Building a K12 Science Flipgrid Cmmunity K12 Flipgrid integratin guide Hw can Flipgrid enhance Science classes? One f the majr gals f a science class is t help students cmmunicate effectively. Educatrs ften reprt wanting t help students develp vice in rder t cmmunicate verbally what they have learned. Unfrtunately, many educatrs have truble finding ways t incrprate this type f instructin int their lessns. [1] Flipgrid is designed t d just that -- give students a fun and creative avenue t develp vice and prvide educatrs with a simple way t integrate it in their classrm. With each vide creatin, students cnsider hw they are perceived, the cntent f what they have shared, and are given pprtunities t make changes in respnse t feedback. Thrugh this prcess, Flipgrid helps students becme strnger cmmunicatrs and invlved digital citizens. Science: K12 Integratin 1 f 12
Intrducing Students t the Scial Aspect f Flipgrid Grades K-5 Yung students typically have little experience cmmunicating ideas t a larger audience. Flipgrid gives them bth the pprtunity t develp vice and t learn hw t present themselves nline. Repeated experience using Flipgrid increases their feelings f scial cnnectedness and imprves academic perfrmance. [2] Even the yungest students have the pprtunity t participate as digital citizens, and Flipgrid prvides a safe envirnment t begin learning hw t interact nline. When encuntering Flipgrid fr the first time, yung students need t knw that this is a safe space where creativity is encuraged s that they can develp cnfidence with cntinued use f Flipgrid. Grades 6-8 Many students in middle schl feel especially sensitive t the evaluatins f their peers (we all remember this), but thse wh feel supprted by educatrs and their peers perfrm better academically. [3] Even thugh students may have experience with psting vides, the idea f their vides being viewed by ther students may make them uncmfrtable; therefre, several uses f Flipgrid may be needed befre students feel mre cnfident in their use f vice. It may be especially imprtant t remind students that they can d as many takes as they want befre psting their vide. Gaining cnfidence in self-expressin and the respect f thers is imprtant fr this age grup. Grades 9-12 Students in high schl may already be regular users f scial media like Snapchat, Instagram, Facebk, r Twitter. The first few times students use Flipgrid, they may feel uncmfrtable because the tpics that are discussed n Flipgrid are likely different frm the tpics students vluntarily pst n scial media. Fr this reasn, Flipgrid is a valuable tl t help students learn t share their thughts n imprtant tpics. Additinally, educatrs may pen their grids t students in ther lcatins arund the wrld. Open grids help students learn t respect cmmunity vice, gain a deeper understanding f citizenship, and experience a wider diversity f perspectives. Regardless f the age f yur students, ne f the best ways t help students feel at ease with Flipgrid is t mdel it yurself by creating a vide t intrduce the tpic and recrd the first vide in yur tpic t share yur thughts. Science: K12 Integratin 2 f 12
When are yu starting t use Flipgrid? Beginning If yu want t use Flipgrid frm the very beginning f the class, yu can actually start using Flipgrid befre yur first meeting. Invite the students t intrduce themselves n Flipgrid r use Flipgrid t gauge students knwledge and experience n the general curse cntent. Middle Adding Flipgrid in the middle f a class is a great way t add variety and energy t material. Yu may want t use Flipgrid as a way t gauge hw students are feeling abut the class and t gather suggestins fr where they wuld like things t g in the future. Flipgrid can help students practice describing what they learned, explain hw what they learned relates t their wn experiences, and indicate areas where they need clarificatin r additinal resurces. This is a great time fr students t use their vice t cnnect ideas t their wn experiences. End Even if yu are at the end f a class, Flipgrid can be a pwerful tl t invite students t share what they learned ver thrughut the class and t make suggestins fr imprvements. Encurage students t be creative in their respnses and cllabrate with thers bth inside and utside the classrm. Timely Uses f Flipgrid Curse Intrductins As previusly mentined, fr thse f yu wh are planning t use Flipgrid in a class that hasn t started, vides are a great way t have students intrduce themselves in advance f the class. Flipgrid is als a psitive avenue t gauge interest and knwledge in a unit r lessn that yu are abut t intrduce. Smetimes Flipgrid is mre abut finding ut what students dn t knw and what they wuld like t knw, rather than it is a reprt n what they have already learned. One time Uses f Flipgrid 1. Check in n hw students are ding, what they are learning, hw they are feeling, r hw they want t imprve and mve frward. 2. Evaluate the end f a unit r prject. Science: K12 Integratin 3 f 12
3. Gather pinins n a majr event r specific hliday. 4. Encurage student vice by asking students t make cnnectins t persnal experiences. Onging Uses f Flipgrid Flipgrid can be used every day r multiple times a day if students have frequent access t technlgy. Educatrs wh use it every day are likely t use it as a part f regular assignments. They may use it t find ut what students knw at the beginning f a unit, t help students dive deeper int explaining and applying the cntent in a myriad f creative ways, r t evaluate the cntent at the end f the unit. Frequent users may als use Flipgrid as a way t start the day by invlving every student in a discussin. Educatrs culd feature a different student s respnse every day. In rder t take advantage f the active scial nature f Flipgrid, frequent users can allcate time fr students t respnd t each ther s Flipgrid respnses, either face-t-face r n the grid. Educatrs might als encurage students t pst their wn questins and tpics t Flipgrid t start new cnversatins. Nw is the time t think mre critically abut hw yu can cnnect Flipgrid t the cntent and purpses f yur classrm. Example Tpics, Questins, and Themes Mapped t specific Learning Techniques 1. Make it Persnal [4] Have students think f a situatin they persnally encunter that is affected by the current science cntent. Encurage students t explain a situatin in which their prir beliefs were cntradicted by scientific evidence. 2. Invite Cmparisn [5] Ask students t cmpare related scientific cncepts that have bth similarities and differences. Encurage students t describe hw scientific cntent has changed ver time. Ask students t cmpare surces f scientific infrmatin and rate their validity. Have students cmpare results f experiments perfrmed in class with predictins that were made in advance f the experiment. Science: K12 Integratin 4 f 12
3. Find Meaning [6] Help students chse scientific questins that matter t them and then guide them in taking steps t investigate thse questins. Ask students t discuss the prcess f discvering answers in as much detail as pssible. 4. Be Current [7] Encurage students t find ways t use current events (including weather), hlidays, superstitins, r urban legends as stimuli t prmpt the investigatin f a scientific questin. 5. Use Visuals [8] Invite students t use bjects, graphs, written ut equatins, and spreadsheets t display experimental results and t help students visualize the prcess being described. 6. Cllabrate [9] Encurage students t wrk tgether n prjects that require several steps, such as cllecting data, r in situatins where students are ding smething new. Grades K-5 Tpics, Questins, and Themes [10] 1. Make it Persnal Have students chse a wrk f scientific nn-fictin frm the schl library and describe it alng with its illustratins. Ask students t chse a favrite plant r animal and describe it using all five senses. 2. Invite Cmparisn Invite students t cmpare differences between tw resurces n the same scientific tpic. Encurage students t describe relatinships between scientific ideas including differences and similarities, cause and effect, r hw scientific thinking has changed ver time. Science: K12 Integratin 5 f 12
3. Find Meaning Encurage students t chse their wn scientific tpics t investigate. Invite students t ask and answer Wh? What? When? Where? Why? and Hw? in respnse t an imprtant scientific tpic. 4. Be Current Encurage students t describe and study plants and animals that are active in their envirnment depending n the weather and seasn. 5. Use Visuals Invite students t design and describe a diagram f hw smething wrks; include mdels, graphs, illustratins, and living bjects t add t scientific explanatins. 6. Cllabrate Recmmend that students cllabrate in ding experiments. Cllabratin may be especially helpful if students are starting a new tpic that they dn t feel entirely cmfrtable with yet. Grades 6-8 Tpics, Questins, and Themes 1. Make it Persnal Direct students t fcus n understanding the scientific methd as it applies t questins that are f persnal interest t them. Ask students t describe smething that they believed t be true in science, but that evidence has cntradicted. 2. Invite Cmparisn Instruct students t cmpare the differences between infrmatin gained frm previusly published scientific experiments and simulatins cnducted in class. Encurage cmparisns between facts, reasned judgment based n research, and pure speculatin. Ask students t cmpare the validity f infrmatin gained frm different surces such as experiments, simulatins, vides, nline surces, textbks, and ther texts. Science: K12 Integratin 6 f 12
3. Find Meaning 4. Be Current 5. Use Visuals 6. Cllabrate Let the class decide n a scientific questin that is f interest t them (and hpefully related t class material), and then guide them thrugh the entire scientific prcess. Ask students t cnsider and evaluate the evidence related t current science cntrversies like glbal warming, vaccinatins, r causes f cancer, and t develp a cherent reslutin t the cntrversy, nting when the evidence des r des nt line up with the prpsed explanatin. Encurage students t display relatinships between variables using flwcharts, diagrams, mdels, graphs r tables. Invite students t wrk tgether t design and cnduct an riginal experiment. Cllabratin may be especially helpful if students are starting a new tpic that they dn t feel entirely cmfrtable with yet. Grades 9-12 Tpics, Questins, and Themes 1. Make it Persnal Have students think f a situatin they persnally encunter that is affected by the current science cntent and explain the prcess by which the scientific discvery was made as well as the extent f the impact f that ne discvery. Encurage students t explain a situatin in which their prir beliefs were cntradicted by scientific evidence. 2. Invite Cmparisn Encurage students t cmpare relatinships between key terms frm their text. Ask students t cmpare pssible differences between the authr s claim and the evidence being used t supprt the claim. Invite students t cmpare the situatins where a scientific principle applies t thse where it des nt apply. Science: K12 Integratin 7 f 12
3. Find Meaning 4. Be Current 5. Use Visuals 6. Cllabrate Let the class decide n a scientific questin that is f interest t them (and hpefully related t class material), and then guide them thrugh the entire scientific prcess. Have students cmpare and synthesize the findings frm different surces that address current cntrversies in science and then develp a cherent reslutin t the cntrversy, nting when the evidence des and des nt line up with the prpsed explanatin. Recmmend that students display relatinships between variables using flwcharts, diagrams, mdels, graphs r tables. Encurage students t cllabrate t design an experiment, cllect the data, statistically analyze the data, and present the results n Flipgrid. Cllabratin may be especially helpful if students are starting a new tpic that they dn t feel entirely cmfrtable with yet. Example Scial Feedback (Assessment) [11] 1. Building feedback -- prvide feedback that helps mve students tward the next level f critical thinking n a tpic. 2. Highlight student vides in class -- every day r after every use f Flipgrid, be sure t shw a few example vides in class and have students discuss the vides and prvide feedback. 3. Encurage students t prvide feedback n Flipgrid in respnse t ther students vides n the grid. Students can then respnd t thse respnses, creating respnse chains that cntinue grwing n interesting tpics. Encurage students t keep thse cnversatins ging! 4. Students can als evaluate their wn wrk in a Flipgrid vide by discussing what they wuld d differently if given the pprtunity t repeat the prject. 5. Celebrate excellent vides by embedding them n yur classrm website r sharing them with the brader cmmunity thrugh ther scial netwrking sites, schl rganizatins, r parent rganizatins. Science: K12 Integratin 8 f 12
Cmmn Cre Standards and Next Generatin Science and Engineering Practices Alignment We are giving yu just a few f many standards that culd be met using Flipgrid. Once yu start using Flipgrid, yu will find many ways Flipgrid can help meet standards in yur classrm. 1. Standards that align well with Make it Persnal : CCSS.ELA-LITERACY.CCRA.SL.1 Prepare fr and participate effectively in a range f cnversatins and cllabratins with diverse partners, building n thers ideas and expressing their wn clearly and persuasively. Asking Questins and Defining Prblems Students at any grade level shuld be able t ask questins f each ther abut the texts they read, the features f the phenmena they bserve, and the cnclusins they draw frm their mdels r scientific investigatins. (NRC Framewrk 2012, p. 56) 2. Standards that align well with Invite Cmparisn : CCSS.ELA-LITERACY.RST.6-8.8 Determine the meaning f symbls, key terms, and ther dmain-specific wrds and phrases as they are used in a specific scientific r technical cntext relevant t grades 6-8 texts and tpics. CCSS.ELA-LITERACY.RST.6-8.9 Cmpare and cntrast the infrmatin gained frm experiments, simulatins, vide, r multimedia surces with that gained frm reading a text n the same tpic. CCSS.ELA-LITERACY.RST.9-10.9 Cmpare and cntrast findings presented in a text t thse frm ther surces (including their wn experiments), nting when the findings supprt r cntradict previus explanatins r accunts. Cnstructing Explanatins and Designing Slutins The gal f science is the cnstructin f theries that prvide explanatry accunts f the wrld. A thery becmes accepted when it has multiple lines f empirical evidence and greater explanatry pwer f phenmena than previus theries. (NRC Framewrk, 2012, p. 52) Science: K12 Integratin 9 f 12
3. Standards that align well with Find Meaning : CCSS.ELA-LITERACY.CCRA.R.2 Determine central ideas r themes f a text and analyze their develpment; summarize the key supprting details and ideas. CCSS.ELA-LITERACY.CCRA.W.7 Cnduct shrt as well as mre sustained research prjects based n fcused questins, demnstrating understanding f the subject under investigatin. Engaging in Argument frm Evidence The study f science and engineering shuld prduce a sense f the prcess f argument necessary fr advancing and defending a new idea r an explanatin f a phenmenn and the nrms fr cnducting such arguments. In that spirit, students shuld argue fr the explanatins they cnstruct, defend their interpretatins f the assciated data, and advcate fr the designs they prpse. (NRC Framewrk, 2012, p. 73) 4. Standards that align well with Be Current : CCSS.ELA-LITERACY.CCRA.R.7 Integrate and evaluate cntent presented in diverse media and frmats, including visually and quantitatively, as well as in wrds. Obtaining, Evaluating, and Cmmunicating Infrmatin Any educatin in science and engineering needs t develp students ability t read and prduce dmain-specific text. As such, every science r engineering lessn is in part a language lessn, particularly reading and prducing the genres f texts that are intrinsic t science and engineering. (NRC Framewrk, 2012, p. 76) 5. Standards that align well with Use Visuals CCSS.ELA-LITERACY.RST.6-8.7 Determine the meaning f symbls, key terms, and ther dmain-specific wrds and phrases as they are used in a specific scientific r technical cntext relevant t grades 6-8 texts and tpics. CCSS.ELA-LITERACY.RST.11-12.7 Integrate and evaluate multiple surces f infrmatin presented in diverse frmats and media (e.g., quantitative data, vide, multimedia) in rder t address a questin r slve a prblem. 6. Standards that align well with Cllabrate CCSS.ELA-LITERACY.CCRA.SL.1 Prepare fr and participate effectively in a range f cnversatins and cllabratins with diverse partners, building n thers ideas and expressing their wn clearly and persuasively. Science: K12 Integratin 10 f 12
CCSS.ELA-LITERACY.CCRA.W.6 Use technlgy, including the Internet, t prduce and publish writing and t interact and cllabrate with thers. Asking Questins and Defining Prblems Students at any grade level shuld be able t ask questins f each ther abut the texts they read, the features f the phenmena they bserve, and the cnclusins they draw frm their mdels r scientific investigatins. (NRC Framewrk 2012, p. 56) References [1] Rudduck, J., & Fielding, M. (2006). Student vice and the perils f ppularity. Educatinal Review, 58(2), 219-231. [2] Ryer, N., Prvst, M. A., Tarabulsy, G., & Cutu, S. (2008). Kindergarten children s relatedness t teachers and peers as a factr in classrm engagement and early learning behaviurs. Jurnal f Applied Research n Learning, 2(1), 1-20. [3] McNeely, C., & Falci, C. (2004). Schl cnnectedness and the transitin int and ut f healthrisk behavir amng adlescents: A cmparisn f scial belnging and teacher supprt. Jurnal f Schl Health, 74(7), 284-292. [4] Klein, S. B., & Lftus, J. (1988). The nature f self-referent encding: The cntributins f elabrative and rganizatinal prcesses. Jurnal f Persnality and Scial Psychlgy, 55(1), 5. [5] Gentner, D., Lewenstein, J., & Thmpsn, L. (2003). Learning and transfer: A general rle fr analgical encding. Jurnal f Educatinal Psychlgy, 95(2), 393. [6] Petty, R. E., & Cacipp, J. T. (1984). Surce factrs and the elabratin likelihd mdel f persuasin. NA-Advances in Cnsumer Research, 11, 668-672. [7] Dunn, D. S., Gurung, R. A., Naufel, K. Z., & Wilsn, J. H. (Eds.). (2013). Cntrversy in the psychlgy classrm: Using ht tpics t fster critical thinking. Washingtn, DC: American Psychlgical Assciatin. [8] Clark, R. C., & Lyns, C. (2010). Graphics fr learning: Prven guidelines fr planning, designing, and evaluating visuals in training materials. Hbken, NJ: Wiley. [9] Bnd, C. F., & Titus, L. J. (1983). Scial facilitatin: A meta-analysis f 241 studies. Psychlgical bulletin, 94(2), 265-292. [10] Mayer, R. E. (2008). Learning science. In R. E. Mayer, Learning and instructin (2nd ed) (pp. 206-255). Upper Saddle River, NJ: Pearsn. [11] Hattie, J.A.C., & Gan. M. (2011). Instructin based n feedback. In R. Mayer & P. Alexander (Eds.), Handbk f Research n Learning and Instructin. (pp. 249-271). New Yrk, NY: Rutledge. Science: K12 Integratin 11 f 12
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