-class activities: Group work/Pair work: swap brainstorm with another group and they have to organise your ideas into groups

Lesson 4: Note-making Claire Chapman

Focus: Identifying main ideas and making notes from a selection of sources

Video creation tool used: SnagIt Video link: http://goo.gl/yYI77s

Pre-class task: Teacher gives students a topic and several relevant articles to make notes on In-class activities: Use notes to write a synthesised essay

Lesson 5: Citation skills Claire Chapman

Focus: Learn how to cite sources using paraphrase, reporting and quotation techniques

Video creation tool used: Educreations Video link: http://goo.gl/4nrpGz

Pre-class task: Students use the techniques shown in the video to cite from the course book In-class activities: Teacher gives students handouts from a variety of sources relevant to their subject to synthesise information and cite the source

Lesson 6: Citing and synthesising

Claire Chapman

Focus: Using notes made from several sources for a piece of writing, citing sources using different citation skills

Video creation tool used: SnagIt (with Notebook and YouTube) Video link: http://goo.gl/FTtuDH

Pre-class task: Choose an idea from sources given by teacher and write a paragraph, synthesising the points and citing the source â&#x20AC;&#x201C; add to wiki (students are able to use the same idea as another student) In-class activities: Peer review the wiki contributions and discuss

Lesson 7: Essay tips

Rui da Silva

Focus: Giving students group feedback on their first essay drafts before they embark on second drafts

Video creation tool used: Brainshark Video link: http://goo.gl/CYNA4V

Pre-class task: Embedded poll questions in the presentation; Choice activity on Study Smart; a reflective journal activity where students highlight the 3 tips they will most closely focus on for their second drafts In-class activities: Students peer evaluate each otherĘźs first drafts using the 7 tips on the video; students plan their second drafts by visually highlighting specific areas of their first drafts that need to be revised; students start writing their second drafts

Lesson 8: Narrative Theory â&#x20AC;&#x201C; Binary Oppositions

Rui da Silva

Focus: Introduction to Levi-StraussĘź theory of binary oppositions; giving students concrete examples of this theory being applied to media texts

Video creation tool used: Jing Video link: http://goo.gl/fi9N7I

Pre-class task: Study Smart quiz; students bring in their own example(s) of a media binary opposition to bring in to present in class In-class activities: Students present their researched binary oppositions in class and vote on the strongest/most pervasive ones; apply the theory to a range of media texts with students identifying the key oppositions and conflicts in them Lesson 9: QR codes

Tanya Prescott

Focus: Using QR codes to concept check or send information to students

Video creation tool used: QR code generators Video link: https://www.the-qrcode-generator.com/ (for creating a QR code where you type some text in e.g. a question) and http://www.qrstuff.com/ (for linking the QR code to a website e.g. if you want students to look at a particular site)

Pre-class task: Get students to create their own QR code to send information to you e.g. an answer to a question you have set. In-class activities: Use QR codes to concept check or where you want to make sure that students can easily find a website without getting the URL wrong

Lesson 10: Globalisation Julian Perdikou

Focus: Introduce the concept of globalisation, cover the various definitions, and introduce some of the issues

Video creation tool/resource used: Webs.com Video link: http://goo.gl/mPnxBE

Pre-class task: Quiz In-class activities: Discussion/debate, using real examples: Globalisation: force for good? (Better if students have time to do some research into their arguments first)

Lesson 11: Mathematical Modelling

Janet Smith

Focus: Introducing Mathematical Modelling in Mechanics

Video creation tool used: SnagIt / TedEd Video link: http://goo.gl/JqY1Sk

Pre-class task: Multiple choice in Ted-Ed (to review new vocabulary and modelling ideas) In-class activities: Notebook Quiz (Tiles)

Lesson 12: Binomial Expansion

Janet Smith

Focus: Introduce the Binomial expansion (n any rational number)

Video creation tool used: SnagIt Video link: http://goo.gl/MfDpK1

Pre-class task: New question to do for homework given at the end of video to consolidate procedure In-class activities: Class discussion: quick review of method, and then class time used to apply method to problems

Lesson 13: Speed-time and Distance-time graphs

Penny Humm

Focus: Introduction to Flipped Learning and Pre-teaching of students how to use videos

Video creation tool used: Video Creation Tool: Brainshark Video link: http://goo.gl/sVX79Q

Pre-class task: Hand- drawn distance-time graph In-class activities: Discuss graph; story-writing and graph-drawing using grids, dice

Lesson 14: Branding

Rui da Silva and Greg Clifford

Focus: Introduce students to different elements of brand identity

Video creation tool used: Present Me Video link: http://goo.gl/UVn0jT

Pre-class task: Worksheets In-class activities: Student initiated discussion

Lesson 15: Seminar discussions

Focus: Develop useful strategies and skills for discussions

Video creation tool used: YouTube: 7 Tips for Group Discussion Video link: http://goo.gl/F24aLm

Pre-class task: Worksheet for completion at home/ Socrative checking task at start of class In-class activities: Watch an example seminar and grade participants according to criteria/ hold a practice discussion, focusing on using the skills or strategies

Lesson 16: Corporate and Social Responsibility

Greg Clifford

Focus: The aim is for students to grasp a basic understanding of CSR prior to the lesson. During the lesson students will be expected to have a reasonable discussion about CSR and analyse a specific case study

Video creation tool/resources used: Links to two CSR power-point presentations; also external links to BBC News & Al Jazeera Business; links found within the Business and Management Study Smart Course under the heading Corporate Social Responsibility. Video link: http://goo.gl/VMvB42

Pre-class task: Group discussion & case study analysis of a CSR issue. In-class activities: General opening discussion on CSR to check student understanding; next, working in groups, students analyse a chosen CSR case study; finally, feedback to the teacher and the rest of the class. Lesson 17: Homework tasks Tanya Prescott

Focus: Setting or reminding students of homework activities using video

Video creation tool used: Videoscribe Video link: http://goo.gl/aLdYFN

Pre-class task: Students access video and do homework tasks accordingly In-class activities: Not applicable for this example

NB: This last example highlights how video can usefully be used for things other than lesson delivery. For example, it might be used for setting homework tasks, doing exam review work etc.

Appendix C - The do’s and don’ts of flipping your classroom - online published article by Penny Humm, AP and Science Teacher Bellerbys Cambridge http://www.sec-ed.co.uk/best-practice/the-dos-and-donts-of-flipping-your-classroom/ The flipped learning approach is becoming increasingly popular with teachers. Penny Humm has embraced the concept in her classroom and discusses some dos and don’ts to help get you started.

At Bellerbys College in Cambridge, where I teach GCSE physics to international students, we have been trialling flipped learning for almost a year now. Our approach to the trial has been to run it along the lines of an action research project, which means rather than publishing a paper or report at each stage or milestone, we actually carry out the activity – in a managed way – reflect on what happened and then improve the process based on those insights for the next cycle.

Flipped learning – dos It is easier than it sounds to produce a video lecture – although a special mention must go to my colleagues who spent so long finding suitable software and training us in its use. The real challenges with flipped learning are the cultural adjustments required to get it right. These challenges range from adapting your role and taking on some elements of a facilitator as well as a teacher, to ensuring students quickly understand that the subjects chosen for flipped learning aren’t a novelty – they remain essential parts of the curriculum. After several months experimenting with flipped learning to deliver GCSE physics, here are the lessons I have learned:

It is been challenging and invigorating (if not a little stressful at times!), but the results have been interesting and the project continues to evolve in a positive way.

● You need to make sure students and teachers understand how flipped learning works so that students know what to expect from you, and what you expect from them. This includes consequences if they fail to do the work.

The students, who come from all over the world, love the format – watching videos of the “lesson” in their own time and at their own pace and then applying what they have learned in class.

● Make it clear that the “flipping” is an integral and official part of the course. Students shouldn’t be given room to see it as a novelty that they can opt out of.

International students, who are also contending with learning a new language, certainly benefit from being able to pause and rewind material to gain a better understanding (something British classrooms, filled with students of varying abilities, would also benefit from). And, being better prepared, they understand and participate more. Many also report feeling like they remember more than usual about the lessons.

● Teach students how to watch videos (taking notes, pausing and re watching, doing tasks while watching).

For teachers, some of whom, like me, have decades of experience and sometimes feel like we have seen it all before, the transition from being the “sage on the stage” and conducting lessons in a traditional lecture format to becoming the “guide on the side” that builds and moderates activities in-class after students have watched the lecture at home, is refreshing. The opportunity to challenge myself with something new has been really great, and Bellerbys’ culture of innovation is an environment that I have always enjoyed working in. But, perhaps most interestingly and importantly, we’re developing interesting insights into when to use flipped learning and when not to – it’s a great methodology but not always the best choice.

● Have a “homework” task for students to complete after watching a video but before the class. This is a useful way to check that they have watched what they are supposed to. ● Make the lesson’s first task one that they cannot participate in if they haven’t watched the video. ● Have a fun and interesting task to do in class as a follow-up activity to the homework. You also need a plan for students who have not watched the video. ● Make sure the link to the video is easily accessible and/or emailed to all students in advance. Consider emailing a reminder the night before class to prompt them. During a recent SEN training workshop, we also discussed the considerable potential for flipped learning to help students with learning difficulties. The onus was on the audio-visual presentation, the fact that students are in control of pausing and playing the videos.

The “bite-sized chunking” of key concepts makes them easier to grasp and gives students an early foothold. With this in mind, if you are working with children with SEN, consider engaging imagery and clearly labelled sections.

students ready to paint (i.e. apply their knowledge) in class. The work that goes into introducing the concept to students – how to watch the video and how to complete the tasks – provides an essential basecoat for the improved learning outcomes that flipped learning can unlock.

Flipped learning – don’ts

Get this right, in combination with some of our dos and don’ts, and flipped learning can and will improve learning for students of almost any ability.

Just as important as the dos, of course, are the don’ts. And throughout the trial we have encountered a few of these, which I outline here: ● Don’t make the video too long – about 10 minutes is a good length, but do expect and encourage students to spend longer than this watching and completing the prescribed activity. ● Don’t rush the use of video. Stagger its use, perhaps beginning with shorter, easier ones to familiarise students with the methodology, before progressing onto more complex, varied usage. ● Don’t worry that your own video won’t look professional enough. Because you know your students’ needs and abilities better than anyone else, the personal touch and clear explanations are much more important than high production values (I certainly learned this the hard way when a video that I thought was slick and professional, and was made for the same examination board and syllabus, just left my students baffled). ● Don’t be concerned about the amount of extra time involved in making videos. You don’t always need to create new material because you can just adapt what you already have to the new medium. For example, use the audio-visual features of PowerPoint, for which you may already have slides created. ● Quality is important to ensuring students take the lesson seriously, especially as you are not there to supervise, so do not forget the little things like turning off your email so it does not send you distracting notifications during video creation, and making sure you are somewhere with a reliable internet connection so that you can deliver on time. ● Finally, do not expect all students to benefit from flipped learning. Remember, there are many types of learner. Flipped learning is not a method of replacing teachers or marginalising them; far from it. At Bellerbys, we have come to consider it as a valuable addition to the teachers’ tool box – augmenting the ways in which we can develop students’ understandings of all kinds of subjects. It can be imagined as a very modern take on the textbook, which would typically be used for subject matter that does not necessarily require a teacher’s presence. Another analogy we use is that it is a bit like decorating, in that the video part of the learning experience is the primer which gets the

See more at: http://goo.gl/bsc7AS

Appendix D – Video tools for Flipped Learnings Recording screencasts Tool

Strengths

Limitations

Jing http://www.techsmith.com/jin g.html

1. Very easy to use

1. Screencasts can

Screencast-o-matic http://www.screencast-omatic.com/

● Can create videos of up to 15 mins long ● Very easy to use ● Can add a webcam image of yourself talking in the corner of the screen ● A range of options for where to save screencasts to

● No limitations

Snag It http://www.techsmith.com/sn agit.html

● Can do longer videos – no time limit ● Easy to record videos and to upload them directly to YouTube ● Can record anything you are working on/use with any other software

1. Videos get uploaded quickly to screencast.com

only be 5 minutes long ● Screencasts cannot be uploaded to YouTube – only to screencast.com

found

● Not free (though it is cheap) ● Annotations must be typed

Adding multimedia to PPT slides Tool

Strengths

Brainshark http://www.brainshark.com/

1. Very easy to use – just

PowerPoint http://office.microsoft.com/en -gb/powerpoint/

● You can use existing lessons you have and just add an audio narration ● You can easily save the PowerPoint presentation as a video and upload it to YouTube ● If saved as a video, users do not need to have PowerPoint installed to be able to view the lesson

Present Me https://present.me/content/

● Various video options:

upload a PPT and add an audio commentary 1. Can record audio slide by slide so easy to fix mistakes 1. Can embed interactive polls into the lesson ● Can track number of viewings

just show slides with your audio, show your face and the slides in a split screen; just show your face… ● Easy to use

Limitations ● Does not accept all formats (e.g. Notebook slides) ● Cannot edit presentation ● Reliant on network connection

●

N o limitations found

● The audio is recorded all in one go, so if you make a mistake on one slide you have to record the whole audio again

Writing Tool Smart Recorder http://smarttech.com/gb/Supp ort/Browse+Support/Downloa d+Software

Strengths

1. A good way for

teachers new to flipped learning to create materials quickly

1. Works well with audio

based videos

1. Done correctly, can be engaging

Limitations ● A bit fiddly at first to get the right screenshot ● Hard to find the

tool in the SMART board/sometimes not installed

● The output is not

compatible with all video players (solution – upload to YouTube)

Creating and annotating presentations on tablets Tool

Strengths

Limitations

Educreations http://www.educreations.com/

1. Simple and effective

1. Videos cannot be uploaded to YouTube 1. Videos cannot be viewed on smartphone ● Quite limited functionality

Explain Everything http://www.morriscooke.com/ ?p=134

● Simple and effective annotation ● Can upload videos to YouTube ● Good functionality – importing and creating photos and videos, annotation of photos, diagrams, moving and resizing using touch, saving as movie file or exporting to YouTube or cloud-based drives ● Easy to import PPT slides and then narrate them one by one

●

Video Scribe http://www.sparkol.com/prod ucts/videoscribe

●

basic annotation

● ● ● ● ●

Many students like animation It is visually engaging Helps to explain complex ideas in simple steps You can add images You can add a voiceover narration Uploadable to YouTube

No highlighter tool ● Takes a while for the video to compress and upload to YouTube ● iPad & Android only. No windows so canʼt use with a dual touch screen for precise writing.

● The app is not free – it costs about £2.50 ● Can be fiddly and time-consuming ● Can be slow for adding voice recording

Hosting videos Tool YouTube http://www.youtube.com/

Strengths

1. Videos uploaded here are playable on any device 1. You can keep all your videos on a YouTube channel

Limitations

NNoo limitations found

Building lessons around videos Tool Ted Ed http://ed.ted.com/

Strengths

1. Can create a whole

lesson based around a video and have it all in one place 1. Can remix other peopleĘźs Ted Ed flipped lessons

Limitations

1. Only has 2

question types: multiple choice and open questions â&#x2014;? Viewers must have an account to answer the questions

Appendix E - instructions for how to create QR codes How to create a QR code for a video You will need to use a QR code generating service, such as http://www.qrstuff.com/. Go to your video and copy its URL code.

Paste this code into the QR code generator

Download the new QR code as an image.

This image can now be used in documents like posters to display in your classroom.

For more information about Flipped Learning For any advice, information, training or ways to share new ideas: Please contact: Learning Technologies Manager, Barbara Gardner bgardner@studygroup.com Senior Learning Technologies Coordinator, Rui da Silva rdasilva@studygroup.com

This handbook was collated and created by Claire Chapman, Rui da Silva and Barbara Gardner