Looks like you have come a long way through your design thinking project.. kudos to you! From your video (which you did a great job with, by the way), I can tell you are really trying to figure out the best way to roll out this solution you have planned, especially to those students who might not be able to access the videos at home. Before I get to my 10x idea, I wanted to first ask you this: Are you on a block scheduling system where courses only meet for a semester? I also wanted to suggest to you the idea of using Educreations, or any other whiteboard recording program or app, as a tool for your flipped classroom. These types of programs, and apps, will record what your say as well as what you are drawing on the digital whiteboard, so that you're not seen on the video. This might take some pressure off recording the videos. Here's my 10x idea... what if at the end of a chapter, or lesson, you have a groups of students create their own flipped lesson to share with the class. Maybe its a lesson that describes the concept they are trying to understand. (If you understand something really well, you can teach it.) Or maybe, you have them demonstrate how they solved a problem and how they came up with the solution, via a flipped classroom kind of method. Do you have access to computers or iPads or other mobile devices that would allow the students to do this? I think this would definitely help get the students to a deeper understanding of the topic and it would provide tangible evidence as well. Let me know if you have any other questions to my suggestion.
We are on a block schedule--90 minute classes--semester long. I will look into the Educreations...however, this week has been horrible with my technology. Monday my SmartBoard--not even a year old--started making a "frying" sound. It wouldn't come on.
I love the idea of having the students create a flipped lesson. I will definitely put that into practice. I do have a mobile cart...10 laptops and then access to 15 iPads, so they could have access to complete using classroom technology. Thanks for the suggestions.
Hi Talissa, Your video intro made me laugh- I always feel the same way! Though, I tend to avoid the problem by avoiding watching myself; the most I can bear is to listen and cringe until it's over, hoping I've gotten my point across to avoid a re-record! Thanks for your honesty :) I was interested in your project because I felt like I was that student in math- I could kind of get it, and do a fine enough job of regurgitating or taking the notes I needed to, but didn't have the deeper learning or access to the resources that a flipped classroom requires. I think it's especially great that you're considering this option given your reluctance to be in front of the camera; way to go in facing your fear! The process you have set here seems sound, and it's great you've already been able to get started. One thing I liked was that your surveyed kids to see about their tech access. For those 6 students without easy access outside of school. I wonder if in addition to having them take advantage of the 30 minute study period during the day, they might be encouraged to partner or group up with others to watch and interact with materials online. Of course this wouldn't be a requirement, but it could be a cool way to get students collaborating and using the flipped model to support each other outside of class and enhance your students' sense of community. Overall, it sounds like you have a good plan in place and the enthusiasm to get it done. I hope you're enjoying the beginning of the school year thus far and best of luck in flipping your class and, specifically, doing those recordings! Best, Megan
Hey Megan, I haven't thought about having the students pair up. They tend to do that anyway when trying to solve traditional homework--Students have told me about their "phone conferences" while doing homework...so I think that is a really good idea. Thanks..
“The wise man built his house upon the rock…” You are correct. You need a solid foundation or else, you are toast. The beginning of your video had me in stitches. I guess you aren’t a selfie addict. I like the fact that you want to flip the classroom and your plan is meticulous. I have only one question (after I give you a quick background): I tell my students that I realized that I do not teach in a vacuum. English is not their only subject, so I am mindful that they have other tasks to accomplish (although it a student fails English, he or she is doomed unlike other classes that offer a do-over). So, with that said, you mention that there are only 6 students that do not have access outside of school and there is a 30 minute tutoring block every day (that’s handy), but what happens to that student (or those students) who need that 30 minutes to deal with other subjects? I know you have offered to stay after school (God bless you), but you know Murphy’s Law, right? I guess the question is, what is the back-up plan to the back-up plan for those few students to ensure that they do not fall behind? I do like Megan’s idea regarding partnering when possible. I applaud you for wanting the students to develop a deeper understanding of the subject. I did not enjoy math as a student until it became relevant and meaningful to me (for some reason Stats and Finite Math made sense to me). I wish you the best of luck!
Khalil, I do not have back-up-back-up plan. That is something I need to consider though. I have in the past, when I assigned homework on a computer, I would print out copies for ones how didn't have access. They would complete theirs by hand. However, with a video that might be a little more difficult. They could download a copy of the video on flash drive, that is if they have computer and not internet. Thanks
I think its hard recording myself for something serious. It seems different than my normal social media recording or pictures. Growth I feel is the most important aspect of learning. It is great to not simply touch the surface in teaching, so the problem of practice is great. Flipping your classroom helps your students understand deeper because the homework is meaningful. A screencast could be a great way to make your video (to help making you more comfortable). It would record your screen and audio with the presentation. There have been so many flipped resources developed, especially for upper grades. I am so happy that you were able to provide those resources for ALL of your students. Good luck with your flipping this year!
I do not like recording myself either it is okay. I even have a hard time with public speaking. I didn’t get a very good grade in college because I said umm a lot and I had too many pauses. I really like the idea of a flip classroom for the higher grade levels. The student being able to watch a video and ask questions and answer questions is great. Do you watch the video again the next day or do you jump right into the work? That is amazing that there is such a low number that don’t have computers but if I was to take a survey were I live I’m sure it will be about the same. You gave me a really great idea to survey my students to see who does have computers or access to one. Your problem of practice seems like it will be very successful. Sounds like you had a good outcome with your first lesson. Way to go!!!
I understand your problem of "deepening" the learning of your students and trying to be the best teacher you can for them. It is clear you have given it a great deal of thought and come up with some great solutions. I think flipping your classroom seems like an effective approach for your situation and classroom. The students will be kept alert by the change, and hopefully more engaged in the material. I think it should help increase understanding and comprehension. I also understand your concern about technology, especially when it comes to your students perhaps not knowing how to interact with certain types of media. As a teacher you do not want to make things more complicated for yourself. You do not want to be teaching the technology on top of the lesson. It is also an easy way to lost precious time and focus on the true material for the day. I am glad you found that most students were capable technology users. I also did not know if it would be helpful for you to be the one implementing the technology in the classroom. Creating your own presentaitons or recordings so that technology is being used. The students see the tools and are being taught in new ways, without a tutorial on how to use each piece themselves.
I think your goal and plan are both great and you seem to have a strong grasp on what you want to achieve. Keep It Up
I Flipped or Blended my classroom for the last couple of years that i taught so I understand the trepidation of the video making process. I found that I could utilize videos that are already out there (Khan Academy, Educreations, YouTube, or MathWorld) capture them with Jing, SnipIt or some other software and just do voice over at the point that you want to personalize it. I did this for most of the lessons the first year. I only created my own when I felt I needed to, and even then I did voice annotation only. I did not do the video in the corner option (I hate the way I photograph).
When students are creating questions at home I found that giving them a sheet of question stems based on Blooms was a great help. I created class sets of laminated book marks with two Blooms level question stems on each. When I would assign a Blooms level for that night’s questions, I just passed out the bookmarks* for that Level, like knowledge or apply for example. Using the question stem bookmark students knew exactly how to create the correct leveled questions. I would also have them answer the questions they created for homework. The homework questions and answer were turned in on the paper the next morning. I would have activities, like you are doing, that allowed me to assess where the students where. I found that I needed to vary these activities, because after a while the students would disengage with the same format every day. I used technology like TodaysMeet, Kahoot, NearPod, and others to collect hard data on the fly and the kids loved it. I have to say their favorite thing by far was the "old school" game TrashBall. Students create their questions at home just like you are doing now, but when they get in class they wade their questions with answers into a ball. They then throw it at you in the front of the room (they loved this part), this becomes the trash part. You then collect the trash and ask the student teams (2 or 3 students, usually their study buddy group) the questions. Teams collaborate to arrive at a team answer, which they right on a small whiteboard (white Formica shower wall I had Lowes cut into small boards). This is the point you can see who is getting it, because they show you the answers all at once as a class, you keep score (data). I have a TrashBall score sheet based on classroom roster that I use to collect data. Of course you need a hook and that is all correct answering teams get an opportunity to get bonus points, by throwing a small SOFT Nerf or plush ball into a CLEAN unused trash can. There are 3 different free throw line. The 1 point line is very close to the can, may be just over an arm’s length; the 2 point line is further back and usually the 3 point line is all the way in the back of the room. Talk about student engagement, they are all in. I use this activity on the fly if the technology fails.
Part 2The last suggestion that I have that worked for me was Project Based Learning (PBL), using a Playlist or Menu* strategy. It allows student choice based on learning styles. As teachers we have a lot of resources that we never use because we cannot get to them all. This method allows you to choose an activity for each learning style that addresses one of the Blooms levels. So for example, if you are at Knowledge you would create a PBL list that would have an activity for each learning style that reflects mastery at the knowledge level. You allow the student then to choose the activity that best fits them. You can then group the like learning levels together in a study group so they can have peer-to-peer collaboration and support if needed. This deepens their understanding because they feel they have choice, the activity was differentiated for their learning style and they have a support team to help them. This allows you to walk around and facilitate each group individually, giving them more attention where needed. This requires a lot of organization on the front end, but once the lists are created and you tweak them for what actually worked, you do not have to create them ever again.
Hi Talissa,
ReplyDeleteLooks like you have come a long way through your design thinking project.. kudos to you! From your video (which you did a great job with, by the way), I can tell you are really trying to figure out the best way to roll out this solution you have planned, especially to those students who might not be able to access the videos at home. Before I get to my 10x idea, I wanted to first ask you this: Are you on a block scheduling system where courses only meet for a semester? I also wanted to suggest to you the idea of using Educreations, or any other whiteboard recording program or app, as a tool for your flipped classroom. These types of programs, and apps, will record what your say as well as what you are drawing on the digital whiteboard, so that you're not seen on the video. This might take some pressure off recording the videos.
Here's my 10x idea... what if at the end of a chapter, or lesson, you have a groups of students create their own flipped lesson to share with the class. Maybe its a lesson that describes the concept they are trying to understand. (If you understand something really well, you can teach it.) Or maybe, you have them demonstrate how they solved a problem and how they came up with the solution, via a flipped classroom kind of method. Do you have access to computers or iPads or other mobile devices that would allow the students to do this? I think this would definitely help get the students to a deeper understanding of the topic and it would provide tangible evidence as well. Let me know if you have any other questions to my suggestion.
Good luck! (Almost there!)
We are on a block schedule--90 minute classes--semester long. I will look into the Educreations...however, this week has been horrible with my technology. Monday my SmartBoard--not even a year old--started making a "frying" sound. It wouldn't come on.
DeleteI love the idea of having the students create a flipped lesson. I will definitely put that into practice. I do have a mobile cart...10 laptops and then access to 15 iPads, so they could have access to complete using classroom technology. Thanks for the suggestions.
Hi Talissa,
ReplyDeleteYour video intro made me laugh- I always feel the same way! Though, I tend to avoid the problem by avoiding watching myself; the most I can bear is to listen and cringe until it's over, hoping I've gotten my point across to avoid a re-record! Thanks for your honesty :)
I was interested in your project because I felt like I was that student in math- I could kind of get it, and do a fine enough job of regurgitating or taking the notes I needed to, but didn't have the deeper learning or access to the resources that a flipped classroom requires. I think it's especially great that you're considering this option given your reluctance to be in front of the camera; way to go in facing your fear!
The process you have set here seems sound, and it's great you've already been able to get started. One thing I liked was that your surveyed kids to see about their tech access. For those 6 students without easy access outside of school. I wonder if in addition to having them take advantage of the 30 minute study period during the day, they might be encouraged to partner or group up with others to watch and interact with materials online. Of course this wouldn't be a requirement, but it could be a cool way to get students collaborating and using the flipped model to support each other outside of class and enhance your students' sense of community.
Overall, it sounds like you have a good plan in place and the enthusiasm to get it done. I hope you're enjoying the beginning of the school year thus far and best of luck in flipping your class and, specifically, doing those recordings!
Best,
Megan
Hey Megan,
DeleteI haven't thought about having the students pair up. They tend to do that anyway when trying to solve traditional homework--Students have told me about their "phone conferences" while doing homework...so I think that is a really good idea. Thanks..
“The wise man built his house upon the rock…” You are correct. You need a solid foundation or else, you are toast. The beginning of your video had me in stitches. I guess you aren’t a selfie addict. I like the fact that you want to flip the classroom and your plan is meticulous. I have only one question (after I give you a quick background):
ReplyDeleteI tell my students that I realized that I do not teach in a vacuum. English is not their only subject, so I am mindful that they have other tasks to accomplish (although it a student fails English, he or she is doomed unlike other classes that offer a do-over). So, with that said, you mention that there are only 6 students that do not have access outside of school and there is a 30 minute tutoring block every day (that’s handy), but what happens to that student (or those students) who need that 30 minutes to deal with other subjects? I know you have offered to stay after school (God bless you), but you know Murphy’s Law, right? I guess the question is, what is the back-up plan to the back-up plan for those few students to ensure that they do not fall behind? I do like Megan’s idea regarding partnering when possible.
I applaud you for wanting the students to develop a deeper understanding of the subject. I did not enjoy math as a student until it became relevant and meaningful to me (for some reason Stats and Finite Math made sense to me). I wish you the best of luck!
Khalil,
DeleteI do not have back-up-back-up plan. That is something I need to consider though. I have in the past, when I assigned homework on a computer, I would print out copies for ones how didn't have access. They would complete theirs by hand. However, with a video that might be a little more difficult. They could download a copy of the video on flash drive, that is if they have computer and not internet.
Thanks
I think its hard recording myself for something serious. It seems different than my normal social media recording or pictures. Growth I feel is the most important aspect of learning. It is great to not simply touch the surface in teaching, so the problem of practice is great. Flipping your classroom helps your students understand deeper because the homework is meaningful. A screencast could be a great way to make your video (to help making you more comfortable). It would record your screen and audio with the presentation. There have been so many flipped resources developed, especially for upper grades. I am so happy that you were able to provide those resources for ALL of your students. Good luck with your flipping this year!
ReplyDeleteI do not like recording myself either it is okay. I even have a hard time with public speaking. I didn’t get a very good grade in college because I said umm a lot and I had too many pauses. I really like the idea of a flip classroom for the higher grade levels. The student being able to watch a video and ask questions and answer questions is great. Do you watch the video again the next day or do you jump right into the work? That is amazing that there is such a low number that don’t have computers but if I was to take a survey were I live I’m sure it will be about the same. You gave me a really great idea to survey my students to see who does have computers or access to one. Your problem of practice seems like it will be very successful. Sounds like you had a good outcome with your first lesson. Way to go!!!
ReplyDeleteI understand your problem of "deepening" the learning of your students and trying to be the best teacher you can for them. It is clear you have given it a great deal of thought and come up with some great solutions. I think flipping your classroom seems like an effective approach for your situation and classroom. The students will be kept alert by the change, and hopefully more engaged in the material. I think it should help increase understanding and comprehension. I also understand your concern about technology, especially when it comes to your students perhaps not knowing how to interact with certain types of media. As a teacher you do not want to make things more complicated for yourself. You do not want to be teaching the technology on top of the lesson. It is also an easy way to lost precious time and focus on the true material for the day. I am glad you found that most students were capable technology users. I also did not know if it would be helpful for you to be the one implementing the technology in the classroom. Creating your own presentaitons or recordings so that technology is being used. The students see the tools and are being taught in new ways, without a tutorial on how to use each piece themselves.
ReplyDeleteI think your goal and plan are both great and you seem to have a strong grasp on what you want to achieve. Keep It Up
I Flipped or Blended my classroom for the last couple of years that i taught so I understand the trepidation of the video making process. I found that I could utilize videos that are already out there (Khan Academy, Educreations, YouTube, or MathWorld) capture them with Jing, SnipIt or some other software and just do voice over at the point that you want to personalize it. I did this for most of the lessons the first year. I only created my own when I felt I needed to, and even then I did voice annotation only. I did not do the video in the corner option (I hate the way I photograph).
ReplyDeleteWhen students are creating questions at home I found that giving them a sheet of question stems based on Blooms was a great help. I created class sets of laminated book marks with two Blooms level question stems on each. When I would assign a Blooms level for that night’s questions, I just passed out the bookmarks* for that Level, like knowledge or apply for example. Using the question stem bookmark students knew exactly how to create the correct leveled questions. I would also have them answer the questions they created for homework. The homework questions and answer were turned in on the paper the next morning. I would have activities, like you are doing, that allowed me to assess where the students where. I found that I needed to vary these activities, because after a while the students would disengage with the same format every day. I used technology like TodaysMeet, Kahoot, NearPod, and others to collect hard data on the fly and the kids loved it. I have to say their favorite thing by far was the "old school" game TrashBall. Students create their questions at home just like you are doing now, but when they get in class they wade their questions with answers into a ball. They then throw it at you in the front of the room (they loved this part), this becomes the trash part. You then collect the trash and ask the student teams (2 or 3 students, usually their study buddy group) the questions. Teams collaborate to arrive at a team answer, which they right on a small whiteboard (white Formica shower wall I had Lowes cut into small boards). This is the point you can see who is getting it, because they show you the answers all at once as a class, you keep score (data). I have a TrashBall score sheet based on classroom roster that I use to collect data. Of course you need a hook and that is all correct answering teams get an opportunity to get bonus points, by throwing a small SOFT Nerf or plush ball into a CLEAN unused trash can. There are 3 different free throw line. The 1 point line is very close to the can, may be just over an arm’s length; the 2 point line is further back and usually the 3 point line is all the way in the back of the room. Talk about student engagement, they are all in. I use this activity on the fly if the technology fails.
Part 2The last suggestion that I have that worked for me was Project Based Learning (PBL), using a Playlist or Menu* strategy. It allows student choice based on learning styles. As teachers we have a lot of resources that we never use because we cannot get to them all. This method allows you to choose an activity for each learning style that addresses one of the Blooms levels. So for example, if you are at Knowledge you would create a PBL list that would have an activity for each learning style that reflects mastery at the knowledge level. You allow the student then to choose the activity that best fits them. You can then group the like learning levels together in a study group so they can have peer-to-peer collaboration and support if needed. This deepens their understanding because they feel they have choice, the activity was differentiated for their learning style and they have a support team to help them. This allows you to walk around and facilitate each group individually, giving them more attention where needed. This requires a lot of organization on the front end, but once the lists are created and you tweak them for what actually worked, you do not have to create them ever again.
ReplyDelete