Final Reflection: The Flipped Classroom

For this final article, I choose a topic near to my heart. The flipped classroom. This article gives a full picture of a flipped classroom.

The basic idea of a flipped classroom is that the direct instruction portion of the class is given for homework, freeing up class time to help students master then content, do labs or other more time consuming and worthwhile projects. In the case of physics, which is my major, a student can have the time in class to get help where often at home it is above the parents ability.  Another advantage is the the pace of the theory is controlled by the student and often in their preferred learning style. If the student needs more time, they have it.

The main point of this article is to help prospective teachers use the extra class time effectively to maximuze learnign. The article describes a 4 stage cycle of a flipped classroom.

*Linked directly from original article.


The article mentions that the Experience sector is often the first point in the cycle. Students gain interested in topics because of their experience. The extra class time allows them to experience things the may not otherwise could.

Next comes concept exploration. Students can search for their own best content to help in their learning. This is where content rich sites and simulations comes into place

Next comes reflection. Students blog, create videos, and prove their understanding of concepts.

Going beyond reflection comes the application. Students reach the highest level of Blooms taxonomy by creating and applying what they have learned.


I believe that the flipped classroom holds one of the keys to successfully integrating technology into the classroom. It is no the be all and end all of strategies, but this method can provide the framework for increasing student learning and engagement. As quality content becomes more available, I can see this method becoming a standard practice in the school systems across North America.

WEEK 6: Technology Integration Strategies

This week’s article was the following youtube clip that instructed on assessment tools for technology integration

One of the main points of this presentation was to reinforce the importance of assessing not only the student work, but also assessing if the integrated technology has had a positive impact on teacher. The presentation gave several great examples that I believe apply not only to technology integration, but to every form of assessment. For example. when a student is learning how to multiply, a simple online multiple choice test may be sufficient. It can assess if the student is able to get the correct answers. On the other hand, a skill such as using a Microsoft Office product would need a very different form of assessment (such as a performance task).

The part of the presentation that was most helpful to me were the examples of good questions to assess the impact of the technology integration.

  • Is it safe for my students?
  • Was it used appropriately
  • Were the objectives reached
  • Were they engaged
  • Did they seem more interested?
  • How long/often did they use it?

Most of these assessment questions fall teacher observation, but there are other methods that can give some great formative feedback.

One of the simplest forms to verify success is the use of a checklist. Specify the proper criteria and check them off once they have been met. This doesn’t provide great detail into the depth of knowledge, but it allows a quick view to see if the minimum requirements have been met. Following checklists are Rating scales. They are exactly like a checklist, but ranked. A ratting scale may have a checklist that’s broken up as 1,2,3,4,5,  basic, intermediate, advanced, or anything else.

Finally the most detailed version would be the infamous rubric.  In a sense, it’s just a more detailed rating scale!

Even though the media quality of the presentation was mediocre, I believe that the content in it holds true and serves as a valuable reminder. As teachers, we need to constantly assess our own teaching, especially when it comes to the technology we integrate. As long as we realize that the traditional assessment tools are not a ‘one size fits all’, we can taylor different methods to suit our classroom needs.

Assignment 2: Linking Outcomes to the Technology

I have chosen to use the outcomes for the kinematics unit of Grade 11 Physics 20. Physics is my favorite subject, and one that lends itself so well to the integration of many types of technologies. After all, it’s because of physics we have technology!

Grade: 11

Course: Physics 20

Unit: Kinematics

Outcomes for Physics 20:

  1. 20-A1.1k define, qualitatively and quantitatively, displacement, velocity and acceleration
  2. 20-A1.2k define, operationally, and compare and contrast scalar and vector quantities
  3. 20-A1.3k explain, qualitatively and quantitatively, uniform and uniformly accelerated motion when provided with written descriptions and numerical and graphical data
  4. 20-A1.4k interpret, quantitatively, the motion of one object relative to another, using displacement and velocity vectors
  5. 20-A1.5k explain, quantitatively, two-dimensional motion in a horizontal or vertical plane, using vector components.

ICT outcomes from division 4

C.6 – Students will use technology to investigate and/or solve problems.
Specific Outcomes
4.1 investigate and solve problems of prediction, calculation and inference
4.2 investigate and solve problems of organization and manipulation of information
4.3 manipulate data by using charting and graphing technologies in order to test inferences and probabilities
4.4 generate new understandings of problematic situations by using some form of technology to facilitate the process
4.5 evaluate the appropriateness of the technology used to investigate or solve a problem

Technologies for C.6: Simulations

One the the great things about physics is that it deals with movement and actions. This lends itself well to simulations. Phet Simulations  is a great website where teachers can demonstrate how changing and manipulating data will change charts, move figures and solve problems. Not only does it work well on the smartbaord, but students can use these simulations at home or on their personal computer! Another great simulation resource for physics is called Algodoo, and is a smartbaord compatible real world simulator for Mac or pc. With simulations, students can compare and contrast quantities, and get a first hand feel at motion while investigating and solving problems using technology.

P.3 – Students will communicate through multimedia.

Specific Outcomes

4.1 select and use, independently, multimedia capabilities for presentations in various subject areas
4.2 support communication with appropriate images, sounds and music
4.3 apply general principles of graphic layout and design to a document in process

Technologies for P.3: Websites

Student created websites are a great way to combine the kinematic SLO’s with the ICT outcomes. Students can create online sites from places like weebly or wordpress that incorporate multimedia of all types to support their understanding of physics. Not only can they explain the topics, but they can apply principles of graphic layout with images, sounds, music and multimedia to make great online presentations. They will not only teach themselves, but others too!