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This discussion forum is being moderated as an expression of servant leadership in teaching & learning. As a collaborative tool for brainstorming enriching experiences for students, teacher learning groups, and district learning teams, we can inspire and build experiences to help empower each of us to personal leadership in learning. Thank you, in advance, for your contributions and leadership to realizing outcomes for improving student achievement, equity and well-being.

FROM THE ARCHIVES

developing through Assets: Initiating the School-based Flip to supporting Pl in mathematics

3/22/2015

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Welcome back to Flipping the Focus

In the last post, I shared some additional thoughts regarding digital leadership by sharing my developing experience with using the web-based, story-telling platform, Storify.  Also, mathematics teacher, Kyle Pearce (Ministry-funded 1:1 project, Tap Into Teen Minds) shared his experiences with the pdf annotation tool, GoodNotes.  You can access Kyle's comments, along with those made by others regarding other digital technology tools for the classroom, using the button provided (see right).
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Today's post takes us into the realms and intersections of educational leadership, teacher professional learning, and of course, flipping our role from teacher to facilitator-collaborator.  Throughout, I've inserted some prompts to consider information and/or to engage in reflection.  If there are parts of this post which you're connecting with, are curious about, and/or have challenged your thinking/beliefs, please feel free to help build our community of professional learning by leaving a comment (comment button located at the end of this post). 
TECH TOOLS


A) Taking Action: A Plan for Improving Mathematics Education
To get things started, let's consider the recently-released A) 2014-15 Mathematics Action Plan (Ontario Ministry of Education, January 2015) for improving Mathematics education in Ontario, some factors that have been identified as contributing to B) gaps in students' developing mathematical understanding, as well as some facets of C) educational leadership.  Altogether, these works might lend themselves to helping frame our thinking around how we can be further D) innovative to helping derive student-centred learning that impacts engagement in school and achievement.

1-TRY THIS
If you haven't yet had a chance to take a look at the Action Plan, I've posted it below for your perusal.
  • Take Action: Having reflected upon the plan, consider sharing what has resonated with you and/or connections you've made to practice by commenting to this post. 
According to Ontario's Deputy Minister of Education, "...increasing mathematics achievement will remain as the Ministry of Education's first student achievement priority."  Deputy Zegarac also asks that each school board in Ontario continues to work with the Ministry to "...go deeper with ... shared efforts through the ... Action Plan."

If you've been a part of system- and/or school-based collaborative inquiries, then we might be able to connect readily to one of the three areas of support listed:
increased in-service supports and professional pedagogical learning.  And as far as the various practices that can be used to provide such supports, it is recognized that there is no single, best practice to support the plan for improving student achievement.  In more detail, the increased professional pedagogical learning can be broken down into the following aspects: mathematics content knowledge for teaching, pedagogical knowledge, effective assessment, and deep knowledge of the mathematics curriculum.

Among the various conversations that I have had with other educators around the topic of professional learning in mathematics, it seems as though we are working towards deepening our shared understanding of the four aspects
through problem solving and communication in mathematics, as they are "central to doing and learning mathematics" (EduGAINS).  


Case Study: Junior Mathematics Study, Upper Canada DSB

For example and representative of Foundational Principle #4 (Support Collaborative Professional Learning in Mathematics) in the Upper Canada DSB, the Junior Mathematics Study serves to help focus professional educators' learning largely through the lens of what occurs 'at the student desk.' By supporting teacher learning through classroom inquiry, we are deepening our content, pedagogical, and curriculum knowledge concurrently.  Let's consider what activities constitute one cycle* of support for professional learning.

As schools gather together for a co-facilitated study day**, the day generally begins with a sharing of what inquiries are being explored and/or questions that have been arising within and across school teams to build in 'flow' from one cycle to another and to help the family of schools build capacity and strengthen relationships.


Typically, and following this opening exercise, with problem solving and communication in mind (as they relate to the lesson prompts being shared with students that day), educators take some time to read and/or view videos (research/expert-based), dialogue and discuss connections of research to practice.  With a broadened perspective coming from external frameworks, it's time to 'try on' some of the mathematics for ourselves.  During this time, educators reflect upon how they have tackled the problem (various ways) and to anticipate how their students might approach such a problem.  

Prior to any classroom experience, we review the rationale and importance of remaining within a descriptive mode of observation (City et al., 2009)--taking time to sit with pairs of students, documenting and allowing students some space to think mathematically.

The classroom experience, as facilitated by mathematics resource teachers, provides students and teachers an opportunity to consider the complexity of teaching and learning mathematics. Instructional moves, student voice, classroom community, assessment for learning, questioning, responsiveness, and helping students to consolidate their thinking to forming new knowledge and developing problem solving skills are a variety of pedagogical factors under consideration.


Following one or more classroom experiences on the study day, classroom experiences are debriefed--describing observations of student thinking, co-planning consolidation of student thinking, anchoring into curriculum, resources, and/or external frameworks. And as the end of the day of study draws to a close, the day is summarized and the group breaks into their school teams to reflect upon the day.  School teams will also think about their first follow-up half-day*** and consider what their 'in-between' work might be (e.g., consider how the group's study can be aligned with school-based practices) leading up to the their second, half-day*** of collaborative study.

Graphic: The Upper Canada DSB Junior Math Study Cycle
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Definitions:

*Cycle = One cycle is composed of one, full day of group study; followed by two half-days*** of study in each of the schools that form the group.  There are 6 cycles of study over the course of a year.

**Study Day (co-facilitated) = 4 to 5 schools meet at a host school site ((average of 3 teachers + administrator)/school).


***Half-days (co-facilitated) = Each school receives two, additional half-days of support for math study in their respective schools. The first half-day allows the school to engage in the group lesson from the Study Day. The second half-day is differentiated to provide opportunities for schools to engage in additional activities to help support professional and student learning in mathematics.


B) Factors Contributing to Gaps in Practice and Student Learning
The sustained support of collaborative professional learning in mathematics, as exemplified across nine district school boards (EOSDN: Eastern Ontario Staff Development Network), is critical to transferring learning into teacher practice (Professor Don Klinger, Queen's University).  

As a part of a presentation made to the Council of Directors of Education (i.e., on the day following the release of the
2014-15 Action Plan), Mary Jean Gallagher (Chief Student Achievement Officer, Assistant Deputy Minister, Student Achievement Division), brought forward "...hypotheses and supporting evidence regarding the causes contributing to declining mathematics performance, as measured by EQAO assessments in grades 3 and 6." The information provided was submitted by 110 knowledgeable others invited to share their expertise.  Based on 44 submissions, five themes emerged from an analysis made by Ministry staff.  The themes or "gaps" are as follows: Approach, Conceptual/Contextual, Engagement/Confidence, Measurement, and Curriculum/Resources.

2-TRY THIS
a) Take a moment to scroll through the following set of slides to familiarize yourself with the five themes ("gaps").
  • E.g., Upper Canada Connection: As evidenced by the success of the first year of our network of collaborative professional learning, I believe that we are engaging in a form of learning that has the potential to help professional educators work with/counter each of the gaps mentioned (above).
b) Try scrolling through the slides a second time. Think about how the professional learning and practice you're engaging in works to minimize these gap factors.
  • Take Action: Contribute your thinking by sharing through commenting to this post.
3-CONSIDER THIS
Alternatively, ...

  • is it possible that we might be able to see these factors as descriptions of assets...of partially-grasped ideas/plans in action? 
  • Through sustained professional learning and transferring learning to practice, do we see these factors as themes for the development of the "instructional core?"


C) Educational Leadership
Thus far, much has been said about system-directed professional learning in mathematics, but as indicated in the 2014-15 Action Plan and in Paying Attention to Mathematics (K-12), the "instructional core" is also strengthened when instructional leadership, at the school-level, helps to foster high-quality teaching and learning. Through effective leadership, aligning school goals with systemic direction can further support a professional learning model that can counter the "gaps"/move learning forward by describing assets gained working through these themes.

As of late, something that I've been wondering about is what it takes to effectively lead strengthening of the instructional core.  
  • What practices have the greatest impact on its improvement?  

Recently, our team of mathematics facilitators was reviewing some of Viviane Robinson's (Academic Director, University of Auckland Centre of Educational Leadership) work (pictured below) regarding leadership practices that impact the quality of teaching and learning.

The graphic, below, indicates 5 dimensions of student-centred leadership--"leadership that makes a difference to the equity and excellence of student outcomes."  Each of these dimensions impacts the development of high quality teaching and learning in schools. The second graphic depicts the effect size of each of these dimensions.  Readily observable is the relatively larger e
ffect size for "Leading teacher learning and development."  Viviane describes this dimension as "[l]eadership that not only promotes but directly participates with teachers in formal or informal professional learning."
  • A Note on Effect Size:  0.4 is representative of the average impact/effect that one would expect to occur from one year of schooling.

As per this definition, "Leading teacher learning and development" has a significantly greater impact on student learning outcomes than any of the remaining dimensions.


4-CONSIDER THIS
  • Is this what you would expect? Why or why not?
TRY THIS
  • Have you had experiences that confirm this or otherwise?  Consider sharing your expertise by commenting to this post.
  • For further reading about leadership that participates with teachers in professional learning, consider Principals as Co-learners: Supporting the Promise of Collaborative Inquiry
Graphic: Leadership Dimensions
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Graphic: Effect Sizes for the Five Leadership Dimensions
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Five Dimensions of Student-Centred Leadership (Robinson & Emstad)

D) Innovating Practice that Cultivates Student-Centred Learning

Giving consideration to going deeper with the provincial mathematics action plan to address the "gaps" identified and to the impact that leadership can have when leaders are not only promoting but directly participating with teachers, ...
  • What is it that we are doing/could be doing differently in our schools to help improve students' educational experience and achievement?
  • What can we innovate to meet the demands of transitioning to a practice that supports student-centred leadership and learning?  And these demands are real and important to pay attention to.  In fact, upon examination of a listing of Hattie's effect sizes, student-centred learning approaches (e.g., self-report grades, 1.44; acceleration, 0.88; meta-cognitive strategies, 0.69) seem to have an impact relatively greater to a variety of other approaches--approaches that we might categorize as being more teacher-driven. 

In a September 2014 interview with Professionally Speaking, Professor Emeritus at the Ontario Institute for Studies in Education/University of Toronto, Michael Fullan, made a statement how project-based and flipped learning are strategies that could help students to further deepen their understanding.


In fact, there is a growing number of educators who are sharing their perspectives as to how flipped learning is not only transforming their practice but is resulting in increased student engagement, and in some cases, achievement (Bergmann & Sams, 2014; Flumerfelt & Green, 2013; Horn, 2013; Kim et al., 2014; McEvoy et al., 2014).
_______________________________________________________________________________

QUESTION
What is it about the flipped learning strategy that has educators and their students pushing the boundaries of teaching and learning and resulting in greater engagement and achievement?

________________________________________________________________________________

I believe the answer (as you might find through the references listed at the end of this post) lies in the manifestation of a shared and social endeavour (collaborative, purposeful learning)...a learning strategy that puts learning into the time and space of the student (autonomous, mastery learning)...and described by the Flipped Learning Network as ...


  • "... a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."  

The dynamic and interactive nature of this learning environment is supported when students and teachers blend on-line with face-to-face learning components.  The on-line component can involve video delivery of content and/or instruction; the face-to-face component, discussion feeding into and resulting from students engaging in collaborative problem solving. 

Ultimately, flipped learning has the potential to reinforce student-centred learning—learning where students can interact with content at their own pace, in their own place and time, and work towards deepening their understanding.  In my professional experience as a classroom teacher, I designed, implemented, sustained, and measured the outcomes of a flipped classroom model in a senior mathematics course (2013). Through the co-learning experience (i.e., with students), we refined the model so that it helped them to best meet their expectations of learning. For example, shortening instructional videos and providing templates for creating summaries were students' suggestions used in refining and renewing the process we were following.

E) Getting Started with Innovation
Alright.  Where to begin?  

The beginning or initiation might be to consider our own efficacy regarding planning and implementing a flipped classroom approach to differentiating the learning process for our students.

Sometimes, we need to have a variety of different types of experiences to feel that we can really impact student engagement and achievement by trying something new.  As described by Bandura (1977), there are certain kinds of professional learning experiences that we need to experience to help impact student learning (and our own).  These include vicarious, social persuasion, affective feedback, and mastery experiences.
  • vicarious experience = an experience that includes observing teachers and/or students 'trying on' something that is new to the observer
  • social persuasion = believing that one can try something new because others  are trying it and experiencing some success (builds collective efficacy)
  • affective feedback = experiencing positive and encouraging feedback from students and/or colleagues (e.g., a student describing how helpful a particular technique was to their learning)
  • mastery experience = an experience where, having had an opportunity to practice/develop (possibly) a particular pedagogical strategy, an educator senses that there is 'flow' to a lesson, students are engaged and learning.

Co-pioneer of Flipped Learning, Jon Bergmann, hosts a radio show called "The FlipSide."  Through the interviews that Jon conducts, various aspects of the flipped classroom are explored through the experiences of educators working through the model in their practice.  


5-CONSIDER THIS
Below, I've included links to three podcasts and excerpted descriptions of each of them.  This is but one way that we might readily, through this forum, gain some 'experience' (vicarious and/or social) with flipped learning.  For instance, you might be wondering about the successes and/or challenges associated with the strategy.

Take Action: 
  • Listen to any or all of the podcasts provided.
  • Having reflected upon these educators' experiences, consider sharing what has resonated with you and/or connections you've made to practice by commenting to this post.  
  • Consider commenting about mindset also.  Do you feel like there are some 'hurdles' that you'd have to clear before trying a flipped lesson, or do you feel like you'd be clearing 'hurdles' through the process of trying a flipped lesson? 

Podcast: http://www.jackstreet.com/jackstreet/WFLP.Kirch.cfm
  • "Crystal Kirch is a high school math teacher from Southern California who has transformed her classes with a flipped learning model over the last three years. She enjoys sharing her journey with other educators through her blog, Flipping With Kirch (flippingwithkirch.blogspot.com) handle is @crystalkirch."

Podcast: http://www.jackstreet.com/jackstreet/WFLP.Meyer.cfm
  • "Amanda Meyer has been teaching High School students in rural Minnesota for over ten years. She employs aspects of project-based learning, inquiry, and flipped learning in her Biology, Anatomy, and College Biology classes." 

Podcast: http://www.jackstreet.com/jackstreet/WFLP.avon.cfm
  • "Nicole Avon, twitter handle @AvonPhysics, teaches a Flipped Physics Class at Mars Area High School (site of FlipCon14), where she has been a teacher for 11 years."


In the "Take Action" activity (above), I provided a reflection prompt regarding how we might consider addressing challenges/clearing 'hurdles' with flipped learning.  Recently, I got together with a few colleagues who are currently teaching Intermediate Mathematics (Grades 7 to 10) and who had expressed interest in learning about the strategy of flipped learning.

During the course of our discussion, we covered such themes as pedagogical approach, engagement, measurement, and curriculum/resources--these themes just so happen to be ;) the gap factors associated with the Provincial Action Plan and/or, if you like, themes/assets to guide improvement of the "instructional core."

You can see these themes in the first column of the table that I've provided below--"Innovating Towards Student-Centred Leadership: Learning through the 'Flip.'" The table summarizes the discussion, next steps, and lead change agent(s) for each next step.

Table-Innovating Towards Student-Centred Leadership: Learning through the 'Flip'
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Upon examination of the discussion details (table, above and below), you can see that there are pedagogical and logistical challenges being highlighted.  Under "Next Steps," resolutions or next steps have been proposed to seeing that the achievement factors are able to further impact student learning.  Lastly, the final column lists those individuals who might have the most change influence to starting to move the learning (flipped) forward.  For example, if we consider student engagement, then there is a shared leadership amongst teachers, administrators, and parents to helping create, implement, and sustain a successful flipped learning model.
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6-CONSIDER THIS
If you take a second look at the final column of the table(s) above, you'll notice that teachers, administrators, and parents have a proposed role in helping to move learning forward.  But...we're missing one critical element, or rather 'group' element, to more fully understanding the complexity of teaching and learning--our students!


Take Action: Alright...please share a few, final thoughts.
  • One more time, take a look at the themes, discussion, and next steps for any or all parts of the table. Where would you/how would you incorporate student voice/choice/input/leadership/etc so that you could list "students" as a group responsible for leading/influencing change?  
  •  If there doesn't seem to be a part of the table that fits your thinking about incorporating student leadership, what 'part' would you devise and why? Explain how you incorporate student leadership.  

F) Some Concluding Thoughts
As this post has developed, we've had an opportunity to reflect upon improving the "instructional core" from a variety of perspectives--provincial-, system-, school-, and classroom-based perspectives--only to see the innovation of flipped learning fold back on/fold into where we started--an action plan for improving achievement in mathematics.  I believe that the development of this post and the mention of using a blended model of learning (i.e., flipped learning) is consistent with this plan: "...as far as the various practices that can be used to provide such supports, it is recognized that there is no single, best practice to support the plan for improving student achievement" (2014-15 Mathematics Action Plan).

So what will it take to move us forward? Even if it's just one of us?

There is a shared responsibility around leading the 'charge,' but it appears as though building momentum can come from the following:
  •  "increasing in-service supports and professional pedagogical learning" (Action Plan)
  • Let's add that the pedagogical learning is done through the lenses of problem solving and communication in mathematics (EduGAINS)
  • identifying and working with learning assets from the five themes: approach, conceptual/contextual, engagement/confidence, measurement, and curriculum/resources (Mary Jean Gallagher, Action Plan)
  • focusing leadership initiatives around teacher learning and development (Viviane Robinson)
  • To the leadership aspect, let's add that teacher learning and development is done through collaborative inquiry (Principals as Co-learners; sustained support to transfer learning into practice, Don Klinger-Queen's University)
  • Through effective leadership, let's cultivate innovation that puts student learning not only at the forefront but makes learning student-centred (Robinson, Hattie)
  • For culturing innovation, let's try a variety of approaches--inquiry-based, project-based, and flipped learning (Michael Fullan)
  • To see that flipped learning has an impact on student learning, we need to build our own efficacy...best done through collaboration and with support from others.  And as part of the group of 'others,' let's not forget our most important audience and contributing collaborators--our students
 
Thanks, in advance, for your participation with Flipping the Focus.


Sincerely Yours,


Chris Stewart, OCT
Program Resource Teacher-Mathematics
Upper Canada DSB, Brockville, ON



G) References & Further Reading
Bergmann, J., & Sams, A. (2014). Flipped learning: Gateway to student engagement (1st ed., pp. 21-38). Eugene: ISTE

City, E. et al. (2009). Instructional rounds in education: A network approach to improving teaching and learning. Cambridge, Mass.: Harvard Education Press.  

Flumerfelt, S., & Green, G. (2013). Using lean in the flipped classroom for at risk students. Educational Technology & Society, 16(1), 356-366. Retrieved January 27, 2015, from Academic Search Complete.

Hamdan, N., McKnight, P., McKnight, K., & Arfstrom, K. (n.d.). The flipped learning model: A white paper based on the literature review titled "a review of flipped learning". Retrieved from http://researchnetwork.pearson.com/wp-content/uploads/WhitePaper_FlippedLearning.pdf

Horn, M. (2013). The transformational potential of flipped classrooms: Different strokes for different folks. Education Next, 78-79.

Kim, S., Park, N., & Joo, K. (2014). Effects of flipped classroom based on smart learning on self-directed and collaborative learning. International Journal of Control and Automation, 7(12), 69-80. Retrieved January 27, 2015, from Academic Search Complete.


McEvoy, C. S., et al. (2014). Use of medical students in a flipped classroom programme in nutrition education for fourth grade school students. Health Education Journal, 1-9. Retrieved February 21, 2015, from hej.sagepub.com


Self-efficacy defined. (n.d.). Retrieved March 21, 2015, from http://www.uky.edu/~eushe2/Bandura/BanEncy.html 

What is Flipped Learning? (2014, March 12). Retrieved March 14, 2015, from
http://flippedlearning.org//site/Default.aspx?PageID=92



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Flipping the PLN?

11/16/2014

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Welcome back to Flipping the Focus.

Introduction
After a successful presentation and excellent opportunity to network at this year's Small School Summit (UCDSB), I've been wondering what's next for the team at Flipping the Focus?  Aside from maintaining and continuously improving its current focus around direct support of student learning--both in- and out-side--of the classroom, what else could we be doing, who else could we be supporting, and how could this be accomplished?  How will we use the 'pockets' of excellence in our system to take the personalization of student learning to the next level?

Although it sometimes feels like yesterday, I began the 'journey' into Flipped Learning nearly two years ago, and I'm continuing my learning around ways that our system can continuously improve the conditions for growing student engagement and achievement.

Along the way, I've met so many educators who are passionate about and continuously seeking to develop their craft and are devoted to building strong relationships with their students.  It is their drive to want more for themselves and their students that helps to drive my ambitions to not only participate in their learning but also to help fashion opportunities for collaboration.


What's Missing?
This is why I not only feel, but after numerous conversations with other educators, know that there's something missing from the landscape of professional development models available to educators.

Across the province of Ontario, collaborative inquiries are taking place at all levels--system, school, group and individual levels.  These inquiries, for some time, have established that the most successful professional development is that which is job-embedded.  They have also shown that professional learning occurs best through contexts that are substantive and collaborative, rather than directive.

These characteristics bear a striking resemblance to the learning opportunities that we're working very hard to provide for our students--experiential, problem-/inquiry-based, collaborative yet personalized.  In short, how our students learn and want to learn is also similar to how we learn or are seeking, as adults, to learn. 

And if we're using flipped instruction to engage and help our students improve learning outcomes, then why not use flipped instructional techniques to further engage and improve adult learning outcomes? Would this not be a potential means by which ongoing professional learning could be...and, in some ways, better...facilitated?  

I believe that this is, largely, an untapped area of exploration for Ontario and could be an effective means by which we support modern-day, educator professional learning networks (PLNs) to reaching greater degrees of success.  Perhaps, the success (as experienced by reports of greater teacher efficacy) of 'flipping' professional learning will come as a result of truly addressing the individual learning needs of educators.  As Bergmann & Sams (2014) have noted in their work, "We have seen the impact of intentional content and coaching on teachers...Personalized digital resources that are created for teachers, when combined with a coaching model of professional development, set the stage for highly efficient innovation." 


A Successful Flipped PLN?
Personalizing the educator learning experience involves, in part, moving whole-group instructions and presentations into the time and space of teacher-learners.  This can be accomplished by flipping this portion of the learning experience through the use of well-designed and timely-delivered videos, readings, and discussion forums. 

But, as blogger and Digital Learning Coach, Crystal Kirch, notes about flipped learning, it's not about the videos.  The format of first-exposure learning is but a vehicle to helping us determine the best use of face-to-face time with one another.  For example, m
odelling [and participating] in conversations that stimulate the thinking of all [is] an example of what it means to be a part of a PLN (West & Staub, Content-Focused Coaching) and the contexts that we experience together are what anchors the discussion.  For example, professional dialogue could arise and be facilitated by a supportive other (coach, administrator, ...) after watching a coach teach a lesson and presenting their thinking about the lesson.


What is a Flipped PL Opportunity? And What Will Define its Success?
Technology Integration Specialist, Kristin Daniels, writes that the video content their district has been using with educators has helped them to cultivate conversations about how they can use "...this flexible content to move [their] students and teachers forward quickly and intentionally."  As for intentionality, providing up-front video content will help to personalize professional learning and allow educators to focus on working together--engaging in inquiry, discussing their observations/thinking, asking questions/generating new learning problems, and planning next steps.

A successful opportunity will also respect the Pillars of Flipped Learning: Flexible Environment, Learning Culture, Intentional Content, and Professional Educator (featured, below).

In short, a 'flipped' professional learning opportunity will take into account learning modes, actively engage each learner, prioritize and provide relevant content, and respect the role of the professional educator.

At Flipped PL, we're exploring the potential of a web-based service that will allow for co-construction of a 'flipped' professional learning experience for you and/or your group/organization.  The model consists of three parts (as follows):

Part 1: Consultation
-schedule an initial consultation to learn more about the experience we can generate together

According to edsurge.com, one structure that will be used to facilitate a 'flipped' professional learning opportunity for you and/or your group/organization is as follows:

Part 2: The 'Flipped' Experience
1-create and provide a personalized overview of the professional learning opportunity for participants

2-provide required videos, links, readings, etc. to participants via password-protected web-page (your experience is unique to you and/or your group/organization)

3-offer technical support and provide an opportunity for participants to engage in a discussion forum in real time (i.e., during this part of the learning experience) 

4-bring closure to the learning experience by providing participants with an exit survey--survey results being used to lauch Part 3 by generating discussion when participants gather together, face-to-face

Part 3: The Follow-up Experience
-includes a follow-up, face-to-face component in which participants will bring their learning and reflections into a workshop experience that can include observation and documentation of student thinking--truly blending the learning opportunity and experience
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Looking Ahead
Thanks for your continued interest in Flipping the Focus. I look forward to your comments about what you feel defines a successful PLN--e.g., a PLN that incorporates Flipped Learning--and/or stories about how you or your district is engaged in flipping professional
development. The collection of comments that you provide will help serve as a basis for future decision making about the direction of Flipped PL.

In the coming weeks, I hope to keep our community updated as to what others are saying about the personalization of professional development. And if you'd like to present your experience as a guest-blogger and have your bio included on Flipping the Focus, please feel free to get in touch with me at
flippingthefocus@gmail.com.

In the meantime, if you're seeking to collaborate around creating and providing a professional learning opportunity that has a 'flipped' component, I would love to work at this with you. To help facilitate our on-line work, check out
Event Planning & Booking from my new web-service at Flipped PL. And if you know of others who would also love to collaborate around flipping their professional learning, please feel free to pass along the information to them (or who knows ... maybe use the web-service as we work as a small group to plan your next professional learning experience).

You might also find that you might want to experience what a flipped professional learning opportunity 'looks', 'sounds' and 'feels' like. To help you with some decision-making around what you could do to facilitate a flipped professional learning opportunity, feel free to contact me about working through a sample module.


Through Flipping the Focus, let's help to champion the most important relationships in our midst--the collaborative (teacher-student and teacher-teacher). There's so much that we can accomplish together!

Sincerely Yours,

Chris Stewart, OCT
Program Resource Teacher-Mathematics
Upper Canada DSB
Brockville, ON
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    I am passionate about leadership for learning and teaching and learning through inquiry. Through collaborative exploration of high-yield, pedagogical strategies, I have been able to further engage students to deepen their learning and fellow educators in continuously growing their practice--Flipped Learning, Thinking Classrooms, and culturing Student Voice as examples.  I hope that this site serves you well in your educational journey through teaching and learning by moving professional learning into your time ... your space. If you have questions or feedback, please feel free to contact me. Sincerely, Chris Stewart (OCT).

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