Flipped Learning Certification Level

NYCDOE RTOL: Rapid Transition to Online Learning

A 12-Step Emergency Road Map

Course Description

RTOL is an emergency roadmap for a rapid transition to remote learning during forced school closures. In this short program, we will walk you through a simple step-by-step guide to maintain your continuity of teaching and learning in a crisis.

The RTOL program is based on the Flipped Learning framework, a proven instructional model for remote learning that is used in over 50 countries. RTOL was developed using the best practices collected, peer-reviewed and defined, by 100 educator-delegates from 49 countries, under the guidance of the Academy of Active Learning Arts and Sciences.

This crash course is created with the help of 21 master teachers with deep experience in blended learning. It covers the 12 essential sectors that need to be considered in an emergency transition to online learning:

A pedagogy for remote teaching
Communications
Planning
Individual assignments
Online group sessions
Adapting Assessment
K-12 specific challenges
Online learning spaces
IT Infrastructure
Student feedback
Evidence-based strategies
Just in time professional development

Each section is tagged using the Global Elements of Effective Flipped Learning for further reference.

RTOL is a 12-step global roadmap developed for schools, districts, schools, and educators who need a proven guide and support system to rapidly transition to remote learning immediately.

Learn from 21 Blended

Learning Master Teachers

Scroll down to meet the 21 instructors who will be sharing their experience, practical insights, and strategies with you:

Jon Bergmann is one of the pioneers of the flipped classroom movement. Jon supports the worldwide adoption of Flipped Learning by working with governments, schools, corporations and educational non-profit organizations. Jon is coordinating or guiding Flipped Learning initiatives worldwide, including China, Argentina, Taiwan, Korea, Australia, Singapore, Thailand, Middle East, Iceland, Sweden, New Zealand, Norway, United Kingdom, Italy, Spain, Mexico, Canada , India, South America and the United States. Jon is the author of thirteen books, including the best-selling book: Flip Your Classroom, which has been translated into 13 languages. He is the founder of RESCON Global Conferences, which are dynamic and engaging events that inspire educators to transform their practice by reaching out to every student in every class every day.

Darin Carres is a renowned expert in pedagogy and innovative practice at St Columbas Catholic College, Sydney, Australia. He has been transforming his Chemistry and Physics classes for 3 years and has provided professional development support for the past 2 years. He has Level 1 and 2 certifications in Flipped Learning, in addition to other specializations, He has presented his experience on group space differentiation at UNC Flipped Conference Colorado 2019 and is currently researching and producing flipped resources to improve and support Flipped Learning initiatives for students from both the secondary level as superior.

Peter Santoro has been teaching mathematics in high school for 12 years. This is the fifth year that he has implemented "Flipped" and his third year with Flipped Mastery. Peter teaches two introductory calculus sections, as well as a Geometry unit and two other mathematical research units. In addition, he is the trainer of the Garden City High School (Mathletes) math team. Peter is a founding member of the FLGI International Faculty, and in June 2018 he presented at ISTE on a FLGI Insanely Smart Panel with Jon Bergmann, Kathy Swanger, and Terra Graves on the innovative use of class time.

** To see details on all 21 instructors you'll hear from in this course click >>> SEE ALL

Pepe Pereira is a passionate and innovative educator. He has completed a Bachelor of Arts, majoring in History and a Graduate Diploma of Education (Primary), from Massey University, Palmerston North, New Zealand. Pepe has been teaching in New Zealand elementary schools since 2003 from new entrants to intermediates (ages 5 to 12) and in all curricular areas. She herself is an innovative and creative student who has an interest in how digital technology can be used to enhance the learning experiences and participation of her students. Pepe likes to work in multi-ethnic schools and explore opportunities to involve his students. As a Team Leader for the Intermediate level (Year 7 and 8) at St Anne Catholic School, Manurewa, New Zealand, He currently works alongside colleagues in an open plan collaborative environment of up to 80 students, with a high proportion of digital devices. Pepe was recognized as ACET status in 2018 (Advanced Expert Classroom Teacher).

Crystal CatonCrystal is the current Head of the Mathematics Department at Caboolture SHS in Queensland, Australia. Previously, she also held management positions in science and computer science at other Queensland schools. Crystal is passionate about improving each student's learning outcomes and being able to meaningfully incorporate technology into the classroom. She has been implementing Flipped learning in his classrooms since early 2014 and has also used flipped Mastery Learning for the past 3 years. In the past year, she led the growth of flipped learning at his school in a variety of subjects.

Lisa McCauley is a seventh-grade math teacher at Viking Middle School in Gurnee Il. Lisa has led a project on flipped mastery Learning for the past seven years. She is a Google Level 1 and Level 2 teacher and an Apple teacher. Lisa was awarded District 56 Teacher of the Year in 2015. Lisa is passionate about personalized learning and cannot conceive of teaching in any other way. Lisa helped her former sixth-grade team become one of the first complete teaching teams to be fully flipped and at their own pace! She would love to see more teachers in her district see the benefits of this approach and try it out. In her spare time, Lisa enjoys biking, reading, traveling, and playing with her dog, Chief!

Steven Kolber is a teacher of English, History, Literacy and EAL (English as an Additional Language) at Melbourne High School, Australia. Uses videos, flipped learning, inclusion, and educational research applications for teaching. He is the leader of #edureading, an academic reading group on key education topics and has a great passion for improving educational practices around the world.

Magnus Nohr teaches ICT at Østfold University College, Department of Teacher Education, and has a master's degree in ICT-supported learning. He is responsible for teaching the subject to ICT teachers, which is organized as a MOOC. He is dyslexic and uses active digital tools in his workday. He was one of the pioneers of the flipped classroom in Norway and is responsible for the largest Facebook group in Norway on the subject: He is known as a committed speaker and concerned with a good culture of sharing with creative commons. He has over 900,000 views on his Norwegian teaching videos YouTube channel.

Matt Eisley works with the students and staff of the South Williamsport Area School District, where he teaches chemistry and Applied Chemistry and is Chairman of the K-12 Science Department. He has worked on various technology initiatives within the district and actively promotes the Flipped Learning methodology through implementation in his chemistry classes; modeling, sharing, and collaborating with other staff members. In addition to his 18 years as a high school teacher, Matt also served for 9 years as an adjunct instructor at the Pennsylvania College of Technology for courses including Fundamentals of Chemistry, Introduction to Forensic Science and Information, Technology and Society. Matt has earned Flipped Learning Certifications I and II, as well as the early Flipped Learning Trainer: Level I certification. He earned a bachelor's degree in chemistry and a BSEd in secondary education (chemistry) from Lock Haven University, Pennsylvania, and a master's degree in educational technology from the University of Bloomsburg. His professional interests are in the implementation of reverse learning, inquiry learning (specifically POGIL - Process Oriented Guided Inquiry Learning), and digital laboratory simulations.

Casey Snyder is a history teacher in Wiggins, Colorado. He has been teaching for the past eight years, but he changed his classroom in 2018. Casey's experience in the field of history fueled her desire to involve all the students who walked through her door, so she chose the Flipped Learning model. He achieved his Flipped Learning Level I and II certification in the summer of 2019.

Hassan Wilson, current high school deputy principal and former chair of the science department at Friend Seminary, has been a longtime "flipper". He has experience with Mastery Flipped Learning and developed his own model integrating elements of SBG, Mastery and Inquiry Learning, called Mastery Learning Cycles. Their latest work required students to select "minor" and "older," which are selective units that students chose to research topics of interest. Hassan's current challenge is to incorporate the scientific modeling approach with Flipped Learning.

Monica Roach graduated from Old Dominion University in Norfolk, Virginia with a Bachelor of Science in Interdisciplinary Studies and a Master's Degree in Special Education. He has fourteen years of teaching experience at the middle and high school levels. He has certifications in Special Education and Social Studies. He earned his Level I Flipped Learning Certification and is currently working on his Level II Certification. Monica is an Educational Technology Specialist at Birdneck Elementary School in Virginia Beach, Virginia, USA. USA. For the past ten years, she has taught special education, taught inclusion and inclusion English, and taught World History I, World History II, Virginia / US History. USA And Sociology. Monica has successfully flipped her World History II classes for three years and enjoys the time the model gives her to develop strong relationships with her students. Monica has been nominated for Teacher of the Year twice since her class changed, was recognized by her district Superintendent for her positive contributions to her school, and recognized as a Distinguished Teacher by the City of Virginia Beach.

Joanne Ward is an international teacher of mathematics in Taipei, Taiwan. He started changing his classes in 2015 and has taught Fundamentals of Algebra, Algebra I, Algebra II, and Geometry. Joanne graduated from National Taiwan University with BA and MBA degrees in Business Administration with specialization in Technology / Information Management. She did her Teaching Assistant for Undergraduate Statistics and from there she saw the value of teachers creating educational videos for students. After Joanne decided to pursue her teaching career, she began creating short videos for her students and received very positive comments. This is her fourth year changing her class and she hopes to grow and deepen further in this area.

Jessica Washington: As a veteran intermediate level teacher in Memphis, TN, Jessica has learned that school there are going through difficult times. Its classrooms have a culture focused on relationships, but two years ago that culture was under threat. The overwhelming job of covering Tennessee state standards for science and social studies, while students used technology on a daily basis, forced Jessica to enter the unknown territory of Flipped Learning and she has not looked back. During the summers of 2018 and 2019, she completed the Level 1 and Level 2 Inverted Learning Certifications and in the 2018-2019 school year, she was chosen by her school to participate in a two-year program for the State for Tennessee. She was featured in the Memphis newspaper highlighting her use of technology in the classroom. Recently, in the summer of 2019, Jessica had the opportunity to teach a workshop on Flipped Learning in the secondary classroom at Lausanne Learning: Teach Tech Conference organized at the University of Memphis.

Dr. Dena Leggett began her career teaching Physical Chemistry at Lake Forest College. She spent a few years as a corporate trainer teaching classes on chemistry of computer chip manufacturing. Recently, she has been teaching chemistry in high school, and regularly teaches general chemistry classes at Collin College. For the past three years, Dena has been teaching at Franklin High School in Franklin, TN. Dena evaluates the Applied Chemistry exam each year, is on the Pre-AP Chemistry design team for the College Board, and collaborates regularly with the National Institute of Mathematics and Science (www.nms.org). Dena earned her BS in chemistry from Northern Illinois University and her Ph.D. in chemistry at Wayne State University.

Colleen Worton is a Mathematics Coordinator at an upper secondary school in Hunter Valley NSW, Australia. He has been teaching for 20 years in a variety of schools, both in Australia and in the UK. Colleen started flipping her classroom as a teacher in 2016 after attending a conference. Colleen quickly perceived a change in student results, as well as the possibility of designing personalized mathematics learning systems. In the past 3 years, Colleen has taken many Math Teachers beyond traditional teaching to become "real" teachers. In 2019 he traveled to Colorado, USA. USA, to share their experience at the Active Learning conference.

Dr. Jerry Overmyer has extensive teaching experience in high school and college-level mathematics. He is currently a member of the Faculty of Mathematics at Western Governors University. Jerry is a pioneer with deep experience in Flipped Learning. He makes frequent presentations on Flipped Learning and was the creator and facilitator of the Flipped Learning Community, a professional learning network of more than 30,000 members for educators. He is the founder of the Flipped Learning Academy, which provides professional development for university faculty.

Kristen Welsh is a tenured professor of Russian studies at Hobart and William Smith Colleges, where she has taught Russian language, literature, film and culture since 2002. After having started studying Russian as a student, she obtained a Ph.D. in Slavic Languages and Literatures from Yale University. She started to flip her introductory Russian courses in 2013 and now also uses flipped learning approaches in her intermediate language courses. Kristen has presented workshops on flipped learning at national meetings of the American Association of Slavic and Eastern European Language Teachers (AATSEEL), at New York University and on the HWS campus, where she is a member of a community of Flipped Learning practice.

Angela Barnett graduated from California National University with a bachelor's degree in interdisciplinary studies and a master's degree in intercultural teaching. She also has complementary studies in English and social studies. He has been working in the field of education for more than fifteen years. As an elementary teacher with 1: 1 devices, she pursued her own personal professional development by participating in an EdTechTeam Teacher Leader technology program. Angela currently teaches 3rd grade in a Title I TK - 6th grade elementary school. Before she became the AVID site coordinator and teacher mentor for her district, she was the ELA / ELD and leader of the technology site. For the past year, Angela has been sharing her Flipped Learning knowledge and experience through conference presentations, such as the California League of Schools, CUE and the California STEAM Symposium. She has introduced the flipped model at the elementary level to teach the skills her students need to be successful in school and throughout their lives.

Errol St.Clair Smith is the Director of Global Development for the Flipped Learning Global Initiative. Errol joined the educational community in 2005, working closely with national educational organizations on community outreach and professional development activities. Over the past decade, Errol has led the development of community platforms for the International Society for Technology in Education (ISTE); the Association of Curriculum Developers (ASCD); the American Association of School Administrators (AASA), the National Association of Elementary School Principals (NAESP), the International Reading Association (IRA), the National Associations for the Education of Young Children (NAEYC), the National Association of School Nurses (NASN)), the National Science Teachers Association (NSTA), the National Parent Teachers Association (NPTA) and the Association of School Business Officials (ASBO). Errol has received four Emmy nominations and an Emmy Award for managing and scheduling matters of public interest.In 2017 he co-authored Flipped Learning 3.0 with Jon Bergmann. Errol is the designer and global project manager of the RTOL program.

Course curriculum

1

Unit 1: Introduction to RTOL- Rapid Transition to Online Learning
- Introduction
- RTOL Manual - Download and Print for the Course
- Your Twelve-Step Roadmap
- Adjusting Your Approach to Class Time
- Using Bloom's Taxonomy As Your Guide
- The Simple ABC's of Teaching Remotely
- Unit 1 Discussion
2

Unit 2: Planning
- Planning for Remote Teaching
- Flipped Class Lesson Plan Template
- Unit 2 Discussion
3

Unit 3: Best Practices in the Individual Space
- Creating Student Assignments
- What If They Don’t Complete the Pre-Work Assignment?
- Ten Tips for Effective Instructional Videos
- Who Should Create Pre-Class Work?
- Unit 3 Discussion
4

Unit 4: Technology
- The Tech tools You'll Use to Teach Remotely
- Technology Workflows
- Technology Tools Workflow Discussion
- Creating instructional videos with your Smartphone
- Creating Instructional videos with Screencasting
- Flipped Video Rubric
- Unit 4 Discussion
5

Unit 5: Best Practices in the Group Space
- Facilitating Remote Classroom Activities
- The 12th Step: Additional Support
- Course Review

Reviews

Thank you

Kymberley Gill

Thanks for putting together this guide to support us in this time. It was very informative and easy to understand.