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Inhaltsangabe
Building on their best-selling book Flip Your Classroom: Reach Every Student in Every Class Every Day, flipped education innovators Jonathan Bergmann and Aaron Sams return with a book series that supports flipped learning in the four topic areas of science, math, English and social studies as well as the elementary classroom.
In this new book, the authors discuss how educators can successfully apply the flipped classroom model to teaching social studies. Each chapter offers practical guidance, including how to approach lesson planning, what to do with class time, and how to flip interactive social studies simulations.
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Über die Autorin bzw. den Autor
Jonathan Bergmann was a classroom teacher for 24 years. He now works with teachers, schools and corporations to help them rethink educational practice. He co-founded the Flipped Learning Network and FlippedClass.com. He received the Presidential Award for Excellence for Math and Science Teaching in 2002.
Aaron Sams is an educational entrepreneur who co-founded the Flipped Learning Network and FlippedClass.com. He is adjunct professor at Saint Vincent College in Latrobe, Pennsylvania, and was a chemistry teacher in Colorado and California. He was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching.
Aaron Sams is an educational entrepreneur who co-founded the Flipped Learning Network and FlippedClass.com. He is adjunct professor at Saint Vincent College in Latrobe, Pennsylvania, and was a chemistry teacher in Colorado and California. He was awarded the 2009 Presidential Award for Excellence in Math and Science Teaching.
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Chapter 6
flipping with interactive social
studies simulations
FLIPPING A CLASS inherently provides a teacher with additional class time to involve students in more active learning. In a science class, this may take the form of a lab; an English class, a discussion of literature; and in a math class, tactile manipulatives. What is the analogous activity in a social studies class? Fortunately, a large number of interactive activities are available, including first-person writing and other simulations. In addition to hands-on and participatory work, students can contribute to the collection of interactive material through the creation of their own content.
First-Person Writing
One way for students to immerse themselves in course material is through first-person writing, or writing from the perspective of a historical or contemporary figure. This allows students to imagine a different context, move outside personal biases, and objectively analyze various situations. For example, Indiana middle-school social studies teacher George Phillip has used firstperson writing in his classes to study three different ancient Chinese emperors, from different time periods and with varying philosophies. Students construct a written discussion around styles based on their philosophies, the purpose of war, the Great Wall of China, the idea and purpose of punishment, the purpose and influence of religion on their society, how trade influenced the economy, and the purpose of agriculture. Students then create a skit where these three great emperors would meet and have a discussion. By taking on the persona of the emperors, students are able to make a stronger connection to the material and concepts. The flipped portion of this activity is a series of flipped videos that George creates that give students missing background and context of the three dynasties. In some cases, flipped videos are optional because some students already have the background information from other activities or readings.
Ryan Hull, the middle school social studies teacher we introduced in Chapter 5, is a big proponent of first-person writing. He uses it to move students from material consumption to content application and creativity. He uses the term “the world of I” with his students as they embody and communicate as a historical figure. In one assignment, studying explorers of Kansas, students take notes on two different European explorers of their state. Then they pose as a National Geographic magazine writer to interview these explorers, who are played by other students. This interview is acted out in class in groups of four, which has proven very enlightening and entertaining for the students.
Ryan uses diaries and letters in his first-person writing assignments. He has students create a diary as someone involved in the U.S. Civil War, which requires students to conduct historical research. Posing as a Delaware or Chickasaw Native American, students write a persuasive letter to the president, in which they inquire why they are being relocated to Kansas and make a claim of fair or unfair treatment. Students prepare for this assignment by watching a flipped video on the background on Native American tribes that were moved to Kansas. The video also covers the relocation process and provides information about the “Trail of Tears,” which is the route the displaced Native Americans traveled to their newly assigned lands.
Student-Created Content
Students can demonstrate their learning through other ways, such as through original and creative products. Creation is at the top of Bloom’s taxonomy and enables students to demonstrate deep understanding and mastery. Following are two examples of how two teachers have used the flipped class to have students create content.
Bad Idea Factory
One teacher who incorporates student created content into his classes is Jason Bretzmann, a Wisconsin-based 11th and 12th grade social studies teacher. Another activity Jason uses is called the “Bad Idea Factory,” an idea he got from Karl Lindgren-Streicher, a 9th and 10th grade world history teacher from California. This assignment challenges students to create a product starting from the worst idea they can think of, but ultimately turning the bad idea into a good idea. The product produced demonstrates they have mastered the learning objective. Students have made puppet shows, QR code scavenger hunts, games, competitions, and Twitter chats, among others. Instead of wondering how he will use all his flipped class time, Jason now has the challenge of finding enough time for all of the fun projects there are to choose from. Another activity Jason uses results in a student-created book on the U.S. Congress. Students write three big chapter ideas that they flesh out with data and explanations. Once the students complete the book, filling it out with content, a story with vocabulary, and a review game, they get to publish it.
Making Documentaries
A documentary is another example of student-created content. Ron Kotlik, a history teacher from New York, has his students make their own documentaries as their final class project. This replaced their typical research paper. Ron started flipping his classes with podcasts and had students create radio broadcasts for their final project. This has transitioned to video storytelling that incorporates both audio and visual elements.
Ron prepares his students for this project with an in-class demonstration. Students analyze a clip from a Ken Burns U.S. Civil War documentary that Ron has annotated. The documentary shows a good example of a primary source, a soldier’s letter, and a secondary source, in the form of a newspaper article. He leads a class discussion about how to create an effective documentary using different features, such as various sources, visual features, and sound effects, to best serve the filmmaker’s purposes. Students practice their craft by making shorter collaborative films in teams of three or four, which they create and share on their Chromebooks (see Figure 6.1).
FIGURE 6.1. This student-created video (http://tinyurl.com/ ndm4zqn) includes historic images presented in Ken Burns’ documentary style, background music, narration, and scenes from the Civil War drama Cold Mountain.
To assist students with their final project, Ron provides students with a handout that outlines his expectations for the assignment and serves as a guide for meeting them. Some of the key sections on the handout are:
Simulations
Simulations are a great way to engage students in the flipped classroom. These activities encourage students to move outside of their own perspectives as they learn, and they often provide kinesthetic interaction with new material. Kathy Swanger, a high school teacher we met earlier, uses many simulations in her classroom, as she believes students are most engaged in what they do. One simulation in Kathy’s class is a History Alive! (teachtci. com) experiential activity about the rise and fall of the U.S. stock market in the 1920s, called the Yee Haw! game. The game serves as a preview to the unit lesson and associated readings, forcing students to “experience a loss representative of the stock market crash and make comparisons between history and classroom exercise.”
To accomplish this task, Kathy sets a positive and upbeat tone at the start of class as she greets the students to the sound of the 1923 jazz song “Charleston” playing in the background. Kathy introduces the game to the students as one that could raise their grades through the awarding of extra credit for correct guesses. She explains it is called the Yee Haw! game because that is something a student might yell out after accumulating a lot of points. Students are placed in pairs, told the game rules, and shown a video on how to play.
The game uses “Bonanza” chips, in varying denominations that students use to predict dice rolls. As the game progresses through multiple rounds of wagering, Kathy encourages students to purchase additional chips to keep playing for a percentage of their total points. In the last two rounds, point values rise dramatically, fueling speculative buying. The game is rigged so that in the last two rounds almost all students lose all of their points and many have negative points. This simulates the stock market crash of 1929. Students are shocked and angry and worry that they might have points taken away from their grades. Kathy assures them she won’t be adding or subtracting points from anyone, but was merely using this game as a way to teach them about a specific moment in history. According to Kathy, the most important part of the game is in the debrief, where students are asked questions about their strategy, choices, and resulting feelings throughout the gameplay.
After flipping a class, you take these concepts even further by using the flipped-mastery approach. The next chapter explains how a flipped social studies class can transition to an asynchronous mastery-learning environment, where students must demonstrate mastery of objectives before moving on.
flipping with interactive social
studies simulations
FLIPPING A CLASS inherently provides a teacher with additional class time to involve students in more active learning. In a science class, this may take the form of a lab; an English class, a discussion of literature; and in a math class, tactile manipulatives. What is the analogous activity in a social studies class? Fortunately, a large number of interactive activities are available, including first-person writing and other simulations. In addition to hands-on and participatory work, students can contribute to the collection of interactive material through the creation of their own content.
First-Person Writing
One way for students to immerse themselves in course material is through first-person writing, or writing from the perspective of a historical or contemporary figure. This allows students to imagine a different context, move outside personal biases, and objectively analyze various situations. For example, Indiana middle-school social studies teacher George Phillip has used firstperson writing in his classes to study three different ancient Chinese emperors, from different time periods and with varying philosophies. Students construct a written discussion around styles based on their philosophies, the purpose of war, the Great Wall of China, the idea and purpose of punishment, the purpose and influence of religion on their society, how trade influenced the economy, and the purpose of agriculture. Students then create a skit where these three great emperors would meet and have a discussion. By taking on the persona of the emperors, students are able to make a stronger connection to the material and concepts. The flipped portion of this activity is a series of flipped videos that George creates that give students missing background and context of the three dynasties. In some cases, flipped videos are optional because some students already have the background information from other activities or readings.
Ryan Hull, the middle school social studies teacher we introduced in Chapter 5, is a big proponent of first-person writing. He uses it to move students from material consumption to content application and creativity. He uses the term “the world of I” with his students as they embody and communicate as a historical figure. In one assignment, studying explorers of Kansas, students take notes on two different European explorers of their state. Then they pose as a National Geographic magazine writer to interview these explorers, who are played by other students. This interview is acted out in class in groups of four, which has proven very enlightening and entertaining for the students.
Ryan uses diaries and letters in his first-person writing assignments. He has students create a diary as someone involved in the U.S. Civil War, which requires students to conduct historical research. Posing as a Delaware or Chickasaw Native American, students write a persuasive letter to the president, in which they inquire why they are being relocated to Kansas and make a claim of fair or unfair treatment. Students prepare for this assignment by watching a flipped video on the background on Native American tribes that were moved to Kansas. The video also covers the relocation process and provides information about the “Trail of Tears,” which is the route the displaced Native Americans traveled to their newly assigned lands.
Student-Created Content
Students can demonstrate their learning through other ways, such as through original and creative products. Creation is at the top of Bloom’s taxonomy and enables students to demonstrate deep understanding and mastery. Following are two examples of how two teachers have used the flipped class to have students create content.
Bad Idea Factory
One teacher who incorporates student created content into his classes is Jason Bretzmann, a Wisconsin-based 11th and 12th grade social studies teacher. Another activity Jason uses is called the “Bad Idea Factory,” an idea he got from Karl Lindgren-Streicher, a 9th and 10th grade world history teacher from California. This assignment challenges students to create a product starting from the worst idea they can think of, but ultimately turning the bad idea into a good idea. The product produced demonstrates they have mastered the learning objective. Students have made puppet shows, QR code scavenger hunts, games, competitions, and Twitter chats, among others. Instead of wondering how he will use all his flipped class time, Jason now has the challenge of finding enough time for all of the fun projects there are to choose from. Another activity Jason uses results in a student-created book on the U.S. Congress. Students write three big chapter ideas that they flesh out with data and explanations. Once the students complete the book, filling it out with content, a story with vocabulary, and a review game, they get to publish it.
Making Documentaries
A documentary is another example of student-created content. Ron Kotlik, a history teacher from New York, has his students make their own documentaries as their final class project. This replaced their typical research paper. Ron started flipping his classes with podcasts and had students create radio broadcasts for their final project. This has transitioned to video storytelling that incorporates both audio and visual elements.
Ron prepares his students for this project with an in-class demonstration. Students analyze a clip from a Ken Burns U.S. Civil War documentary that Ron has annotated. The documentary shows a good example of a primary source, a soldier’s letter, and a secondary source, in the form of a newspaper article. He leads a class discussion about how to create an effective documentary using different features, such as various sources, visual features, and sound effects, to best serve the filmmaker’s purposes. Students practice their craft by making shorter collaborative films in teams of three or four, which they create and share on their Chromebooks (see Figure 6.1).
FIGURE 6.1. This student-created video (http://tinyurl.com/ ndm4zqn) includes historic images presented in Ken Burns’ documentary style, background music, narration, and scenes from the Civil War drama Cold Mountain.
To assist students with their final project, Ron provides students with a handout that outlines his expectations for the assignment and serves as a guide for meeting them. Some of the key sections on the handout are:
- 7 key elements of digital storytelling
- Project steps (Choose, Research, and Create)
- Suggestions for script writing
- Guide and examples for storyboard creation
- Guide and suggestions for digital tools
- Instructions for sharing the project
Simulations
Simulations are a great way to engage students in the flipped classroom. These activities encourage students to move outside of their own perspectives as they learn, and they often provide kinesthetic interaction with new material. Kathy Swanger, a high school teacher we met earlier, uses many simulations in her classroom, as she believes students are most engaged in what they do. One simulation in Kathy’s class is a History Alive! (teachtci. com) experiential activity about the rise and fall of the U.S. stock market in the 1920s, called the Yee Haw! game. The game serves as a preview to the unit lesson and associated readings, forcing students to “experience a loss representative of the stock market crash and make comparisons between history and classroom exercise.”
To accomplish this task, Kathy sets a positive and upbeat tone at the start of class as she greets the students to the sound of the 1923 jazz song “Charleston” playing in the background. Kathy introduces the game to the students as one that could raise their grades through the awarding of extra credit for correct guesses. She explains it is called the Yee Haw! game because that is something a student might yell out after accumulating a lot of points. Students are placed in pairs, told the game rules, and shown a video on how to play.
The game uses “Bonanza” chips, in varying denominations that students use to predict dice rolls. As the game progresses through multiple rounds of wagering, Kathy encourages students to purchase additional chips to keep playing for a percentage of their total points. In the last two rounds, point values rise dramatically, fueling speculative buying. The game is rigged so that in the last two rounds almost all students lose all of their points and many have negative points. This simulates the stock market crash of 1929. Students are shocked and angry and worry that they might have points taken away from their grades. Kathy assures them she won’t be adding or subtracting points from anyone, but was merely using this game as a way to teach them about a specific moment in history. According to Kathy, the most important part of the game is in the debrief, where students are asked questions about their strategy, choices, and resulting feelings throughout the gameplay.
After flipping a class, you take these concepts even further by using the flipped-mastery approach. The next chapter explains how a flipped social studies class can transition to an asynchronous mastery-learning environment, where students must demonstrate mastery of objectives before moving on.
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